College of Education and Human Services

Information

Linda Haling, Dean

Office of the Dean: Nursing/Education 113
Telephone: (920) 424-3322

Elizabeth Alderton, Associate Dean

Office: Nursing/Education 119
Telephone: (920) 424-2430

Eric Brunsell, Associate Dean

Professional Education Program
Office: Nursing/Education 115
Telephone: (920) 424-0722

Brian Lefeber, Director

Human Services Leadership Field Placement
Office: Nursing/Education 326
Telephone: (920) 424-0889, Email hsfield@uwosh.edu

Department Chairs


Joshua Garrison, Leadership, Literacy and Social Foundations	(920) 424-0339
Christine Tipps, Human Kinetics and Health Education	(920) 424-1231
Janet Hagen, Human Services Leadership	(920) 424-0881
Renae Swanson, Professional Counseling	(920) 424-1475
Stacey Skoning, Special and Early Childhood Education	(920) 424-3421
Katherine Short-Meyerson , Teaching and Learning	(920) 424-7255

Service Center Directors

Bailey Herrmann, Director, Fox Valley Writing Project	(920) 424-3325
Head Start Project	(920) 424-2166
Jayme Reichenberger, Project Success	(920) 424-1033
Educational Materials Center	(920) 424-2320
Gena Frey, Reading Study Center	(920) 424-1031

Philosophy of the College

The College of Education and Human Services is committed to providing its students with quality instruction in degree programs that are designed to prepare graduates for employment in a variety of educational settings. The College is highly responsive to changing societal needs and provides programs, which enable students to obtain the broadest possible professional preparation, without sacrificing the depth of training, which is so essential to prospective employers.

Established over one hundred years ago, the College has developed an outstanding reputation based on the exceptional quality of its graduates.

Faculty

Alderton	Bowser	Elannani	Hagen	Hones	Leininger	Massey	Pietrzak	Steele	Watson
Allen	Brunsell	Fischer	Hameister	House	Ladwig	Meyerson	Saginak	Swanson	Zuleger
Bae	Carey	Fonkem	Harper	Hsu	Lindsey	Murray-Tiege	Short-Meyerson	Tipps
Beeth	Clark	Garrison	Hermann	Kim	Liske	Penick	Skoning	Toll

Required Core Courses

Licensure Requirements – College of Education and Human Services Prospective Graduates

Licensure to teach in the public schools in the State of Wisconsin requires the completion of the Bachelor of Science in Education, or a Bachelor of Music Education or a Bachelor of Fine Arts degree requirements, plus the program and licensure requirements of the College of Education and Human Services and the Wisconsin Department of Public Instruction.
All College of Education and Human Services students should meet with their assigned academic advisor in the Undergraduate Advising Resource Center (UARC) or faculty adviser on a semester basis.

Some of the licensure programs require the completion of specific courses, which will also meet a portion of the University Studies Program (USP) Requirements. Students should consult with their academic adviser to make decisions about the USP courses they take based on the Bachelor of Science in Education, Bachelor of Music Education or the Bachelor of Fine Arts degree requirements and personal interests.

Curriculum Core Courses for all Teacher Education Majors:

Educational Foundations 235
Educational Leadership 406, 408
All Teacher Education majors require a 12 credit semester of student teaching. Student teaching is based on the K-12 semester calendar.

Candidates in licensure areas Regular Education: Early Childhood to Middle Childhood (Birth to age 11), Middle Childhood to Early Adolescence (age 6 to approx. 12-13), Special Education: Early Childhood Special Education (licensure in EC and ECSE age birth-to-age eight), Kindergarten through Grade 12 Cross-categorical Special Education, will need to show evidence of having passed the Wisconsin Foundations of Reading Test (FORT) with a score of 240 or higher. An alternative to the FORT is available for special education licensure only.

Additional licensure requirements include program specific coursework and assessment as determined by the Department of Public Instruction and the College of Education and Human Services.

Human Relations Requirement

The Professional Education Program requires the completion of undergraduate coursework and a field experience working with students with disabilities and direct involvement with various racial, cultural, language and economic groups. Course instructors in the College of Education and Human Services provide information and procedures for meeting these requirements as well as placement opportunities for the field experience. The Human Relations Requirement must be completed prior to Admission to Student Teaching. The Human Relations requirement fulfills the University Studies Program Ethnic Studies requirement for all education majors.

Pre-Student Teaching

The requirement for on-site supervised pre-student teaching clinical experiences are met in specific course work for each licensure area. Experiences occur in a variety of school settings.

Student Teaching

The Department of Public Instruction’s requirement for student teaching is a full-day, full-semester experience following the academic calendar of the cooperating school. The Office of Field Experience offers Application Meetings two semesters preceding the student teaching experience to provide pertinent information. Email announcements provide details. Student teaching applications are due two semesters prior to the student teaching semester (December 1/June 1).

Internships

Internships are provided by participating districts in accordance with policies and procedures outlined by the Wisconsin Improvement Program (WIP) governed by the Department of Public Instruction. A separate application is necessary and facilitated by the Office of Field Experience. Students must be enrolled in or have completed all undergraduate course work prior to student teaching and have a positive pre-student teaching field experience. Also required are 3.50 professional GPA, and 3.1 in the major, minor and combined GPA. Participants in the program must apply for a Tier 1 internship license through the Wisconsin Department of Public Instruction. Students in this program will earn a salary during their internship.

Out of Area Student Teaching

The COEHS has a defined supervision area that extends approximately 60 miles from the university. Visit the COEHS website for the Out of Area Student Teaching policy. Students may request a placement outside of this service area. However, a supervision fee is assessed for students placed outside of the service area.

Institute for Urban Education

The College provides the opportunity for students to complete student teaching in the Milwaukee Metro Area through the Institute for Urban Education and guest student teacher programs. A fee is assessed for participation in this program. See the COEHS website for more information.

International Student Teaching

International Student Teaching is coordinated by the Educators Abroad Student Teaching Ltd (EAST) and provides placements in over 50 countries. The Office of Field Experience facilitates the stateside placement, done prior to the overseas placement, and candidate approval for the international experience. The Office of International Education assists in logistical and legal aspects of this program.

Teacher in Residency Program

Several area school districts provide select students the opportunity to become members of a cohort group that participates in a full-semester student teaching placement, intensive in-service, mentoring, professional development and co-teaching. Candidates are placed with cooperating teachers who are committed to providing a rigorous teaching experience while incorporating frequent opportunities for reflective dialogue with other educational professionals and peers regarding best practices.

Teacher Licensure

Students are eligible to apply for a teaching license upon successful completion of a full semester of student teaching, an earned bachelor’s degree, Portfolio, a combined GPA of 2.75* or above and successful completion of required coursework, appropriate content assessment, performance assessment, and the other required DPI assessments.

*A 2.75 GPA is the minimum GPA required by DPI. COEHS requires a minimum combined GPA of 3.0 to student teach in most programs.

Graduation

Students apply for graduation the semester before they plan to graduate. Student records are checked by the graduation examiner. All graduation requirements must be completed by the final day of the term in which students wish to graduate.

Licensure Only and Certification Only Requirements – Baccalaureate Degree Holders

The College of Education and Human Services offers opportunities for individuals with non-teaching baccalaureate degrees to become licensed to teach in any of the programs offered (licensure program). Individuals with a bachelor’s degree have the following options:

The Alternative Careers in Teaching program (ACT) is a state approved post-baccalaureate teacher licensure program leading to licensure in 19 subjects: Broad Field Science, Biology, Chemistry, Earth/Space Science, Environmental Studies, Physics, English, Speech, Journalism, Broad Field Social Studies, Economics, Geography, History, Political Science, Psychology, Sociology, Mathematics, Computer Science, and Technology and Engineering Education. Individuals seeking licensure through the ACT program must hold the minimum of a bachelor’s degree https://uwosh.edu/coehs/act/
Special Education Initial Licensure, contact the Department of Special Education and Early Childhood Education;
English as a Second Language Initial Licensure (or add on license), contact the Department of Teaching and Learning;
Initial licensure in elementary or early childhood education, contact the COEHS administrative offices.

Individuals already licensed to teach in Wisconsin are also able to extend their licensure to include additional developmental levels or areas. Contact the Center for Additional Teaching Licenses [(920) 424-3330 or www.uwosh.edu/coehs/addon/]. This program requires a teaching practicum in the new licensure area, completion of coursework or other evidence indicating content and pedagogical mastery appropriate for the new license, and a reflective portfolio.

Degrees

Undergraduate: A major in Education or Human Services can lead to the degree Bachelor of Science in Education or Bachelor of Science in Human Services Leadership. Music Education majors earn the Bachelor of Music Education; Art Education majors earn the Bachelor of Fine Arts.
Graduate: Students who complete a major in the College may want to continue in a graduate program, leading to the degrees Master of Science, Master of Science in Education, or students may wish to consider advanced study in other Colleges at the University of Wisconsin Oshkosh. For specifics, please see the University of Wisconsin Oshkosh Graduate Bulletin.

Summary of Fields of Study

1. Goal(s)

See individual departments for a listing of their goals.

2. The Majors

The College offers nine majors. These are: 1) Elementary Education 2) Special Education, emphasis within the major: Early Childhood Special Education (with licensure in Early Childhood regular education and Early Childhood Special Education), 3) Special Education, emphasis within major: Kindergarten through Grade 12 Cross-categorical Special Education, 4) Broadfield Social Science, 5) Broadfield Natural Science, 6) English as a Second Language (ESL), 7) Human Services Leadership, 8) Physical Education, 9) Technology and Engineering Education.
The College does not offer a Secondary Education major as such. It does provide programs leading to licensure to teach at the Early Adolescence to Adolescence (age 10 to 21) and Early Childhood to Adolescence (birth to age 21) levels. The University of Wisconsin Oshkosh offers programs for teacher licensure within the following areas: Adapted Physical Education (minor), Art (major), Bilingual Education: Hmong (minor), Bilingual Education: Spanish (minor), Biology (major/minor), Chemistry (major/minor), Computer Science (minor), Earth Science (major/minor), Economics (minor), English (major/minor), English as a Second Language (major/minor), Environmental Studies (minor), French (major/minor), Geography (major/minor), German (major/minor), School Health Education (minor), History (major/minor), Journalism (minor), Mathematics (major/minor), Music Education (major), Natural Science-Broadfield (major), Physical Education (major), Physics (major/minor), Political Science (minor), Psychology (minor), Social Science-Broadfield (major), Sociology (minor), Spanish (major/minor), Speech Communication Education (major/minor), Theatre Education (minor).

3. The Minors

The College offers 8 minors in Elementary Education: 1) Language Arts, 2) Science, 3) Social Science, 4) English as a Second Language, 5) Bilingual Education Hmong, 6) Bilingual Education Spanish, 7) School Health Education and 8) Adapted Physical Education.
Licensable minors in Elementary Education: Early Childhood to Middle Childhood (birth to age 11) and Middle Childhood to Early Adolescence (age 6 to approx. 12-13) offered by departments in the College of Letters and Science are as follows: Environmental Studies, French, Geography, German, School Health Education, History, Mathematics, Sociology, Spanish and Speech Communication-Elementary Education Emphasis or Education Emphasis.

4. Certificates

5. Cooperative Urban Teacher Education Program

Cultural diversity is increasing in urban school districts, in the Fox Valley and throughout the country. Thus, the University of Wisconsin Oshkosh and Milwaukee Area Technical College have joined together to offer the Cooperative Urban Teacher Education Program to talented students who wish to become teachers. Black, Hispanic, American-Indian and Asian students are especially encouraged to consider the cooperative program. Students of color who are eligible for admission to the general education program at MATC and want to become teachers may enroll.

The program offers students the opportunity to begin their college education in their own backyard. When students join the Cooperative Urban Teacher Education Program, they enroll in the General Education Curriculum at MATC in liberal arts coursework, level 200 and above. Students may earn an Associate of Arts degree at MATC or may earn a minimum of 40 term hours of credits to be eligible to enroll in upper-level courses at the University of Wisconsin Oshkosh.

After completion of a minimum of 45 term hours of credits at MATC, students then enroll at the University of Wisconsin Oshkosh. An additional two to three years of coursework is needed to complete the program, depending upon the students’ class standing when they transferred to the University of Wisconsin Oshkosh. Upon successful completion of the program, students receive a Bachelor’s of Science Degree in Education and are eligible to apply for Wisconsin State Teacher Licensure.

Students who meet the requirements outlined in section four. Admission/Graduation Requirements, will be considered for admission to the College of Education and Human Services at the University of Wisconsin Oshkosh. Admission to the University of Wisconsin Oshkosh does not guarantee admission to the Professional Education Program (PEP) in the College of Education and Human Services. There are a limited number of students admitted biannually. Direct questions to the Director of PEP, Nur/Ed 113.

6. Benefits of the Cooperative Program include:

Continuous interaction with faculty, staff and students from the University of Wisconsin Oshkosh and MATC regarding course selection and program requirements.
An opportunity to become familiar with the University of Wisconsin Oshkosh before enrolling in classes.
Guaranteed equal consideration into the College of Education and Human Services at the University of Wisconsin Oshkosh upon successful completion of 40 term hours of credits at MATC (as previously outlined).
For more information or to make arrangements for your visit, please contact the Admissions Office, Dempsey 135, University of Wisconsin Oshkosh, Oshkosh WI 54901-8602 or call (920) 424-0202.

7. Articulation Agreement between COEHS Human Services Leadership Program and the Wisconsin Technical College System Schools

Students who complete a human services related associate degree at a Wisconsin Technical College System school may transfer credits toward a B.S. degree in Human Services Leadership. For further information, please contact a human services leadership adviser at:
- Online: 920-424-0234, or oce@uwosh.edu
- Campus: 920-424-3164, or admissions@uwosh.edu

8. Articulation Agreement Between COEHS Early Childhood Education Program and Wisconsin Technical College System

WTCS students who successfully complete an Associate of Applied Science degree after July 1, 2001 in Early Childhood Education (WTCS statewide core curriculum) wishing to transfer to the University of Wisconsin Oshkosh will be awarded credits toward a BSE degree and licensure in Elementary Education (Early Childhood to Middle Childhood). For further information, please contact a Transfer Admission Counselor via email at transfer@uwosh.edu.

9. Articulation Agreement Between COEHS Special Education Program and Wisconsin Technical College System

WTCS students who successfully complete an Associate of Applied Science degree in Paraeducator (Instructional Assistant) (WTCS statewide core curriculum) wishing to transfer to the University of Wisconsin Oshkosh will be awarded credits toward a BSE degree and licensure in Special Education. For further information, please contact a Transfer Admission Counselor via email at transfer@uwosh.edu

10. Articulation Agreement Between COEHS Special & Early Childhood Education Program and Wisconsin Technical College System

WTCS students who successfully complete an Associate of Applied Science degree after September 1, 2018, in Early Childhood Education (WTCS statewide core curriculum) wishing to transfer to the University of Wisconsin Oshkosh will be awarded credits towards a BSE degree in Special Education and licensure in Early Childhood Special Education & Early Childhood Regular Education, both birth to age 8. For further information, please contact a Transfer Admissions Counselor via email at transfer@uwosh.edu.

Admission/Graduation Requirements

Students seeking admission to the College of Education and Human Services must meet the minimum requirements as listed below. Additional criteria for selecting students for various licensure programs may be required. Admission to the University of Wisconsin Oshkosh does not guarantee admission to the Professional Education Program (PEP) in the College of Education and Human Services.

Any student, undergraduate or graduate, seeking admission to any program in the College of Education and Human Services with a field experience component must submit a disclosure statement and complete receipt for a criminal background check through the COEHS as part of the admissions process. Additional criminal background checks may be required at different points in the program.

Admission to the Professional Education Program (PEP)

Students must meet the following requirements to be admitted to the COEHS Professional Education Program:

Completion of 28 university credits;
A combined GPA of 2.75 or higher;
A grade of “C” or better in a university speech course;
A grade of “C” or better in Math 104 or higher OR a passing score on the Praxis Core Mathematics Exam
A grade of “B” or better in a university level writing course OR a passing score on the Praxis Core Reading/Writing Exam;
A completed application, clear criminal background check, and recent tuberculosis test

The COEHS does have a conditional admissions process for students that do not meet these requirements. Visit the COEHS website for additional information about the admission process.

Direct Admission

The Direct Admission is designed to directly admit students into the College of Education and Human Services during their first semester of classes. Students are eligible for these programs if they have earned a score of 22 or above on the ACT (or equivalent score on the ACT or SAT) and a 3.25 GPA in High School or originating university. The Direct Admission or Education Scholars application must be completed by the end of the student’s first semester at the University of Wisconsin Oshkosh. Please contact the College of Education and Human Services for information.

Admission to the Human Services Leadership Program & Internship

Students will be admitted into the Human Services Leadership Program & Internship when the following requirements have been met:

Major GPA of 2.75.
Combined GPA of 2.50 and 65 credits earned.
Completion of a minimum of three courses in the Human Services Leadership major: Human Services 203, 310 and 385.

Admission to the Human Services Leadership-Advanced Internship

Students will be admitted into the Human Services Leadership Advanced Internship under the following conditions:

Combined GPA of 2.75.

Human Services major GPA of 3.00.
Completion of the following courses:
- Human Services 203 Introduction to Human Services
- Human Services 310 Interpersonal Relations and Helping Professions
- Human Services 320 Human Behavior and Strategies for Intervention
- Human Services 325 Internship in Human Services
- Human Services 335 Globalization in Human Services
- Human Services 340 Social Issues, Solutions and Human Services
- Human Services 360 Program Evaluation and Grant Writing
- Human Services 385 Financial Sustainability in Non-Profit Organizations
- Human Services 415 Legal and Ethical Aspects in Human Services
- Human Services 440 Leadership and Decision-Making in Non-Profit Organizations
  (May be taken concurrently with Advanced Internship.)

For Field Experiences: Internship (120 hours) & Advanced Internship (280 hours)

Applications for all field experiences are required and due in March for the following summer and fall semesters and in October for the spring semester.

Comment: Exceptions to the above admissions policy will be made on an individual basis to and recommendation of the Department Chair.

The Major(s), with Emphases and/or Options

For current information refer to COEHS planning sheets and your academic advisor.

1. Elementary Education Major

Elementary Core Courses: (49 crs.)

- Art 116 or 203, 355
- Elementary Education 110, 266, 308, 311, 316, 317, 360, 384
- Educational Foundations 380
- Educational Leadership 302, 325
- Literacy and Language 305, 420, 440
- Math 110, 211, 213
- Physical Education 333
- Special Education 352

A. Early Childhood – Middle Childhood (EC-MC) Regular Education License (14 crs.)
Age: Birth to age 11 (Grades: PK – 6^th grade)

- Required Courses: In addition to the Curriculum Core (22 crs.) and the Elementary Core (49 crs.) courses:
  - Elementary Education 304 (1 crs.)
  - Special Education 360, 371, 377 (3 crs.)
  - Art 391 (2 crs.), Music 316 (2 crs.), and Musi3 319 (2 crs.) or A3t 355 (2 crs.)

B. Middle Childhood -Early Adolescence (MC-EA) Regular Education License (24 crs.)
Age: 6 to age 12/13 (Grades: 1^st– 8^th grade)

- Required Courses: In addition to the Curriculum Core (22 crs.) and the Elementary Core (59 crs.) courses:
  - Music 319 (3 crs.) or Art 355 (3 crs.)
  - Required completion of a content area minor (minimum 21 crs.)

2. Special Education Major

Special Education Core Courses: (33 crs.)

- Elementary Education: 110, 311
- Literacy and Language: 305
- Math: 110, 211
- Phys Ed: 333
- Special Education: 402, 460, 461, 462, 463, 481

A. Kindergarten through Grade 12 Cross-categorical Special Education – (38-40 crs.)
Kindergarten through Grade 12 Special Education License
(Grades: 4K – 12^th grade)

- Required Courses: In addition to the Curriculum Core (10 crs.) and the Special Education Core (33 crs.) courses:
  - Educational Leadership: 325
  - Elementary Education: 384
  - Literacy: 420
  - Special Education: 351, 354, 355, 357, 414, 425, 426, 430, 457
  - Choose One: Elementary Education 316, 317; Educational Leadership 302; or Music 319

B. Early Childhood Special Education: (59 crs.)
Early Childhood (ECSE) Special Education License AND Early Childhood (EC) Regular Education License
Age: Birth to age 8 (Grades: PK – 3^rd grade)

- Required Courses: In addition to the Curriculum Core (10 credits) and the Special Education Core (33 crs.) courses:
  - Art: 390, 391, 392
  - Elementary Education: 304
  - Educational Foundations: 380
  - Educational Leadership: 302
  - Literacy: 420
  - Music: 315, 316, 317
  - Special Education: 309 (cross-listed with Elem Ed 309), 360, 361, 362, 371, 373, 374 (cross-listed with Elem Ed 374), 375, 409 (cross-listed with Elem Ed 409), 410, 411, 414, 415, 416

Secondary (5th through 12th grade) Education

Secondary Core Courses: (12 crs.)

Educational Foundations 235
Educational Foundations 380
Educational Leadership 325, 406, 408
Secondary Education 110
Special Education 352

1. English Education Major (51 crs.)

Early Adolescence – Adolescence (EA-A)
Age: 10 to age 21
Grades: 5th – 12th grade

This major is housed in the College of Letters & Science, English Department.

Required Courses: In addition to the Curriculum Core (22 crs.) and Secondary Core (12 crs.) courses:
- Literacy and Language 435
- Secondary Education 344, 356, 374, 432
- English 281, 381, 481
Other Requirements:
- AREA A: 15 crs. total with at least 3 credits from each of the four groups below.
  - Group I: English 333, 340, 342, 351, 353, 356, 362, 363, 364, 365 or 369, 344, and 346 may count toward this requirement with permission.
  - Group II: English 314, 372, 373, 374, 375, 377, 378, 379, 380.
  - Group III: English 347, 448.
  - Group IV: Two courses: 319, 332, 345, 349, 358, 361, 367, 370, 371, 393, 394, 395.
- AREA B. 3 crs. from: English 301, 341, 383, 384, 452.
- AREA C. 3 crs. from: English 204, 303, 304, 305, 306, 308, 329, 330, 405.
- AREA D. 3 crs. from either of the following groups:
  - Group 1: English 354, 357, 382, 390, 396.
  - Group 2: English 324, 326, 327, 334, 335, 336, 343, 350, 366, 391, 392, 482.
- AREA E. 3 crs. from English 223 or Educational Leadership 303.

2. Math Education Major (55 crs.)

Early Adolescence – Adolescence (EA-A)
Age: 10 to age 21 (Grades: 5th– 12th grade)

This major is housed in the College of Letters & Science, Mathematics Department.

Required Courses: In addition to the Curriculum Core (22 crs) and Secondary Core (12 crs.) courses:
- Literacy and Language 435
- Secondary Education 344, 359, 342, 432
- Math 171, 172, 222, 256, 295, 301, 331, 334, 467 or 480, 495 or 430
Other Requirements:
- One course from: Math 346, 347, 348, 349
- One upper-level elective Math course

3. Natural Science Major (66-73 crs.)

Early Adolescence – Adolescence (EA-A)
Age: 10 to age 21 (Grades: 5th – 12th grade)

Required Courses: In addition to the Curriculum Core (22 crs.) and Secondary Core (12 crs.) courses:
- Literary and Language 435
- Secondary Education 334, 344, 358, 432
Other Requirements:
- Students complete a minor in one of the four science areas:
  - Biology (24 crs.)
  - Chemistry (22 crs.)
  - Earth Science (33 crs.)
  - Physics (23 crs.) requires a minimum of Math 106
- In addition to the minor, students are to complete coursework from the remaining science areas to meet the 66 credit minimum including:
  - A minimum of 12 crs. in one of the above science areas which has not been selected for the minor.
  - A minimum of 8 crs. in the 2 remaining science areas.
- Environmental Education Requirement:
  - One of the following: Biology 104, 349, Chemistry 103 or 104, Environmental Studies 101, 318 or 368 Geography 121, 211, or 314 or Geology 102, 109, 110 or 150.

4. Social Science Major (72-75 crs.)

Early Adolescence – Adolescence (EA-A)
Age: 10 to age 21 (Grades: 5th – 12th grade)

Required Courses: In addition to the Curriculum Core (22 crs.) and Secondary Core (12 crs.) courses:
- Biology 104 or 349; or, Chemistry 103 or 104; or Environmental Studies 318, 368; or Geography 121, 221, 314; or Geology 102, 109, 110 or 150. (Note: this requirement is not counted in major totals as it may be met in USP)
- History 341
- Literacy and Language 435
- Secondary Education 338, 344, 357, 432
Other Requirements:
- Students complete a minor in one of the six social sciences areas below:
  - Economics (21 crs.)
  - Geography (22 crs.)
  - History (24 crs.)
  - Political Science (24 crs.)
  - Psychology (21 crs.)
  - Sociology (24 crs.)
- In addition to the minor, students are to complete coursework from the remaining social science areas to total a minimum of 33 crs. to include:
  - A minimum of 3 crs. in the 5 remaining social science areas other than the minor.
  - A minimum of 9 crs. in 2 social science areas other than the minor.

Pre-Kindergarten-Secondary (Pre-K through 12th grade) Education

Secondary Core Courses: (12 crs.)

Educational Foundations 380
Educational Leadership 325
Secondary Education 110
Special Education 352

5. Art Education Major (69 crs)

Early Childhood – Adolescence (EC-A)
Age: Birth – age 21 (Grade level: PK – 12^th grade)

This major is housed in the College of Letters & Science, Art Department.

Required Courses: In addition to the Curriculum Core (22 crs.) and Secondary Core (12 crs.) courses:
- Literacy and Language 442
- Secondary Education 366 (taken 3 times)
- Art 209, 210, 111, 112, 114, 142, 234, 253, 354, 356
- 3 upper level Art History courses from: 310, 311, 312, 313, 314, 315, 317, 320, 321, 322, 323, 482
Other Requirements:
- 2D Studio Courses 12 crs. Required – 6 crs. from one area and 6 crs from two other areas:
  - Drawing: 204, 304, 334
  - Painting: 241, 275, 341, 375
  - Photography: 245, 345
  - Printmaking: 259, 260, 261, 262, 359, 360, 361, 362
- 3D Studio Courses:12 crs. Required – 6 crs. from one area and 6 crs. from two other areas:
  - Art Metals: 263, 363, 463
  - Ceramics: 271, 371, 471
  - Functional Design: 252, 352, 452
  - Sculpture: 267, 367, 467
  - Art Electives: all but 105, 203, 355

6. English as a Second Language (ESL) Major (45 crs)

Early Childhood – Adolescence (EC – A)
Age: Birth to age 21 (Grades: PK – 12th grade)

Required Courses: In addition to the Curriculum Core (22 crs.) and Secondary Core (12 crs.) courses:
- Elem Ed/Sec Ed 346, 348, 349, 351, 352, 353, 374, 377, 311, 432
- Literacy and Language 435
- English 383
- Two of the following: Elementary Education: 316, 317, 384 or Secondary Education 341

7. French Major (50 crs.)

Early Adolescence – Adolescence (EA-A)
Age: 10 to age 21 (Grades: PK – 12th grade)
Students have the option to receive a 5-12 license with this major.

This major is housed in the College of Letters & Science, Foreign Languages and Literature Department.

Required Courses: In addition to the Curriculum Core (22 crs.) and Secondary Core (12 crs.) courses:
- Secondary Education 302, 371, 432
- Literacy and Language 442
- French 203, 204, 301, 303, 304, 306, 312, and 330 or 331 and 308 or 309
Other Requirements:
- One of the following: French 315, 318, 321
- One upper level French elective

8. German Major (44 crs.)

Early Adolescence – Adolescence (EA-A)
Age: 10 to age 21 (Grades: PK – 12th grade)
Students have the option to receive a 5-12 license with this major.

This major is housed in the College of Letters & Science, Foreign Languages and Literature Department.

Required Courses: In addition to the Curriculum Core (22 crs.) and Secondary Core (12 crs.) courses:
- German 203, 204, 301, 304, 306, 308, 312, 314, 330
- Literacy and Language 442 and 305 or Elem Ed 311
- Secondary Education 302, 371, 432
Other Requirements:
- One of the following: German 315, 318, 321, 327
- One of the following: German 313, 323, 325

9. Spanish Major (41 crs.)

Early Adolescence -Adolescence (EA-A)
Age 10 to age 21 (Grades: PK – 12th grade)
Students have the option to receive a 5-12 license with this major.

This major is housed in the College of Letters & Science, Foreign Languages and Literature Department.

Required Courses: In addition to the Curriculum Core (22 crs.) and Secondary Core (12 crs.) courses:

Secondary Education 302, 371, 432
Literacy and Language 442 and 305 or Elem Ed 311
Spanish 312, 300, 301; or for native speakers, 310, 311 and 301 (9 crs.)
Literature emphasis: Requires 314, plus three additional literature courses; 307 and one civilization course, and one optional language or civilization course (21 crs.)
Language emphasis: Requires 314 plus one additional literature course; 307, 313 and; at least one civilization course; plus two additional courses of language or civilization, (at least one being language) (21 crs.)
Language and Literature emphasis: Requires 314, plus two additional literature courses; 307 and one civilization course; two additional courses (minimum one language course) (21 crs.)

Comment: Students considering graduate work in Spanish, Comparative Literature or in Foreign Language Education, should consult a member of the Spanish faculty.

10. Music Education Majors

Music Core Courses: (48 crs.)

Literacy and Language 442
Secondary Education 432, 367
Music 016 (every semester)
Music 019, 107, 108, 204, 206, 275, 276, 306, 307, 145, 173, 174, 273, 274, 147, 148, 182,116, 205, 207, 285, 286, 277, 288,
One course from: Music 303, 304, 403, 404, 405, 476, 477

A. Choral Music Major (23 crs.)
Early Childhood – Adolescence (EC – A)
Age: Birth to age 21 (Grades: PK – 12^th grade)

This major is housed in the College of Letters & Science, Music Department.

Required Courses: In addition to the Curriculum Core (22 crs.) the Secondary Core (12 crs.) and the Music Core (48 crs.):
- Applied Lessons:
  - Voice Option: Music 181/381, 185,275, 276 OR
  - Keyboard Option: Music 171, 181, 182, 184, 275, 276
- Music 485, 388, 111/311, 385, 389

B. General Music Major (26 crs.)
Early Childhood – Adolescence (EC – A)
Age: Birth to age 21 (Grades: PK – 12^th grade)

This major is housed in the College of Letters & Science, Music Department.

Required Courses: In addition to the Curriculum Core (22 crs.), the Secondary Core (12 crs.) and the Music Core (48 crs.):
- Applied Lessons:
  - Voice Option: Music 181/381, 185,275, 276 OR
  - Keyboard Option: Music 171, 181, 182, 275, 276 OR
- Instrumental Option: Music 275, 276, 182, 184
  - Music: 180, 387 or 388, 145, 384, 386

C. Instrumental Music Major (21 crs.)
Early Childhood – Adolescence (EC – A)
Age: Birth to age 21 (Grades: PK – 12^th grade)

This major is housed in the College of Letters & Science, Music Department.

Required Courses: In addition to the Curriculum Core (22 crs.), the Secondary Core (12 crs.) and the Music Core (48 crs.):
- Primary Applied Instrument (12 crs.)
- Secondary Applied Instrument (3 crs.)
- Music 387, 399, 301

11. Physical Education Major (79 crs.)

Early Childhood – Adolescence (EC-A)
Age: Birth – age 21 (Grade level: PK – 12^th grade)

Successful completion of this major results in the following licensures: Physical Education, Health Education, Adapted Physical Education, and Coaching.

Required Courses: In addition to the Curriculum Core (22 crs.) and Secondary Core (12 crs.) courses:
- Literacy and Language 442
- Secondary Education 370
- Biology 105
- Health Education 106, 211, 240, 308, 420
- Physical Education 275, 395, 192, 193, 224, 266, 290, 324, 335, 373, 375, 392, 393, 394, 421, 422, 424, 441, 460, 472, 482.

Human Services Leadership

12. Human Services Leadership Major

Recommended for students who are preparing for, or currently hold, positions in human service agencies and institutions. Students can elect to enroll in one of two delivery methods: On-campus or Online (100%).

Required Credits: 40 minimum
Required Courses:
- Human Services: Human Services 203, 310, 320, 325, 335, 340, 360, 385, 415, 420, 421, 422, 440
- Other Requirements: 3 credits taken from the following approved list of courses:
  - Any non-required 300 or 400 HSL course not previously used
  - Educational Foundations 235, 377, 380
  - Health Education 310
  - Political Science 321
  - Psychology 305, 331, 391
  - Sociology 321, 339
  - Women’s Studies 339, 353

13. Technology and Engineering Education Major (80 crs.)

Collaborative program with Fox Valley Technical College. Please contact the Department of Teaching and Learning at UW Oshkosh for further information.

Required Technology and Engineering Education Courses:
- Literacy and Language 435
- Secondary Education 312, 313, 314, 358, 400, 405
- Educational Leadership 325, 406, 408
- Educational Foundations 235, 380
- Special Education 352
Required Technology Content Courses:
- 6-10 credits from the following courses:
  - Engineering 107, 116, 130, 320, 360, 390
  - Physics 305, 311
- 6-10 credits from the following courses:
  - Art 142, 238, 239, 245, 259, 260
  - Computer Science 125
Other Required Courses:
- 6-10 credits of Construction (Fox Valley Technical College)
- 6-10 credits of Transportation (Fox Valley Technical College)

The Minor(s)

1. Elementary Language Arts

Recommended for students who wish to concentrate on the general area of language arts. This minor can be taken only in combination with the major in Elementary Education.

Required Credits: 23 minimum
Required Core Courses: 11 credits from the following list of courses: Elementary Education 375, Literacy 305, 410; and Communication 312.
Additional Core Requirements: 3 credits From Literacy 420 or 440.
Electives: nine credits. Choose one course from two categories:
- Educational Leadership 303.
- Journalism 141, 221, 250.
- Language-English 301, 383, 384.
- Literature-English 218, 219, 220, 221, 222, 224.
- Performance-Communication 265, 303, 318, 441; Theatre 389, 465.

2. Elementary Science

Recommended for students who desire a strong natural science background for teaching in elementary schools. This minor can be taken only in combination with the major in Elementary Education.

Required Credits: 21 minimum
Additional Requirements: In addition to the natural science courses required in their licensure program, students must select and complete a minimum of 21 credits from the following departments: Biology, Chemistry, Geography (Physical Geography courses only), Geology, and Physics/Astronomy. A minimum of three credits must be selected from each of the listed departments.
Select from the following courses:
- Biology 104, 105, 106, 230, 231.
- Chemistry 101, 102, 103, 104, 105, 106.
- Geography 121, 122, 335, 342, 363, 364.
- Geology 102 or 110 or 150, 109, 205, 328, 335, 360.
- Physics/Astronomy 103, 104, 107, 108, 109, 110; Physical Science 101 (Highly recommended).

3. Elementary Social Science

Recommended for students who desire a strong social science background for teaching in elementary schools. This minor can be taken only in combination with the major in Elementary Education.

Required Credits: 24 minimum
Required Course:
- History: History 341
Other Requirements:
- 3 credits History 101, 102, 201, 202.
- 6 credits Geography 111 or 316, 213 or 377, 311, 313, 314.
- 6 credits Political Science-any Political Science course. Note: May not take both Political Science 105 and 175.
- 3 credits in each of the following: Any Economics(SS)course-excluding Economics 427 and 428; Any Sociology course-excluding Sociology 281 and 446.

4. English As A Second Language (ESL)

Recommended for students who desire strong English as a Second Language background for teaching in elementary or secondary schools. This minor can be taken only in combination with the major in Elementary Education or with licensure in Early Adolescence to Adolescence (age 10 to 21). ESL minors should also consider a Bilingual Education minor.

Required Credits: 21 minimum
Required Courses:
- Elem Ed/Sec Ed: Verified Language Learning Requirement or Elementary Education/Secondary Education 300.
- Curriculum and Instruction: Elementary/Secondary Education 346, 348, 351, 352, and 353 or 377.
- English 383.
Other Requirements:
- 3 credits from the following list of courses: English 301, 341, 384, 452; Spanish 307.
- 3 credits from the following list of courses: Anthropology 122, 232, 274, 312; Geography 111, 316; History 358, 382; International Studies 321; Political Science 304; Religious Studies 102; Spanish 334, 335.
- Student teaching.

5. Bilingual Education Hmong

Recommended for students who are fluent in English and Hmong who desire a strong background in Bilingual Education for teaching in elementary or secondary schools. This minor can be taken only in combination with the major in Elementary Education, with licensure in Middle Childhood to Early Adolescence (age 6 to 13), with licensure in Foreign Language Education. All other majors should see an Education Adviser regarding their eligibility for this minor. Fluency in Hmong and English is a prerequisite for this minor. See an Education Adviser for assistance.

Required Credits: 24 minimum
Required Courses:
- Elementary Education/Secondary Education 300
- Elementary/ Secondary Education 346, 348, 349, 351, 352, 353
- English 383
Other Requirements:
- 3 credits from the following list of courses: English 301, 341, 384, 452; Spanish 307.
- 3 credits from the following list of courses: Anthropology 122, 232, 274, 312; Geography 111, 316; History 358, 382; International Studies 321; Political Science 304; Religious Studies 102; Spanish 334, 335.
- Student teaching.

6. Bilingual Education Spanish

Recommended for students who are fluent in Spanish and English and who desire a strong background in Bilingual Education for teaching in elementary or secondary schools. This minor can be taken only as a second minor if combined with a foreign language major, including ESL.

Required Credits: 24 minimum
Required Courses:
- Elementary Education/Secondary Education 300
- Elementary/ Secondary Education 346, 348, 349, 351, 352, 377
- English 383
Other Requirements:
- 3 credits from the following list of courses: English 301, 341, 384, 452; Spanish 307.
- 3 credits from the following list of courses: Anthropology 122, 232, 274, 312; Geography 111, 316; History 358, 382; International Studies 321; Political Science 304; Religious Studies 102; Spanish 334, 335.
- Student teaching.

7. School Health Education Minor

Recommended for students who are interested in teaching health.

Required Credits: 23 minimum
Required Courses:
- Biology 211;
- Kinesiology 104 (or equivalent);
- Health Education 106, 211, 240, 305, 308, 420
Electives: A minimum two credits to meet the Minimum Requirement to be selected from these studies:
- Health Education 250, 310, 315, 403, 410, 440, 442, 446, 456

8. Adapted Physical Education Minor and Certification (#860 License)

This licensure is recommended for students who are interested in teaching physical education to special education students in the schools in conjunction with a Physical Education PreK-12 Teacher Preparation Emphasis. It is a licensure which may be obtained only in conjunction with a Physical Education PreK-12 Teacher Preparation Emphasis.

Required Credits: 25 minimum
- Physical Education 373, 374, 375, 376, 380, 422, 424, 482
- Special Education 352

Comment:
Five of the above credits are already required in the Physical Education PreK-12 Teacher Preparation Emphasis.

The Certificate(s)

Human Services Certificate

This certificate is available to any UW Oshkosh undergraduate student.

Required Credits: 9 minimum
- Hum Sv 111 Exploring Human Services
- Any two of the following Human Services elective courses:
  Hum Sv 353 Domestic Violence
  Hum Sv 375 Current Issues in Human Services
  Hum Sv 376 Conflict Resolution
  Hum Sv 378 Refugees. Migration and Human Services
  Hum Sv 379 Crisis Intervention
  Hum Sv 386 Psychology of Drug Use
  Hum Sv 391 Trauma Informed Care

Bilingual License Certificate

Completion of a teacher education major and this certificate results leads to an additional license in English as a Second Language and Bilingual Education

Required Credits: 15 minimum
- Elem/Sec 346. Methods of ESL
- Elem/Sec 348, Principles of Bilingual/Bicultural Education
- Elem/Sec Ed 300, Bilingual Assessment
- Elem/Sec 349, Content Area Bilingual Instruction
- Choose either Elem/Sec 377, Latina/o Language, Culture and Learning OR Elem/Sec 353, Hmong Language, Culture and Learning
- Choose from English 383, Introduction to Linguistics, English 384, Sociolinguistics, OR English 452, Applied Linguistics
- 9 week Bilingual student teaching placement
- 9 credits would be reduced from the current licensure requirements for Bilingual (the minor);
- Elem/Sec 352, ESL and Multicultural Materials
- Elem/Sec 351, Authentic Assessment of English Learners
- 3 credits of electives from various departments

English as a Second Language License Certificate

Completion of a teacher education major and this certificate results leads to an additional license in English as a Second Language.

Required Credits: 12 minimum
- Elem/Sec 346. Methods of ESL
- Elem/Sec 348, Principles of Bilingual/Bicultural Education
- Choose either Elem/Sec 377, Latina/o Language. Culture and Learning OR Elem/Sec 353. Hmong Language, Culture and Learning
- Choose from English 383, Introduction to Linguistics. English 384, Sociolinguistics. OR English 452, Applied Linguistics
- 9 week ESL student teaching placement

American Sign Language and Deaf Culture Certificate

This certificate is appropriate for students interested in learning American Sign Language. The courses in this certificate are not part of the 12-18 credit full-time tuition rate and will be billed at the per-credit cost.

Required Credits: 15 minimum
- Special Education 402/602 American Sign Language I (3 cr)
- Special Education 403/603 American Sign Language II (3 cr)
- Special Education 404/604 American Sign Language III (3 cr)
- Special Education 405/605 Manual Communication Systems (3 cr)
- Special Education 407/607 Deaf Culture (3 cr)

Adventure and Outdoor Pursuits Certificate

The following credentials may be completed as part of the certificate.

Boater Safety Instructor (Physical Education 192)
National Archery In the Schools Program (NASP) Basic Archery Instructor (Physical Education 192)
American Red Cross- Lifeguarding (Physical Education 221)
American Red Cross- CPR/Basic First Aid (Physical Education 221)
Association for Challenge Course Technology (ACCCT) Level I Traditional Challenge Course Structures (Physical Education 193/446)

Required Credits: 12 minimum
- Physical Education 192 Outdoor Recreation and Leisure Activities (2 cr)
- Physical Education 193 (Adventure, Challenge, and Cooperative Activities in Physical Education (2 cr) OR Physical education 208 Effective Leadership in Adventure, Outdoor, and Recreation Education (SS)(XS) (3cr)
- Physical Education 221 Swimming (2cr)
- Physical Education 300 Theory and Risk Management in Adventure and Outdoor Education (1cr)
- Physical Education 356 Internship in Adventure / Outdoor Education (2cr)
- Take 3 electives (3cr) from: Physical Education 114, 133, 135, 143, 145, 148, 180, 181, 205, 206, 446

Coaching Certificate

Upon completion of this certificate, students have the opportunity to earn an American Sport Education Program (ASEP) coaching certification, which is nationally recognized.

This 12-credit certification, which includes the ASEP certification, is accepted by the Wisconsin Interscholastic Athletic Association (WIAA) as meeting its coaching education requirement for scholastic coaches.

Required Credits: 12 minimum
- Physical Education 320 Contemporary Issues in Coaching (3cr)
- Physical Education 360 Field Experience in Coaching – Grades 5-8 (2cr) OR Physical Education 408 Field Experiences in Coaching – Grades 9-12 (3cr)
- Non-physical education majors must take Physcial Education 375 Lifespan Motor Development (2cr)
- Choose from the following courses: Physical Education 247, 261, 264, 265, 304, 305, 306, 307, 308, 309, 310, 328, 382, 390, 446

Community Health Studies Certificate

Required Credits: 14 minimum
- Health 106 Personal Health and Wellness (3cr)
- Health 211Nutrition and Weight Control (3cr)
- Health 250 Intro to Health Education and Promotion (3 cr)
- Health 305 Field Experience in Health (2cr)
- Health 410 Current Health Issues (3cr)

Course Offerings

EDUCATIONAL FOUNDATIONS

Educational Foundations 102	2 (crs.)
Introduction to Education as a Career
This course is designed as an exploration of the profession of teaching and the foundations of our American Educational System. The material covered will include information for students who are considering teaching as a future career or for those who simply wish to learn more about key educational issues and policies. One component of the course will include class discussion seminar and the other component will be hands-on observational type field experience in local elementary, middle, and possibly secondary schools. Prerequisites: A 3.25 GPA or an ACT score of 24 or above or placement in the top quarter of graduating class.


Educational Foundations 235	3 (crs.)
Child and Adolescent Development (XS)
Principles, theories, and methods of study of childhood and adolescence from prenatal development through graduation from high school Physical, motor, cognitive, emotional, social, and moral development are studied. Applications of knowledge to working with, nurturing, and helping children and adolescents learn in educational settings are emphasized.


Educational Foundations 265	3 (crs.)
Women and Education
An introduction to the theories and practices of educating girls and women. Traditional and feminist perspectives on developmental models of learning, early childhood through adult education, curricular issues, and feminist pedagogy will be studied and critiqued.


Educational Foundations 310	2 (crs.)
Measurement and Evaluation in Education
Role of measurement and evaluation in educational decision making. Characteristics of acceptable measurement and evaluation procedures. Principles underlying utilization of commonly used standardized tests. Elementary statistical techniques used in the interpretation of test results. Constructing and using teacher-made tests. Methods of reporting student progress. Prerequisite: Admission I, Educational Foundations 280 or equivalent.


Educational Foundations 343	3 (crs.)
The Adult Learner
The biological, psychological, and social characteristics of the adult learner, including middle aged persons as well as those in later life. The intellectual abilities adults possess will be examined with specific references to educational processes. Prerequisite: Educational Foundations 235, 377 or equivalent. 343/543


Educational Foundations 350	3 (crs.)
Adolescent Psychology
A study of pre-adolescence and adolescence as a psycho-socio-cultural phenomenon. Emphasis will be placed upon the basic conflicts and adjustment patterns of adolescents. Contemporary interests and problems of pre-adolescents and adolescents in school situations will be stressed. Prerequisite: Advanced standing including Psychology 201. 350/550


Educational Foundations 377	3 (crs.)
Human Growth and Development
Study of theory and problems in the various areas of human development as interrelated phenomena. Psychological, social, emotional, intellectual, and physical development from infancy to maturity. Environmental factors will be emphasized. Prerequisite: Psychology 201.


Educational Foundations 380	3 (crs.)
Educational Psychology
The psychological study of the principles, theories and recent research findings of teaching that affect classroom procedures. Included in the field of educational psychology are: theories and conditions of learning; theory and practice of motivation of students; classroom management, individual differences, basic assessment, and standardized testing. Emphasis in the broad concept of student diversity will be interwoven throughout the course. This course will build upon the fundamental understanding of cognitive, social/emotional, and moral development from Educational Foundations 235. Prerequisite: Educational Foundations 235 Child and Adolescent Development w B- or Psychology 391, Developmental Psychology; and 2.75 GPA or Admissions to COEHS. Special fees may apply.


Educational Foundations 381	3 (crs.)
Honors: Educational Psychology
The psychological study of the principles, theories and recent research findings of teaching that affect classroom procedures. Included in the field of educational psychology are: theories and conditions of learning; theory and practice of motivation of students; classroom management, individual differences, basic assessment, and standardized testing. Emphasis in the broad concept of student diversity will be interwoven throughout the course. This course will build upon the fundamental understanding of cognitive, social/emotional, and moral development from the Child and Adolescent Development course (Educational Foundations 235). Prerequisites: Educational Foundations 235, Child and Adolescent Development or Psychology 291, Developmental Psychology. Enrolled in good standing with the UW Oshkosh Honors Program with prior or concurrent enrollment in Honors 175. Students cannot earn credit in both an honors course and a non-honors course of the same title.


Educational Foundations 389	3 (crs.)
Education of Gifted and Talented Students
Issues in identifying, motivating, and providing for the learning of gifted and talented children and youth. Attention is given to creative processes taught on individual and group bases. 389/589


Educational Foundations 435	2 – 3 (crs.)
Human Development and Education
Consideration of major theories, principles, problems, issues, and recent research findings on human development. Physical, intellectual, social, and personality development throughout the lifespan will be examined in the context of education. One emphasis will be on students’ reflections of their own development and their observations of the development of others. A second emphasis, related to the first, is how these reflections and observations may contribute to the development of children and adolescents under their care as whole persons. Students may enroll for 2 or 3 credits at either the undergraduate or graduate level. Prerequisite: Bachelor’s degree or consent of instructor. 435/635


Educational Foundations 471	2 – 3 (crs.)
Learning Processes in Children
Reading and discussing a variety of new materials in the areas of early childhood learning and generating applications of research findings to working with children. Some areas discussed: learning in the newborn, learning to love and to fear, play, attitude conditioning, motivation for learning, self-concept development, Piaget, Montessori, cognitive growth, IQ change, approaches to teaching young children. Prerequisite: Educational Foundations 235 or equivalent. 471/671


Educational Foundations 474	3 – 6 (crs.)
Honors Thesis
Honors thesis projects include any advanced independent endeavor in the student’s major field of study (e.g., a written thesis, scientific experiment, research project, creative arts exhibit or production). A proposal, to be attached to the Honors Thesis Contract, must show clear promise of honors level work and be approved by a faculty thesis supervisor and his/her department chair as well as the University Honors Program Director. Course title for transcript will be “Honors Thesis.” Completed thesis will be announced and presented to interested students and faculty. Prerequisite: University Honors Program and junior standing. Maximum of 6 units (crs.)


Educational Foundations 496	1 – 3 (crs.)
Independent Study
Supervised research or independent study in Educational Psychology. The outline of the student’s proposal must be approved prior to registration. Prerequisite: Consent of instructor and department chairperson.

EDUCATIONAL LEADERSHIP

Educational Leadership 201Q3	3 (crs.)
Schools vs. Communities: Who is in Charge? (XC)
This course is designed to be an exploration of the social and political communities which make up the public school institution and the relationships fostered in the struggle for power and control. Society often views schools as institutions in themselves, but do not recognize all of the communities involved in education our students. These communities include the peer communities and the political communities. All of the communities may impact on students and their academic achievement and success, or lack of success. The role individuals and institutions play in creating and perpetuating these communities will be explored in this course by engaging in activities and reading grounded in civic knowledge. Through readings, classroom discussions and debates, students in this course will engage in learning how both micro and macro communities affect student success and how engaging in social change can enhance opportunities for student self-efficacy and academic achievement. Through a photo-journal project grounded in civic engagement, students will participate in on-site research to assess the power structure of schools to ascertain who really is in charge.


Educational Leadership 205	1 (crs.)
Introduction to Computers in Education
An introduction to the use of the microcomputer as a tool of instruction. The major emphasis is on computer awareness and developing student confidence in using the computer as a learning and teaching tool. Internet searching and productivity tools including word processing, electronic presentations, and spreadsheets are explored.


Educational Leadership 302	3 (crs.)
Literature for Children
Literature for children aged three to twelve. Emphasis on: criteria for evaluation and aids for selection of materials; the reading interests, needs, and abilities of children; and reading, listening and viewing guidance in the classroom and in school and public libraries. Prerequisite: Admission to COEHS. 302/502


Educational Leadership 303	3 (crs.)
Literature for Young Adults
Criteria for evaluation and aids for selection of materials for young people aged thirteen to eighteen as well as extensive reading of the literature. Reading, listening and viewing guidance techniques appropriate for the classroom and for the school and public library. Prerequisite: Admission to COEHS. 303/503


Educational Leadership 304	3 (crs.)
Developing Information Literacy Skills
Preparing library media specialists to teach students information literacy skills (the ability to access, evaluate and use information from a variety of sources) through the study of the goals and methods of library/media instruction, and to integrate those skills into the curriculum.


Educational Leadership 308	3 (crs.)
Multimedia Design and Production
Directed experiences including: utilizing digital still photography and manipulation of digital images; creating audio Podcasts; applying intermediate web design tools including frames and cascading style sheets; employing hypermedia authorizing environments in educational settings; and/or other emerging technologies. Prerequisites: Successful completion of Educational Leadership 325/525 or equivalent technology class, or permission of instructor. Special course fees may apply. 308/508


Educational Leadership 317	3 (crs.)
Classification and Cataloging
Theory and principles of library classification and cataloging. Practical problems in classifying by the Dewey Decimal system; use of International Standard Bibliographic Description ((SBD); creation of MARC (machine-readable cataloging) records, and Sears subject access. 317/517


Educational Leadership 325	3 (crs.)
Instructional Technology
Examination and practice in technology integration strategies in learning environments to design effective and efficient instruction, using various applications, instructional, and productivity software, evaluating digital tools and resources, and developing integrated instructional activities. Prerequisite: Admission to COEHS. Special course fees may apply. 325/525


Educational Leadership 329	3 (crs.)
Collection Development and Reference Services
This course incorporates the principles and methods of evaluation and selection of print, non-print, reference, and on-line library materials. Emphasis is on standard selection sources, building adequate collections of learning materials, developing selection policies, and providing reference services. 329/529


Educational Leadership 334	3 (crs.)
Administration of the School Media Center
Techniques of administering the multi-media instructional materials center in elementary and secondary schools. Problems in planning facilities, equipment, personnel, budgets, services; investigation of current standards. 334/534


Educational Leadership 358	3 (crs.)
Multicultural Education Materials for Children and Adolescents
This course will introduce students to a variety of Multicultural books, non-print media and electronic databases for children and adolescents. It will prepare them to incorporate these materials into the curriculum of the K-12 classroom and into activities of the school media center. Prerequisite: Ed Ldrsp 302. 358/558


Educational Leadership 360	3 (crs.)
Methods in Library Media
This course is designed as an exploration into general teaching pedagogy, classroom management, assessment and reflection. Teacher candidates will engage in critical studies of teaching methods, lesson plan writing, standards, and student assessment. Critical classroom management is a key component of pedagogy and will be explored as part of the whole classroom experience. There is a practicum component that allows teacher candidates to put into practice the theoretical aspects of the course.


Educational Leadership 375	1 – 3 (crs.)
Current Issues in Technology/Media
A series of discussions on current trends, issues, problems, and services in technology and media followed by class discussion. Theme will vary frequently. Course may be taken three times provided the subject of the course is not repeated. 375/575


Educational Leadership 403	3 (crs.)
Foundations of the American School
Philosophical, socio-cultural and historical foundations of American education are explored through critical readings in theory and ideology. Historical and philosophical underpinnings of the creation of the modern American bureaucracy will be examined. Course requirements center on preparing students to understand the relationship of their personal educational philosophy to the larger educational system. Prerequisites: Admission to COEHS; 90 credits.


Educational Leadership 406	3 (crs.)
Foundations of Multicultural Education
This course is designed to develop an understanding of cultural processes and sensitivity to diverse cultural groups. Emphasis is on the historical and social issues surrounding the need for good multicultural education, and how multicultural education should be used as a tool to an equal educational opportunity for all students. Students cannot receive credit for both Ed Found 409 and 406. Prerequisites: Admission to COEHS; 90 credits.


Educational Leadership 408	4 (crs.)
Foundations of American Education
This course explores the philosophical, social, legal and historical foundations of American education. The course focuses on contemporary and historical thoughts and issues in American education as they relate to the larger society. Course participants will engage in a critical study of the schooling system and social order and reflect on the legal and ethical obligations of teachers in a democratic society. Prerequisites: Admission to COEHS, 90 credits.


Educational Leadership 411	3 (crs.)
Honors: Foundation of Multicultural Education
This course is designed to develop an understanding of cultural processes and sensitivity to diverse cultural groups. The course includes multicultural content as it relates to teaching, procedures for identifying various forms of bias in educational materials and teaching styles appropriate for culturally diverse learning styles. Students cannot receive credit for both Ed Found 409 and 406. Prerequisite: Admission I (Professional Education Program) and enrolled in good standing with the UW Oshkosh Honors program with prior or concurrent enrollment in HNRS 175. Students cannot earn credit in both an honors and a non-honors course of the same title. (Educational Foundations 406 and Educational Foundations 409)


Educational Leadership 412	3 (crs.)
Teaching as a Profession: Legal and Ethical Aspects
This course will introduce aspiring teachers to various aspects of the profession, including what a profession is and how it may be differentiated from other occupations. The structure and various roles of school systems will be explored. Significant ethical and legal issues regarding teachers and students will be examined through case studies and analyses. Prerequisite: Admission to COEHS.


Educational Leadership 415	3 (crs.)
Supervision of School Media Centers
As the world of information, the needs of 21st century learners, the resources and tools they use, and formal and informal learning environments are rapidly changing, school library and technology programs must evolve into a learning commons that supports collaborative, student-driving learning. This course is designed to be a seminar that examines administrative and leadership issues, policies, and practices pertinent to operation of effective information, media and technology programs in schools and districts, building on the knowledge and skills mastered in the Library Administration course. Competencies covered include leadership skills, legal and ethical issues, staffing issues, managing multiple facilities, advocacy, grant writing, and your own professional development. Prerequisite: Ed Ldrsp 334 Administration of School Media Centers.


Educational Leadership 471	3 (crs.)
Student Teaching for the Library Media Specialist
The practicum course will deal with a broad range of activities and representative issues in school and classroom leadership. The primary purpose of the student teaching course is to provide educational leadership students with an opportunity to apply the theoretical concepts studied in the prerequisite courses to actual day-to-day administration of a school library media center. Prerequisites: All pre-professional courses and UWSSLEC courses must be completed (or in progress) prior to enrollment.


Educational Leadership 474	3 – 6 (crs.)
Honors Thesis
The Honors Thesis is one of two options offered to Honors students to meet the senior capstone requirement of The Honors College. Students who choose the thesis engage in research as an independent study over two semesters (fall/spring or spring/fall) with the support of a faculty advisor. They decide on a topic in their major or minor, address recent scholarship, develop a prospectus, and produce a substantial work (e.g., a written thesis, scientific experiment or research project, or creative arts exhibit or production). At the end of the term in which the capstone is completed, students give presentations at the Honors Thesis Symposia. Credits are applied to the respective department or unit. Prerequisites: In good standing with The Honors College, prior enrollment in HNRS 175Q and HNRS 275Q, and senior status.


Educational Leadership 496	1 – 3 (crs.)
Independent Study
An individual will conduct independent study to meet specific instructional needs not provided by current course requirements or offerings. Prerequisite: The outline of the student’s proposal must be approved prior to registration.

ELEMENTARY EDUCATION

Elementary Education 110	3 (crs.)
Education Policy: Truth and Myths (XS)
For more than three decades, public education policy in the United States has become a pervasive part of the public discussion. U.S. media is dominated by doom and gloom stories, and pessimistic assessments of U.S. students in international education rankings, and other failings of the U.S. public education system. This course will help learners scrutinize media accounts and public policy proposals for accuracy, bias and potential for effectiveness. By understanding how to critically examine a variety of claims, and learn about ways citizens can influence public policy learners will have a better capacity to engage in community life.


Elementary Education 110Q1	3 (crs.)
Education Policy: Truth and Myths (XS)
For more than three decades, public education policy in the United States has become a pervasive part of the public discussion. U.S. media is dominated by doom and gloom stories, and pessimistic assessments of U.S. students in international education rankings, and other failings of the U.S. public education system. This course will help learners scrutinize media accounts and public policy proposals for accuracy, bias and potential for effectiveness. By understanding how to critically examine a variety of claims, and learn about ways citizens can influence public policy learners will have a better capacity to engage in community life.


Elementary Education 111	3 (crs.)
Culture, Identity and Educational Journeys (XC)(ES)
Culture, Identity and Educational Journeys focuses on developing an understanding of culture in our lives, examine personal and group concepts of identity, and make connections to diverse culture groups specifically those from refugee and immigrant backgrounds through the process of creating narratives of educational journeys.


Elementary Education 111Q1	3 (crs.)
Culture, Identity and Educational Journeys (XC)(ES)
Culture, Identity and Educational Journeys focuses on developing an understanding of culture in our lives, examine personal and group concepts of identity, and make connections to diverse culture groups specifically those from refugee and immigrant backgrounds through the process of creating narratives of educational journeys.


Elementary Education 115	3 (crs.)
Honors: Myths & Realities in American Education (XS)
Honors course equivalent to Elem/Sec Ed 110 (13/14-110). For more than three decades, public education policy in the United States has become a pervasive part of the public discussion. U.S. media is dominated by doom and gloom stories and pessimistic assessments of U.S. students in international education rankings, and other failings of the U.S. public education system. This course will help learners scrutinize media accounts and public policy proposals for accuracy, bias and potential for effectiveness. By understanding how to critically examine a variety of claims, and learn about ways citizens can influence public policy learners will have a better capacity to engage in community life. Prerequisite: Enrolled in good standing in the Honors College and prior or concurrent enrollment in Honors 175.


Elementary Education 120	1 (crs.)
Teaching Environmental Literacy and Sustainability
This course explores pedagogical techniques for teaching various environmental science literacy topics aligned with the Wisconsin Standards for Environmental Literacy and Sustainability. Students are introduced to a variety of pedagogical techniques for teaching a wide range of learners in formal and informal settings about engaging in citizen-based science inquiry projects at the local level. Topics may include wetlands, forests, and grassland habitats; water quality, soil health, species identification, etc. Introductory information will be followed by exploration of threats to biodiversity and stewardship practices to protect and restore the environment. Field trips and outdoor activities either independently or as a class will be included to demonstrate the pedagogical techniques being presented.


Elementary Education 125	1 (crs.)
Engaging in Citizen-Based Science
This course culminates in planning, teaching and reflecting on environmental science literacy topics aligned with the Wisconsin Standards for Environmental Literacy and Sustainability. Students will fully develop citizen-based scientific inquiry projects on environmental topics of local importance. Content topics may include wetlands, forests, and grassland habitats; water quality, soil health, species identification, etc. Students learn principles of citizen-based science and develop lesson plans aligned with the Wisconsin Standards for Environmental Literacy and Sustainability. Field experiences will engage the learner in local citizen-based science projects either face-to-face or remotely. Prerequisites: Bio/Elem Ed 120 Teaching Environmental Literacy and Sustainability


Elementary Education 201	3 (crs.)
Individual, School, and Society
This is an introductory course in education. Its purpose is to expand your understanding of schooling through an analysis of its many connections with the individual and society. This, in part, will be accomplished through a study of social, political, and economic forces in U.S. Society that have a direct bearing on schooling. Prerequisite: 2.75 GPA.


Elementary Education 202Q3	3 (crs.)
Culture and Community Change in Costa Rica (XS)(GC)
Costa Rica is a small democracy in Central America with a wealth of biodiversity and cultural traditions. In this study abroad you will have the opportunity to work alongside the people of Costa Rica in community projects involving education, immigrant rights, working with children with disabilities, and environmental awareness. In addition, we will visit the rainforest, beaches on the Atlantic and Pacific coasts and spend time in Afro-Caribbean and indigenous communities. This course provides an opportunity to address real-world challenges through active engagement in communities in San Jose, Costa Rica. Prerequisites: Quest I and II. (Quest III when offered).


Elementary Education 266	1 (crs.)
STEM Education: Discover, Solve, and Create
Students will explore key issues and standards related to the integrative science, technology, engineering and mathematics (STEM) in K-12 education. Students will develop a definition of STEM Education, understand issues related to diversity and identity within STEM disciplines, and examine curricular materials appropriate for use in school and youth programs. The course will include visits to university and industry outreach programs, and school and youth programs. Laboratory experience in this course will focus on inquiry, problem solving and design thinking.


Elementary Education 267	1 (crs.)
STEM Education: Discover, Solve, and Create
Students will apply their knowledge of integrative Science, Technology, Engineering, and Mathematics (STEM) instruction through an independently designed project. This project will be completed in a school placement, youth program, or other venue. Specific details for the placement or project will be individually negotiated with the course instructor. Prerequisites: Students should have previously taken, or are concurrently enrolled in 13/14 266 STEM Education 1.


Elementary Education 300	0 (crs.)
Bilingual Language Fluency Assessment
Registration for and completion of the Bilingual Language Fluency Assessment is required in the first or second semester of enrollment in the Bilingual Licensure Program and prior to enrolling in core courses in this program.


Elementary Education 302	3 (crs.)
Foreign Language Teaching Methods
The goal of this course is to provide students with the skills and tools necessary to become effective foreign language teachers. To that end, the course combines theory and practice. The theoretical background will be applied to the teaching of the four skills: reading, writing, listening, and speaking. Students will learn about different techniques and strategies for teaching these skills. Moreover, the development of communicative proficiency has to happen within meaningful cultural contexts, so students will be provided with the necessary tools and resources to develop such cultural contexts. As students acquire a theoretical foundation, they will be given ample opportunities to put the theory into practice. Majors in Foreign Languages will concurrently take their clinical experience. Prerequisites: Elem/Sec Ed 110, Ed Found 235 and 380 and concurrent enrollment in Elem/Sec Ed 371.


Elementary Education 307	1 (crs.)
Clinical Experience 1
Under the guidance of an experienced teacher, students are directed to study individual cases and problems, the diagnosis and solution of which involve the application of teaching-learning principles and the relationship of theory and practice. Students are directed to study and apply aspects of effective classroom management, strategies for assessing and monitoring student learning and implementation of an instructional sequence. Prerequisites: Must be taken concurrently with Elem Ed 308, Elem Ed 316, and Elem Ed 384. Admission to COEHS.


Elementary Education 308	2 (crs.)
Introduction to Instruction, Assessment and the Diverse Learner
This course is designed to give students an opportunity to examine and connect relevant theories, policies and practices associated with relationship building, planning, instruction and assessment with the culturally and linguistically diverse population found in today’s varied learning environments. Prerequisites: Must be taken concurrently with Elem Ed 316 and Elem Ed 384. Admission to COEHS.


Elementary Education 309	3 (crs.)
Sci, Tech, Engineering, Arts, and Math (STEAM) Methods/Intervention for Teachers of Presch Children
This course is designed to give the teacher candidate an opportunity to learn about and experience science (including principles of environmental education), technology, engineering, arts, and mathematics (STEAM), in the development of preschool-aged children. Pedagogy for STEAM will be examined in relation to student experiences in classroom, family, community, and cultural contexts. Focus will be placed on how STEAM content and practices can be integrated across the preschool curriculum. The teacher candidate will develop and reinforce essential STEAM skills and understanding in order to embed STEAM as a means to enrich their instructional role within preschool learning environments. Cross-listed: Spec Ed 309/Elem Ed 309. Students may receive credit for only one of the two cross-listed courses. Prerequisites: Spec Ed 360, 361, 362, 363, and 364.


Elementary Education 311	3 (crs.)
Teaching English Language Arts in Diverse PK-8
In the collaborative learning community, students will explore the theories and research surrounding the development of language and literacy in children. Students will discuss theory and practice, along with trying strategies to develop language arts and modes of expression. The major purposes of this course are to extend understanding of writing as an integrated aspect of language arts in a diverse classroom, explore how PK-8 learners engage with writing, research pedagogic strategies related to PK-8 writing in general and English Learners in particular, and analyze the role a teacher’s own writing plays. Students will explore the use of the workshop and 6 + 1 Traits approaches to developing and accessing writing. Prerequisites: Educational Foundations 380 (may be taken concurrently) or Special Education 470 and Admission to COEHS.


Elementary Education 312	2 (crs.)
Working With Infants and Toddlers and Their Families
This course examines relevant theories and practice pertaining to the care of infants and toddlers within the family setting and in group care programs. The relationship between best practices for care of infants and toddlers in community care and policies, which support them is considered as well. Students will design and evaluate curriculum activities appropriate for all children from birth to three years of age. Prerequisites: Elementary/Secondary Education 110 or 201, Educational Foundations 380, and Admission to COEHS. Elementary Education 304, Elementary Education 312, Elementary Education 313, Elementary Education 314, Elementary Education 322, and Elementary Education 323 should be taken concurrently as an Early Childhood Education Block.


Elementary Education 313	2 (crs.)
Theories and Practices of Early Childhood Education
The needs and interests of children of preschool and kindergarten ages; the content of an activity program for the preschool and kindergarten. Emphasis on children’s social, intellectual, physical, and emotional needs with suggestions of interest area and activities, which lead into the subjects included in the curriculum for the primary grades. Prerequisites: Elementary/Secondary Education 110 or 201, Educational Foundations 380, and Admission to COEHS. Elementary Education 304, Elementary Education 312, Elementary Education 313, Elementary Education 314, Elementary Education 322, and Elementary Education 323 should be taken concurrently as an Early Childhood Education Block.


Elementary Education 314	2 (crs.)
Organization and Administration of Preschool Programs in Early Childhood Education
This course examines relevant theories and practices relating to the organization and management of quality early childhood education programs for children ages birth-8. It is expected that participants will: Develop an understanding of “quality early childhood education” and the values and attitudes necessary for this disposition; acquire an understanding of the steps involved in planning and implementing quality early childhood programs; acquire the knowledge and information necessary for administering early childhood programs; and develop specific skills and abilities necessary for successful administration of early childhood programs including: personnel management, business practices, health. Prerequisites: Elementary/Secondary Education 110 or 201, Educational Foundations 380, and Admission to COEHS. Elementary Education 304, Elementary Education 312, Elementary Education 313, Elementary Education 314, Elementary Education 322, and Elementary Education 323 should be taken concurrently as an Early Childhood Education Block. 314/514


Elementary Education 316	2 – 3 (crs.)
Teaching Science and Environmental Education in the Elementary/Middle School
Provides the student with the knowledge of currently accepted goals of science and environmental education in the elementary/middle school. The examination, evaluation, and practice of techniques compatible with these goals are emphasized, and contemporary elementary/middle school curricula are examined and evaluated. Prerequisites: Must be taken concurrently with Elem Ed 307, 308, and 384, admission to COEHS; or declared Spec Ed major without Elem Ed as a double major. Admission to COEHS. Special course fees may apply.


Elementary Education 317	3 (crs.)
Teaching Social Studies Pre K – 8
This course is designed to study social studies teaching, to practice using instructional materials and to learn about evaluation strategies likely to enhance social studies knowledge construction and learning by early childhood, elementary and middle school pupils. It is also planned for students to study educational research and practice related to early childhood, elementary and middle level curriculum development in social studies. Emphasis is given to correlation with other school subjects. Prerequisites: To be taken concurrently with Elem Ed 360 and Elem Ed 407; or declared Spec Ed major without Elem Ed as a double major. Admission to COEHS.


Elementary Education 318	2 (crs.)
Assessment in Early Childhood
This course is designed to address the theoretical and practical issues, practices, and techniques that would guide practitioners toward the meaningful assessment of preschool children. The course includes preschool cognitive assessment, family assessment, preschool screening, and intervention design. Prerequisites Elementary Ed 304, 312, 313, 314, 318, 322, and 323 taken concurrently and Admission to COEHS.


Elementary Education 322	2 (crs.)
Curriculum & Methods For Young Children: Art, Creative Dramatics, Creative Movement & Music
Introduction to curriculum and methods for using expressive arts and the characteristics of play to enhance the development and learning of the children in an early childhood educational setting. Prerequisites: Elementary/Secondary Education 110 or 201, Educational Foundations 380 and Admission to COEHS. Elementary Education 304, Elementary Education 312, Elementary Education 313, Elementary Education 314, Elementary Education 322 and Elementary Education 323 should be taken concurrently as an Early Childhood Education Block.


Elementary Education 323	2 (crs.)
Early Childhood Guidance and Behavior Management
This course is designed to help students understand the behavior and feelings of young children, learn how to understand and build positive behaviors and feelings, develop positive classroom environments for young children, and deal with their common behavioral and emotional problems particularly in classroom settings. Prerequisites: Elementary/Secondary Education 110 or 201, Educational Foundations 380, and Admission to COEHS. Elementary Education 304, Elementary Education 312, Elementary Education 313, Elementary Education 314, Elementary Education 322 and Elementary Education 323 should be taken concurrently as an Early Childhood Education Block.


Elementary Education 346	3 (crs.)
Methods of Teaching English as a Second Language
In this course we will review developments in second language theory and practice; explore ways to teach, and integrate, the skills or reading, writing, listening and speaking, both within ESL classes and in content-area instruction; survey a variety of approaches to ESL methods; discuss ways to focus on culture in language teaching, to create community among second language learners and to build bridges between schools and diverse linguistic and cultural communities; and address the needs of second language learner assessment and classroom management.


Elementary Education 348	3 (crs.)
Principles of Bilingual/Bicultural Education
In this course we will explore historical and political dimensions of bilingual/bicultural education, often from comparative perspectives; examine theoretical assumptions and recent research findings about learning through first and second languages; and discuss practical implications of critical theory and research for those who work with bilingual/bicultural children, adolescents, families and communities. 348/548


Elementary Education 349	3 (crs.)
Content Area Instruction Bilingual Education
In this course we will explore the theories, practices, and possibilities for bilingual education across content areas. We will examine the teaching of content area subjects to bilingual children and adolescents in both bilingual (first language) classrooms as well as mainstream classrooms. Students will thus have the chance to prepare for content area teaching in English as well as Hmong or Spanish. 349/549


Elementary Education 351	3 (crs.)
Authentic Assessment for ESL/Bilingual Education
A seminar course relating to specific topics in the assessment of English language learners. The course will focus on developments in authentic placement, diagnostic and achievement language assessment, and the use of portfolio and performance assessment with English language learners. Various assessment tools (English and Spanish) will be reviewed. 351/551


Elementary Education 352	3 (crs.)
ESL and Multicultural Materials, Elementary/Secondary
In this course we will review developments in second language theory and practice; explore ways to develop curriculum, and integrate the academic skills of reading, writing, listening and speaking in content-area instruction; survey, and critically analyze, a variety of ESL and multicultural materials for elementary and secondary instruction; discuss ways to focus on culture in the curriculum and address ways to connect curriculum to second language learner assessment and instruction. 352/552


Elementary Education 353	3 (crs.)
Hmong Language, Culture & Learning
Designed to familiarize educators and others with the language, culture and educational issues relevant to Hmong people in Wisconsin and the United States. Areas of exploration will include the nature of Hmong language, Hmong history, the traditional family and clan structure, child-rearing mores, healing practices, marriage and funeral practices, and educational beliefs and practices. Contemporary developments and adjustment issues within the Hmong communities will be discussed, especially school achievements and challenges, intergenerational conflicts, youth gangs, and the need to provide high expectations and supportive educational environments for Hmong children, youth and families. Cross-listed: Elementary Education/Secondary Education 353. 353/553


Elementary Education 354	3 (crs.)
Fostering English Language Learner Achievement-Trial Course
This course is designed to give all teachers a working knowledge of how to foster success with an English language Learners (ELLs). In this course we will explore historical, political and legal dimensions in the education of linguistic minority students in the USA; discuss practical implications of critical theory and research for those who work with bilingual/bicultural children, adolescents, families and communities; review developments in second language theory and practice; explore use of the Sheltered Instruction Observation Protocol (SIOP) to develop curriculum; integrate the academic skills of reading, writing, listening, and speaking in content area instruction; explore effective links between culture and curriculum; and connect curriculum standards to second language learner instruction and assessment.


Elementary Education 360	2 – 3 (crs.)
Clinical Experiences II
The course includes pre-student teaching experiences in elementary classrooms which provide students with opportunities for guided observations of teaching and classroom management strategies as well as planning, teaching and assessing lesson and unit plans in core academic subjects. Students must reflect on and learn from their teaching and assess their growth in meeting the ten Wisconsin teaching standards and aspects of the conceptual model of teachers as caring intellectuals. Students complete Elementary Education 360 Clinical Experiences in Teaching concurrently with Elementary Education 407: Instruction, Assessment and Diverse Learner and Elementary Education 317 Teaching Social Studies PK-8. Prerequisite: Concurrently with Elem Ed 317: Teaching Social Studies PK-8 and Elem Ed 407: Instruction, assessment and Diverse Learner. (Pass/Fail course)


Elementary Education 374	3 (crs.)
Teaching and Intervention Strategies for Social Studies in Early Childhood Settings
This course is designed to provide the teacher candidate an opportunity to learn about and experience design and implementation of social studies curriculum responsive, comprehensive, and likely to promote positive outcomes for all young children. Cross-listed Spec Ed 374/ Elem Ed 374. Students may receive credit for only one of the two cross-listed courses. Prerequisites: Spec Ed 360, 361, 362, 363, and 364.


Elementary Education 375	3 (crs.)
Teaching Writing PK-8
A process approach to writing will be utilized to help students learn to teach writing PK-8. This will be a multi-genre course including instruction in expository and narrative writing. Multicultural and gendered dimensions of writing will be explored and writing across the curriculum as an instructional model will be examined. Students will reflect on the improving their own writing as they learn to teach writing to others. Prerequisite: Elementary Education 311 and Admission to COEHS.


Elementary Education 377	3 (crs.)
Latino(a) Language, Culture and Learning (GS)
This course is designed to familiarize educators and others with historical, cultural and educational issues relevant to Latinos (as) in Wisconsin and the United States. Areas of exploration will include elements of surface and deep level culture, as well as historical perspectives on Pre-Columbian Latin America, the European conquest, and contemporary Latino(a) experience. The role of ethnic pride as a factor in high-level student achievement will also be explored. Each of these areas will be explored in relation to the development of biculturalism/multiculturalism within the English-Spanish bilingual classroom. The class will be conducted in Spanish and all assignments will be completed in Spanish.


Elementary Education 381	3 (crs.)
Biliteracy Development in the Dual Language/Bilingual Classroom
This course will focus on the development of simultaneous literacy skills in two languages. Students will study about how literacy is taught in both languages and how the dynamic bilingualism builds on the strengths that students bring to school in each of their languages. Concepts such as dynamic bilingualism, use of the bilingual trajectory, and Bridging from one language to another will be explored and developed. Students will have 6 hours of field experience, during which they will be able to see the simultaneous bilingual instruction in action.


Elementary Education 384	3 (crs.)
Teaching Mathematics Pre K – 8 Mathematics
The course is designed to study teaching, to practice using instructional materials and to learn about evaluation strategies likely to enhance mathematical knowledge construction and learning by early childhood, elementary and middle school pupils. It is also planned for students to study educational research and practice related to early childhood, elementary and middle level curriculum development in mathematics. Prerequisite: Math 110 and 211. Must be taken concurrently with Elem Ed 307, 308, and 316 with Elem Ed, admission to COEHS; or declared Spec Ed major without Elem Ed as a double major, Admission to COEHS.


Elementary Education 400	5 – 10 (crs.)
Student Teaching I
Observation, participation, and responsible teaching experiences for student teachers under supervision. Prerequisite: Admission II.


Elementary Education 401	5 (crs.)
Student Teaching II
Observation, participation, and responsible teaching experiences for student teachers under supervision. Prerequisite: Admission II.


Elementary Education 404	5 (crs.)
ESL Student Teaching
In this field experience students will prepare and teach lessons, develop and modify materials for English language learners, reflect on learning and teaching, and show consideration and respect to both children and adults at school sites.


Elementary Education 405	1 – 2 (crs.)
Seminar I
Students will integrate teaching-learning theories as they apply to situations which occur in the classroom in which the student teacher or intern is working. Prerequisite: Admission II.


Elementary Education 406	5 (crs.)
Bilingual Education/ESL Student Teaching
In this field experience students will prepare and teach lessons, develop and modify materials for English language learners, reflect on learning and teaching, and show consideration and respect to both children and adults at school sites. Bilingual student teachers will prepare and teach lessons in two languages, and collect and modify materials for students in their first language.


Elementary Education 407	2 (crs.)
Instruction, Assessment and the Diverse Learner
This course is designed to give students an opportunity to integrate, apply, and assess relevant theories, policies and practices associated with classroom management, planning, instruction and assessment with the culturally and linguistically diverse population found in today’s varied learning environments. Prerequisites: This course must be taken concurrently with Elem Ed 13-360.


Elementary Education 409	3 (crs.)
Sci, Tech, Engineering, Arts, and Math (STEAM) Methods/Intervention for Teachers of the Prim Grades
This course builds on the learning in 309 regarding STEAM principles and provides the teacher candidate an opportunity to learn about and experience science (including principles of environmental education), technology, engineering, arts, and mathematics (STEAM) in the development of children in the primary grades. Pedagogy for STEAM will be examined in relation to student experiences in classroom, family, community, and cultural contexts. Focus will be placed on how STEAM content and practices are developed in the primary curriculum. Teacher candidates will expand and apply their understanding of essential STEAM skills and understanding. Cross-listed: Spec Ed 409/Elem Ed 409. Students may receive credit for only one of the two cross-listed courses. Prerequisites: Spec Ed 309, 371, 373, 374, and 375. Taken one to two terms prior to student teaching.


Elementary Education 411	2 (crs.)
Early Childhood Education
Designed to study the major early childhood theories and programs in the field and the various types of families and children served by these programs. The course will focus on analysis of teaching practices, current trends, and decision-making in early childhood education. Students will engage in action research connecting the theory to the practice. Students will participate in professional/advocacy activities both for personal and professional growth for the benefit of children and families. Prerequisite: Education Foundations 235 or consent of instructor.


Elementary Education 412	3 (crs.)
Understanding and Exploring Early Childhood Curriculum
This course addresses theoretical issues and provides practical experience for licensed elementary educators seeking an additional licensure at the preschool/kindergarten level. Students will receive theoretical information about child development specific to the age range of birth to six, and design instruction that includes developmentally appropriate practices in curriculum, materials, and learning environments. Observation of an early childhood educator in a preschool setting is required. Students will understand the roles of educators and parents in relation to the children in an early childhood education program. This course is delivered through face-to-face and online instruction. Prerequisites: Admission to the Post Baccalaureate Add On Licensure Program.


Elementary Education 413	3 (crs.)
Understand and Exploring Early Childhood Assessment
This course addresses theoretical issues and provides practical experience for licensed elementary educators seeking an additional licensure at the preschool/kindergarten level. Students will know and understand multiple influences on behavior, development, and learning. Students will use positive relationships and supportive interactions as the foundation to create healthy, respectful, supportive, and challenging learning environments. Preschool cognitive assessments, family assessments, preschool screening, and intervention design are included in this course. This course is delivered through face-to-face and online instruction. Prerequisites: Admission to the Post Baccalaureate Add On Licensure Program.


Elementary Education 414	3 (crs.)
TESOL Practicum
This course gives the TESOL (Teachers of English to Speakers of Other Languages) certificate candidate the opportunity to connect relevant theories of second language acquisition to the practice of relationship building, planning, instruction and assessment in varied learning environments in the United States and internationally. This is the culminating experience in the TESOL Certificate program. Prerequisites: Education 346 and English 383, and one 3 credit elective from the following list: Elem/Sec Ed 202, Elem/Sec Ed 353, Elem/Sec Ed 377, Anthro 318, Anthro 322, or Anthro 328.


Elementary Education 415	3 (crs.)
Advanced Multidisciplinary Methods for Teaching
Students will examine multidisciplinary teaching methods, including integration of disciplines, multiple approaches to assessment, and an evaluative inquiry process. Additionally, students will identify their content knowledge, attitudes and pedagogical strengths and weaknesses through ongoing self-assessments. Prerequisites: Admission to the Post Baccalaureate Add On Licensure Program.


Elementary Education 416	3 (crs.)
Applied Multidisciplinary Methods for Teaching
Students will implement and reflect on two cycles of evaluative inquiry process, a multidisciplinary method for cultivating and sustaining the evaluation capacity of P-12 educators. By engaging teachers in an evaluative inquiry process, this course seeks to develop an evaluation culture designed to support new teachers in the continual examination of methods with the ultimate intent of improving educational opportunities for all students. The course emphasis on practice and application will feature samples of empirical work, as well as engagement with mixed methods inquiry. Prerequisites: Admission to the Post Baccalaureate Add On Licensure Program


Elementary Education 424	3 – 5 (crs.)
Student Teaching Pre-Kindergarten
Observation, participation, and responsible teaching experiences in pre-kindergarten classes under supervision. Prerequisite: Admission II.


Elementary Education 425	3 – 5 (crs.)
Student Teaching in Kindergarten
Observation, participation and responsible teaching experiences in kindergarten under supervision. Prerequisite: Admission II.


Elementary Education 426	5 – 10 (crs.)
Internship in Student Teaching
Observation, participation and responsible teaching experiences in an internship position under supervision. Prerequisite: Admission II.


Elementary Education 427	5 – 10 (crs.)
Internship Elementary Education PK-6
Internship placement for students seeking PK-6 licensure. Supervised observation, participation and responsible teaching experiences. Prerequisite: Admission II.


Elementary Education 452	3 (crs.)
Add-On Practicum
A student teaching experience for students wishing additional experiences related to teaching. Prerequisites: Admission to Student Teaching or Admission to the post-baccalaureate add-on licensure program.


Elementary Education 453	5 (crs.)
Student Teaching in Middle/Junior High School
Observation, participation, and responsible teaching experiences in middle/junior high school under supervision. Prerequisite: Admission II.


Elementary Education 454	3 – 5 (crs.)
Student Teaching in Elementary Education
Observation, participation, and responsible teaching experiences in grade 1 through grade 6 under supervision. Prerequisite: Admission II.


Elementary Education 455	1 (crs.)
Preschool, Elementary School and Middle School Student Teaching Seminar
Students learn to apply principles of education to problems of discipline, selection of goals, and media for learning, guiding learning experiences and evaluation of outcomes, as these problems occur in the practical classroom situations in which the student teacher is working. This course must be taken in conjunction with student teaching. Prerequisite: Admission II.


Elementary Education 462	5 – 10 (crs.)
Internship Elementary Education 1-8
Internship placement for students seeking 1-8 licensure. Supervised observation, participation, and responsible teaching experiences. Prerequisite: Admission II.


Elementary Education 484	3 – 5 (crs.)
Specialized Field Experience
Students will integrate teaching-learning theories as they apply to situations which occur in the classroom in which the student teacher is working. Prerequisite: Admission II.


Elementary Education 496	1 – 3 (crs.)
Independent Study
An independent study in Early Childhood/Elementary/Middle Level Education for students who would pursue in depth a basic idea in early childhood, elementary and middle level education. Prerequisite: Outline of proposed study presented to elementary faculty member, the student’s advisor, the Department Chairperson, and the Associate Dean. (See Department Chairperson first.)

HEALTH EDUCATION

Health Education 106	3 (crs.)
Personal Health and Wellness (XS)
Self-direction of health behavior. Mental health, drugs, disease, and sexuality with emphasis upon the relationship of the individual to the community.


Health Education 211	3 (crs.)
Nutrition and Weight Control (XN)
A study of applied nutrition as it relates to body functions in health with parallel study of malnutrition.


Health Education 220	2 (crs.)
The School Health Program
An examination of the essential divisions of the school health program. Emphasis placed upon educational, environmental, and health service functions desirable in the total school setting. Prerequisite: Open to students with a major or minor in the Department of Human Kinetics & Health Education.


Health Education 221	1 (crs.)
Health Promotion Programs – History and Philosophy
A survey of the history and related philosophies of health promotion programs in both school and community health. Prerequisite: Open to students with a major or minor in the Department of Human Kinetics & Health Education.


Health Education 222	1 (crs.)
School Health Program: Curriculum Development
An examination of the essential divisions of the school health program. Emphasis is placed upon the development of a comprehensive school health education curriculum. Prerequisite: Open to students with a major or minor in the Department of Human Kinetics & Health Education.


Health Education 240	3 (crs.)
Human Sexuality
The study of human sexual functioning which will include social, political, biological, and aesthetic components and application of these components in developing a mature understanding of one’s own sexuality and the responsible use of sex in one’s life.


Health Education 250	3 (crs.)
Introduction to Health Education and Health Promotion
Designed to introduce students to the broad and challenging academic discipline and profession of health education and promotion. The background, philosophical, and theoretical foundation of the profession will be covered. Theories of behavior change, the responsibilities and competencies of health promotion and education specialists and will investigate career opportunities in health promotion and education. Introduces professional organizations and certifications within the field of health education and promotion.


Health Education 301	1 (crs.)
Health Counseling and Appraisal
Designed to give the prospective teacher an insight into the purpose of health appraisals of school children, the use of health records in health counseling techniques in observing for deviations from normal, counseling with pupils, parents, and teachers, and how to make referrals to private and public agencies. Prerequisite: Open to students with a major or minor in the Department of Human Kinetics & Health Education.


Health Education 305	2 (crs.)
Field Experiences in Health
Workshop course to emphasize use of available community resources in health education. Appropriate field trips scheduled. Prerequisite: Instructor consent.


Health Education 308	3 (crs.)
Instructional Strategies in Health
Examination of resource materials including texts, periodicals, pamphlets, audio visual aids and other contributions of agencies. Application of these materials to individual and group needs. Prerequisite: Open to students with a major or minor in the Department of Kinesiology and Health only.


Health Education 310	3 (crs.)
Consumer Health
This course is designed to examine public health and disease prevention from a consumer/professional point of view and enable intelligent decision-making about how to obtain and use health related services, facilities, personnel, and products. The cost, availability, quality of care, and the relationship to political, economics, and social perspectives will be addressed. Identification of both the individual’s and health promotion specialist’s role with regard to accountability, responsibility and empowerment are an integral part of the course discussion.


Health Education 315	3 (crs.)
Environmental Health
Emphasis on educational approaches to environmental and community health problems. The role of the teacher in fostering a consciousness concerning these problems on the world, national, state and local levels.


Health Education 401	2 (crs.)
Health Education in the Elementary School
Various phases of the school health program, concepts in health, and elementary proficiency in emergency care procedures. Application of this information to the locality in which the teaching is to take place. Credit will not be given to Health Education Minors. Prerequisite: Admission to COEHS. Education majors only.


Health Education 402	2 (crs.)
Seminar in Health Education
Problems in health education in regard to health services, health environment and health instruction. Prerequisite: Open to students with a major or minor in the Department of Human Kinetics & Health Education.


Health Education 403	2 (crs.)
Community and Public Health
Survey and analysis of current community public health programs. Emphasis is placed on the nature of contemporary health problems, communicable and noncommunicable diseases, epidemiology, and theories and practices of community and government health organizations


Health Education 405	2 (crs.)
Health Issues of the Secondary School
A study of current health issues confronted by secondary students; understanding of health problems including emergency care procedures. This course should not be taken by School Health Education minors. Prerequisite: Admission to COEHS (associated with PEP I-APPL milestone) ; Education majors only.


Health Education 410	3 (crs.)
Current Health Issues
An in-depth study of current critical issues in health. Emphasis on utilizing all resources available on each issue for classroom presentation.


Health Education 420	3 (crs.)
Issues in Mental and Emotional Health
The course will examine the relationship between emotional and mental well-being and the issues faced by today’s youth. Some of these issues bullying, suicide prevention, substance abuse, intentional and unintentional injury will be covered. The course will examine health promoting behaviors and strategies to enhance and promote emotional health and well-being. Prerequisite: Health Ed 106


Health Education 440	2 (crs.)
Seminar in Death and Dying
An in-depth study of the analogical concerns with special emphasis on methods and materials of teaching the subject area. Development of appropriate knowledge, skills, attitudes, and values which serve as fundamental bases for the teaching of death and dying.


Health Education 441	3 (crs.)
Behavior Modification and Program Planning
This course is designed to provide students with the foundation and skills to facilitate behavior change and conduct health promotion programs in the community and corporate settings. Prerequisite: Health 250. (3+0)


Health Education 442	2 (crs.)
Emotional Abuse in the Workplace
Today, emotional abuse in the workplace has become an expectable form of harassment and violence. Millions of men and women of all ages, ethnic, and racial backgrounds all across the United States experience emotional abuse in the workplace. This course will cover adult relational aggression, bullying and mobbing, laws surrounding harassment (other than sexual), conflict resolution, and the personalities of individuals who are abusive in the workplace. Participants will learn self-care, prevention/confrontation methods, and strategies for building workplaces free from undue stress, anxiety or fear from intimidation.


Health Education 446	1 – 3 (crs.)
Independent Study
See Independent Study under Course and Academic Advisement Policies information for general course description, general prerequisites, and proper contract form requirements. Prerequisite: Open to students with a major or minor in the Department of Human Kinetics & Health Education.


Health Education 456	1 – 3 (crs.)
Related Readings
See Related Readings under Course and Academic Advisement Policies information for general course description, general prerequisites, and proper contract form requirements. Prerequisite: Open to students with a major or minor in the Department of Human Kinetics & Health Education.


Health Education 474	1 – 6 (crs.)
Honors Thesis
Honors thesis projects include any advanced independent endeavor in the student’s major field of study e.g., a written thesis, scientific experiment or research project, or creative arts exhibit or production. Proposals (attached to Independent Study contract) must show clear promise of honors level work and be approved by a faculty sponsor. Course title for transcript will be Honors Thesis. Completed projects will be announced and presented to interested students and faculty. Prerequisite: Open to students with a major or minor in the Department of Human Kinetics & Health Education.

HUMAN SERVICES

Human Services 111	3 (crs.)
Exploring Human Services
A study of the individual in the environment, applying methods of psychology to understanding information provided by a review of the self. A description of various psychological models of personality, human learning, communications, and coping is followed by application of the various models to data from participants. Prerequisite: Open to any student who has not completed and is not currently enrolled in Human Sv 203.


Human Services 203	3 (crs.)
Introduction to Human Services
A survey course introducing the roles, functions, history, and future of human service workers from a generic skills perspective. Provides opportunities for career exploration. Prerequisite: Human Services major, minimum 2.5 Combined GPA, minimum 56 units (crs) or department consent.


Human Services 204	1 (crs.)
Professional Career Skills in Human Services Leadership
This seven-week or fourteen-week course is recommended if you are beginning to prepare for professional internships and relevant work experience. Through a process of learning about career planning and implementation, you will gain knowledge of how to effectively search for careers that are personally and professionally satisfying. You will also learn how to effectively interview, conduct an internship/job search, utilize networking contacts, and create a successful resume and how to do effective company research. Prerequisites: 45 credits completed, Declared major in Human Services Leadership. Special course fees may apply.


Human Services 310	3 (crs.)
Interpersonal Relations in the Helping Professions
Basic human services skills, including listening and interviewing, decision making and problem-solving strategies will be presented, discussed, demonstrated and practiced. Prerequisite: Completion of or concurrent enrollment in Human Services 203 and Human Services majors: Human Services 203 (may be taken concurrently).


Human Services 320	3 (crs.)
Human Behavior and Strategies For Intervention
This course presents a wide variety of theories and research findings. The theories cover both internal and external factors that influence human behavior. The main focus of the course is assessment in human services; that is, material is presented to help the student identify why people do what they do and to evaluate the strengths and deficits in an individual’s development. Prerequisite: Completion of Human Services 203, 310, & 385


Human Services 325	3 (crs.)
Internship
Supervised experiences focusing upon human relations skills in human services. The student has the appropriate environment to observe, participate, and integrate accepted practice in human services. Prerequisites: Completion of Human Services 203, 310 and 385.


Human Services 335	3 (crs.)
Globalization in Human Services
This course will examine the life chances and social welfare within a globalized political-economic context focusing on poverty and anti poverty development programs worldwide, as the major theme of study. It describes the impact of U.S. political, military and corporate policy on other nations. Students will develop a sense of self-understanding and cross-cultural awareness based on respect for differing ways of life. Prerequisite: Completion of Human Services 203, 310, & 385


Human Services 340	3 (crs.)
Social Issues and Solutions in Human Services
A course focuses on social situational analysis and human service program planning by collecting information about identified social issues/problems, synthesizing it by using the logical framework analysis as a tool that can be used in all human service projects at all stages-from design through implementation, monitoring and evaluation of all human services programs, projects and other tools of advocacy. Prerequisite: Completion of Human Services 203, 310, & 385


Human Services 351	3 (crs.)
Task Group Strategies in Human Services
A study of the knowledge and skills involved in working with task groups within the human services. Specific strategies will be emphasized through experiential learning in the areas of observation, communication, and problem solving. Prerequisites: Open only to students in the Human Services Certificate Program.


Human Services 353	3 (crs.)
Domestic Violence
The course will familiarize students with the problem of domestic violence. Special emphasis will be given to spouse abuse, the cycle of violence, alternatives available to the victim, legal options, and counseling approaches used. Aspects of prevention, community intervention will be explored, along with the historical perspective and contributory factors such as sex-role stereotypes, social violence, and cultural norms. Cross-listed: Human Services 353/ Women’s and Gender Studies 353. Students may receive credit for only one of the cross-listed courses.


Human Services 360	3 (crs.)
Program Evaluation and Grant Writing
Evaluation research is the process of using social science research methods to study, appraise and help improve programs in non-profit organization systems, governmental departments and businesses. Program Evaluation is an important component of strategic planning – working to improve the effectiveness of an organization. The ability to conduct an evaluation research will help to prepare you for leadership roles in the human services workplace. The ability to develop a Grant Proposal for program funding will provide you with opportunity to fund your proposed program plan. Prerequisites: Completion of or concurrent enrollment in Human Services 325. Completion of Human Services 340. Minimum GPA 2.5 Cumulative 2.75 major.


Human Services 375	1 – 3 (crs.)
Current Issues in Human Services
This course will consist of lectures, discussions and activities on current trends, issues, problems and services in the field of Human Services. Themes of the course number of credits will vary from 1-3 depending on specific issues/topics.


Human Services 376	3 (crs.)
Conflict Resolution in Human Services
Conflict can be the energy that drives creativity and innovation. Left unharnessed, it can lead to the unraveling of families, organizations and communities. This course addresses the methods and processes that facilitate the useful energy inherent in conflict and while promoting positive engagement and peaceful resolution. Students will learn the knowledge and skills to understand conflicts and theory-based strategies of intervention and resolution. Students will assess and develop their own conflict resolution style and develop knowledge and skills in: conflict theory, negotiation, mediation, group facilitation, advocacy and other third-party interventions.


Human Services 377	3 (crs.)
Family and Community Advocacy
Studies the knowledge and develops the skills for acquiring power for families and communities through advocacy processes. Skills include outreach, use of public and private records, interacting with agency staff, documenting and analyzing problems, use of census reports and state and federal statutes writing press releases, letters to the editor and networking with other activists. 377/577


Human Services 378	3 (crs.)
Refugees, Migration and Human Services
This course focuses on social situational analysis of migration including the causes, the ethical and legal issues involved, the impact upon individuals and refugee communities, and the implications for human services. The course offers a comprehensive introduction to migration and human services, together with the option to focus broadly on related areas including human rights, refugee law, settlement and citizenship, gender matters, psychological and psycho-social issues, language, community and welfare concerns, theories of ethnicity, Diaspora and exile. The course places emphasis on the lived experience of refugees and of refugee communities. Drawing on students’ personal contacts with refugees and refugee communities, the course aims to develop a fuller appreciation of refugee experiences, needs, and achievements within a human services context.


Human Services 379	3 (crs.)
Crisis Intervention in Human Services
This course focuses on the situational analysis of crisis in clients and client group experiences, and the intervention necessary to mitigate such crisis situations. The course will offer a comprehensive introduction to crisis and crisis intervention as a human services response, together with the option to focus broadly on related situations of crisis including domestic abuse, suicide, disasters, & trauma, kidnapping, grief and bereavement, serious illness and disability, workplace and schoolhouse violence, substance abuse, cults, critical incident stress, etc. These subjects are of course, not inclusive of every possible critical incident where crisis intervention skills can be used. However, they cover some of the most common ones encountered within the venues of human services practice. The course will place emphasis on the lived experience of clients and client groups in which human services professionals may find themselves. The purpose is to provide a blending of empirically-based academic theory with practical, real world approaches on handling the most pressing and contemporary critical incidents in human services agencies today.


Human Services 385	3 (crs.)
Financial Sustainability in Non-Profit Organizations
This course is designed for students to develop knowledge and skills related to the diverse mix of funding streams that are necessary for the nonprofit to achieve sustainability. The course will cover the 501 (3) (c) reporting requirements, basic accounting information, marketing, investments, grants and other sources of income/support. The impact of economic trends will be reviewed. Prerequisite: Completion of or concurrent enrollment of Human Services 203, 310, and 385.


Human Services 386	1 – 3 (crs.)
Psychology of Drug Use and Abuse
Surveys the psychological, sociological, medical, and legal facets of the drug use and abuse problem as it affects our society today. Emphasizes societal pressures which contribute to the problem, personality characteristics of drug abusers, the drugs most commonly abused, and research upon those drugs. Examines the orthodox and unorthodox treatment and rehabilitation programs which are presently operating. 386/586


Human Services 388	3 (crs.)
Community Sustainability and Human Service Principles & Applications
This course will put the word “Sustainability” spirit into the HSL program curriculum and human service practice. In human services we are bent on improving the human conditions in our global community, particularly by listening and taking seriously minorities’ voices in the “developed” world and women’s and poor men’s voices in “developing” countries. This analysis of environmental problems is linked specifically to life chances outcomes and more generally to quality of life and essential freedoms. The NOHSE code of ethics requires you as a human services professional, to advocate for the disadvantaged in your community, so that they have fair access to education for capacity building, healthcare and job training: racial, gender, sex-orientation and age equity; environmental risk reduction and protection from impoverishment. Advocacy for the disadvantaged is best through of not as a social goal in and of itself, but as inherently embedded in the pursuit of social justice. Therefore, your understanding of these environmental problems, your logical evaluation of society’s responses to them, and your ability to advocate for the disadvantaged in the execution of duty in your human services career, are important goals of this course.


Human Services 389	3 (crs.)
Multicultural Issues and Diversity in Human Services
This course is directed at helping students to broaden their knowledge of diverse cultures through experiential activities consisting of group discussions, interactive teamwork, and individual ethnic self-identification exercises. The course also provides students with the tools for identifying and addressing diversity and how cultural belonging influences human services workers and consumers. By examining the definitions and practices of multicultural approaches to human service practice and society. It considers National Organization of Human Services’ multicultural expectations for and of students and practitioners.


Human Services 391	3 (crs.)
Trauma Informed Care in Human Services
Recent developments within the mental health field over the past two decades have come to emphasize the importance of trauma-informed care. This course will provide a fundamental understanding of the underlying theories in trauma-informed care, its historical antecedents as well as the definition and explanation of the current field termed trauma-informed care. This course will focus on how to help clients of all ages, cultures and socioeconomic backgrounds who are struggling with trauma, including historical trauma. This course will cover a broad overview of the sociological, psychological and socioeconomic impact of trauma on the individual, community, region and nation as well as provide appropriate intervention strategies.


Human Services 411	3 (crs.)
Laboratory in Human Services Program Planning
Simulations, laboratory exercises and experiential learning techniques are used to develop program planning and program management skills in human services settings. Prerequisite: Human Services 320, 340 and 360.


Human Services 415	3 (crs.)
Legal and Ethical Aspects of Human Services
An introductory course providing an overview of the legal aspects in the field of human services and implications for the human services worker. Included are such topics as liability, confidentiality and privilege, records and rights of clients, due process and equal protection in terms of staff and clients, discrimination, and witnessing. A unit on ethics will also be included. Prerequisite: Human Services and legal Studies Emphasis students only. Human Services Students: Completion of or concurrent enrollment in Human Services 325.


Human Services 420	3 (crs.)
Advanced Internship
Supervised experiences which enable the student to observe, participate, and integrate accepted practice in the field of human services. Prerequisite: Completion of or concurrent enrollment in Human Services 440 and Admission II. Concurrent enrollment in Human Services 420/421/422 is required.


Human Services 421	3 (crs.)
Advanced Internship
Supervised experiences which enable the student to observe, participate, and integrate accepted practice in the field of human services. Prerequisites: Completion of or concurrent enrollment in Human Services 440 and Admission II. Concurrent enrollment in Human Services 420/421/422 is required.


Human Services 422	1 (crs.)
Advanced Internship Seminar
This course is a seminar in which the student analyzes, integrates and evaluates his/her field experience. Discussion, readings and individual presentations are in the instructional methods. Prerequisite: Completion of or concurrent enrollment in Human Services 440 and Admission II. Concurrent enrollment in Human Services 420/421/422 is required.


Human Services 440	3 (crs.)
Leadership and Decision-Making in Non-Profit Organizations
This course will address theories, principles and practices of leadership in non-profit organizations. Students will explore strategies and leadership styles unique to organization, gender and culture. Focus will be on understanding all facets of leadership as it relates to nonprofit organizations and their stakeholders. Economic decision-making will be addressed as it is related to growth and viability, as well as organizational decline. Prerequisite: Completion of or concurrent enrollment in Human Services 325. May be taken concurrent to Human Services 420/421/422, Major Field Experience.


Human Services 496	1 – 3 (crs.)
Independent Study
An independent study in the Human Services Program for students who would pursue in depth an idea, process, or belief related to human services. Prerequisite: The outline of the student’s proposal must be approved prior to registration.

LITERACY AND LANGUAGE

Literacy & Language 305	2 – 3 (crs.)
Foundations of Literacy in the Elementary School
This course is part of the Literacy Block and is integrated with El Ed 311: Language Arts and EDLP 302: Literature for Children, because reading, writing, speaking, listening, viewing, and representing are all aspects of literacy. This course introduces students to the foundations of literacy by defining key concepts, exploring instructional strategies, and examining theoretical frameworks of literacy instruction in elementary classrooms within a comprehensive program reaching all children including English Learners. Students in this course will examine who they are as language learners and how to foster the development of lifelong learners in their future classrooms. This course is designed to meet PI 34 requirements related to methods for teaching reading including phonics and to support preparation for the Foundations of Reading Test for Wisconsin (FORT). Prerequisite: Admission to COEHS.


Literacy & Language 401	1 (crs.)
Essential Literacy Competencies
This course is intended for preservice and inservice teachers who desire and/or need specific review of essential literacy concepts in preparation for the successful completion of the state mandated Wisconsin Foundations of Reading Test.


Literacy & Language 410	3 (crs.)
Assessing and Planning for Literacy Instruction
Provides pre-service teachers a contextually-set opportunity to employ assessment and instructional strategies. Decoding strategies that include phonics are covered along with strategies for the development of fluency and comprehension. Other literacy related aspects such as spelling and writing are included along with the importance of motivating children to read. A supervised field experience is arranged. Prerequisite: Literacy 305 and Admission to COEHS. 410/610


Literacy & Language 412	3 (crs.)
Comprehensive Literacy Programs: Issues and Implications
This course is designed to provide students with an opportunity to explore in-depth issues and ideas related to school literacy programs influenced by current theories and beliefs. 412/612


Literacy & Language 420	3 (crs.)
Literacy and Language Development in Young Children
This course develops understanding of the essentials of literacy development in children from birth through third grade. Preservice teachers will build knowledge of oral language, writing, phonological and phonemic awareness, phonics, fluency, vocabulary and comprehension in young children through developmentally appropriate planning, instruction, and assessment to support the learning of all students. Prerequisite: Admission to College of Education & Human Services and completion of the Literacy Block. 420/620 (Fall)


Literacy & Language 435	4 (crs.)
Adolescent Literacy Methods
Historical perspectives, basic instructional techniques, approaches to problems in one’s own instructional area, roles in and designs for a total school program, what research and authorities suggest, and consideration of contemporary issues and concerns. Prerequisite: Admission to COEHS. 435/635


Literacy & Language 440	2 (crs.)
Disciplinary Literacy
This course assists prospective elementary and middle school teachers in using reading, writing, listening, speaking, viewing, and graphically representing in the content areas. Students will have the opportunity to explore literacy processes (reading, writing, listening, speaking, viewing, and graphically representing) as well as incorporate disciplinary literacy into curriculum planning for content area. Prerequisite: Admission to College of Education & Human Services and completion of the Literacy Block.


Literacy & Language 442	3 (crs.)
Literacy and Language in the Expressive Arts
A course designed for pre-service students who will be licensed in the expressive arts of PK-12 Art, Music, Physical Education and Foreign Language. Students in the course will develop a framework for empowering their own future students to comprehend curricular materials in their content areas. Students will have the opportunity to explore reading/writing strategies, processes, and materials for the expressive arts that will facilitate content area teaching for diverse learners and learning styles. Prerequisite: Admission to COEHS.


Literacy & Language 453	1 – 3 (crs.)
Field Experience in the Teaching of Literacy and Language
Supervised Field Experience in the teaching of Reading (approximately 14 hrs. per credit). Prerequisites: Taken after completion of at least 3 of the following Reading courses required for the minor: Literacy 305, 410, 420 and/or 440. (Fall)


Literacy & Language 462	3 (crs.)
Managing a School Literacy Program
The organization and management of effective reading in classrooms and schools. Procedures for planning, facilitating, and maintaining a reading program. Prerequisite: Literacy 305. (Spring)


Literacy & Language 470	1 – 3 (crs.)
Current Topics in Literacy and Language
Specific concerns related to the teaching of reading are considered. Each offering emphasizes a theme which focuses on current topics in reading, related research, and practice. The course may be retaken provided the subject of the course is not repeated. Prerequisite: Minimum of 6 units (crs.) in Literacy.


Literacy & Language 496	1 – 3 (crs.)
Independent Study
An individual conducting an independent study in reading pursues an area or topic related to reading not provided by course requirements or offerings. Prerequisite: Approved outline of student’s proposal prior to registration.

PHYSICAL EDUCATION

Physical Education 103	1 (crs.)
Jogging
This beginning jogging class is primarily concerned with improving cardiorespiratory function through jogging.


Physical Education 105	2 (crs.)
The Active Lifestyle
A contemporary examination of the effects of lifestyle, wellness, and health promotion on the individual. Instruction in procedures for self-evaluation as well as an individualized exercise program for the development of health fitness. Participation in a planned program of aerobic activity is required. This course meets the two unit (cr.) physical education requirement.


Physical Education 107	1 (crs.)
Orientation to Physical Education
Physical education as a profession including professional preparation, scope, and contemporary issues. Prerequisite: Open to students with a major or minor in the Department of Human Kinetics & Health Education.


Physical Education 108	1 (crs.)
Yoga
This course involves learning poses and sequences for yoga, breathing techniques, benefits of poses and how to cue. It is a first course that will explore the benefits of yoga, props for yoga and modifications.


Physical Education 109	1 (crs.)
Beginning Basketball
The primary purpose of this course is to introduce students with an entry-level knowledge of the skills, drills, and rules of the game of basketball. A secondary focus will be placed on how basketball can be used to enhance students’ health related fitness.


Physical Education 112	1 (crs.)
Racquetball
Development of the knowledge and skills of racquetball. One hour per week under instructor is required. Special fees may apply.


Physical Education 114	1 (crs.)
Backpacking
The objective of this course is to improve your knowledge and skills in backpacking, but more importantly to learn to backpack safely. The course will require a minimum of backpacking equipment (hiking shoes and a backpack of approximately 3,000 cubic inches) in order to enroll. Special fees may apply.


Physical Education 115	1 (crs.)
Fitness for Active Aging
This course introduces students to a variety of ways to instruct active older adults. Included will be floor aerobics, yoga and strength training.


Physical Education 120	1 (crs.)
Beginning Golf
Emphasis on equipment, fundamentals of grip and swing, putting, chipping, and sand play. Special fees may apply.


Physical Education 129	1 (crs.)
Square and Social Dance
Beginning square dance and introductory social dance skills including foxtrot, waltz, tango, cha-cha, swing and country. Special fees may apply.


Physical Education 132	1 (crs.)
Beginning Martial Arts
Introduction to the basic skills and techniques of martial arts.


Physical Education 133	1 (crs.)
Canoeing, Kayaking, and Other Paddle Sports
Introduction to basic river canoeing, kayaking, and other paddle sport skills and safety. Prerequisite: Intermediate swimming ability. Special fees may apply.


Physical Education 135	1 (crs.)
Sailing
Introduction to basic safety, rigging and sailing of small boats. Prerequisite: Intermediate swimming ability. Special fees may apply.


Physical Education 138	1 (crs.)
Beginning Badminton
Emphasis on stroke production and skill development in the basic fundamentals of badminton, as well as knowledge and understanding of the rules and strategies of the game. Special fees may apply.


Physical Education 140	1 (crs.)
Beginning Bowling
Introduction to beginning bowling. Emphasis on basic skills, scoring, terminology, strategy, rules and etiquette. Special fees may apply.


Physical Education 142	1 (crs.)
Volleyball
Power volleyball techniques. Stress on competitive rather than recreational aspects.


Physical Education 143	1 (crs.)
Cycling
The purpose of this class is to teach students how to properly bike on off road trails as well as on the road with and without a group. An emphasis will be placed on safety. Minimum equipment required will be a bike (preferably a mountain bike).


Physical Education 144	1 (crs.)
Beginning Tennis
Introduction to the basic fundamentals of tennis with emphasis on the forehand and backhand ground strokes as well as the basic serve and volley. Special fees may apply.


Physical Education 145	1 (crs.)
Alpine Skiing and Snowboarding
The purpose of this class is to teach students how to properly ski and snowboard on groomed trails. An emphasis will be placed on safety. Students need to provide own equipment and are responsible for any lift ticket/user fees. Special fees may apply.


Physical Education 148	1 (crs.)
Nordic Skiing
Diagonal stride, skating, personal safety, physical principles of exercise, Telemark techniques, and opportunities for participation in cross country skiing. Special fees may apply.


Physical Education 154	1 (crs.)
Aqua Aerobics
Combining swimming movements and exercises into routines to music as a challenging and interesting way to develop a fitness program. Special fees may apply.


Physical Education 163	1 (crs.)
Techniques of Scientific Relaxation
The practice of relaxation skills which permits the release of tension and stress saves energy and increases efficiency in daily pursuits.


Physical Education 174	1 (crs.)
Aerobic Dance
A combination of routines that mold dance steps, exercises and locomotor movements into a challenging fun-filled physical fitness program.


Physical Education 180	1 (crs.)
Beginning Archery Skill
The purpose of this course is to introduce students to beginner archery techniques and skills associated with archery programs. An emphasis will be placed on safety, conservation, and hands-on experiences.


Physical Education 181	1 (crs.)
Advanced Archery Skills
The purpose of this course is to introduce students to advanced archery techniques and to introduce archery hunting at an entry level. An emphasis will be placed on safety, conservation, and hands-on experiences. Students should have a working knowledge of beginning archery skills prior to enrolling in this course.


Physical Education 190	2 (crs.)
Movement Activities/PreK-2
Students will learn the critical elements of incorporating basic motor skills into creative activities. They will learn to teach lead-up games for nontraditional as well as traditional individual, dual and team sports. Included are games and activities using developmentally appropriate skills. Prerequisite: Open to Physical Education majors in the PreK-12 Teacher Preparation Emphasis only.


Physical Education 191	2 (crs.)
Innovative Games and Lead-Up Activities
Students will become knowledgeable about the movement activities of PreK-2 children, their growth and development patterns, instructional methods, technological changes, and developmental levels in young children. Prerequisite: Open to Physical Education majors in the PreK-12 Teacher Preparation Emphasis only.


Physical Education 192	2 (crs.)
Outdoor Recreation and Leisure Activities
Students will learn how to implement outdoor activities as a part of the contemporary Physical Education PreK-12 teacher preparation curriculum. Included are hiking, backpacking, inline skating, climbing, skiing, camping, canoeing, snowshoeing, biking, and archery. Pedagogical knowledge and skills that go beyond traditional sport skills will be emphasized. Special fees may apply.


Physical Education 193	2 (crs.)
Adventure, Challenge, and Cooperative Activities in Physical Education
This course presents the concepts of adventure education including cooperative and leadership activities. The students will learn to use and implement a ropes course, climbing walls, orienteering, and new games in the PreK-12 curriculum with diverse populations. Emphasis will be placed on the teaching and methodology of adventure theory. Special fees may apply.


Physical Education 201	3 (crs.)
Intro to Fitness & Strength
This course is designed to prepare and qualify students to work as personal trainers. The course bridges the gap between human kinetics related course work and practical skills of teaching and evaluating human movement and exercise to improve health and physical performance. Students will have the option to take the NCSF National Certification Exam for Personal Trainers.


Physical Education 202	3 (crs.)
Prevention & Response to Injuries for Teachers & Coaches
Introduction to prevention and response for common injuries for teachers and coaches. Prevention and care of injuries that occur in the physical education classroom and during sport activities are explored. This course will provide classroom physical education teachers and coaches the necessary knowledge and skills to prevent, assess, and care for injuries. Special course fees may apply.


Physical Education 205	1 (crs.)
Mountaineering/Repelling (PE)
Methods and techniques in scaling and descending precipitous land forms, to include: climbing ropes and knots, body positions and holds, belays, repels, rope bridges, emergency evacuation and carriers.


Physical Education 206	1 (crs.)
Orienteering
An introduction to the Olympic sport of Orienteering: involves navigating cross-country over unfamiliar terrain with map and compass in order to locate control markers in competition requiring speed, accuracy and mental decisiveness on the part of the competitor. Requires two Saturdays.


Physical Education 208Q3	3 (crs.)
Effective Leadership in Adventure, Outdoor, and Recreation Education (XS)
This course presents the concepts of adventure, outdoor, and recreation education including cooperative and leadership activities Each student will take part in a civic engagement experience where they will help teach others how to react and respond to a variety of situations they engage in while being physically active. Some of the activities students could be involved in are: individual and dual sports, team sports and rock climbing, swimming, cycling, running, and ice skating. A focus will be placed on the pedagogical aspects of adventure, outdoor, and recreation education and how these activities build community through physical activity as well as the transferable skills of leadership in adventure, recreation, and in the outdoors.


Physical Education 217	3 (crs.)
Social Aspects of Sport (ES)(XS)
A course focusing on sport institutions as social organizations and how they function within a culture. Emphasis is placed on group structure and membership, group pressure, socialization, stratification, and deviance as they apply to the sports’ setting. Selected interdisciplinary topics demonstrating the connections between sport and: media, business/economy, gender, race/ethnicity, social class, politics, and religion.


Physical Education 218	3 (crs.)
Women and Sport (ES)(XS)
A course focusing on the social dimensions and the historical and cultural foundations of women and sport in our society. Emphasis will be placed on exploring the changing roles and opportunities in sports for women, as well as how past and current beliefs regarding gender, sexuality, and race and ethnicity shape the experiences of women in sports in our society. Selected topics include: the history of physical education, activity and fitness for women in the United States, barriers/structural constraints facing women in sports, race and ethnicity, women’s health issues, sexuality and homophobia, the role of journalism and the media, career opportunities for women, and the future of sports for women in our society.


Physical Education 219	3 (crs.)
Introduction to Sports/Fitness Mgt
This course will provide an introduction to the sport and fitness management industry. Emphasis will be placed on basic management principles, marketing, public relations, finance, economics, organizational theory, and career opportunities as they apply to the field of sports and fitness management.


Physical Education 221	1 – 2 (crs.)
Swimming
Concentration on stroke development and safety in the water will be emphasized. Lifeguard certification is possible with successful completion of this course. Special fees may apply.


Physical Education 224	3 (crs.)
PreK-12 Methods for Swimming and Adapted Aquatics
Methods and techniques in the teaching of swimming strokes to PreK-12 physical education students. Exposure to a variety of other aquatic activities included. Admission dependent upon passing a swimming test. Prerequisite: Open to Physical Education majors in the PreK-12 Teacher Preparation Emphasis only. Special fees may apply.


Physical Education 247	2 (crs.)
Coaching of Softball
The basic skills, rules, and strategies of softball. Coaching techniques.


Physical Education 252	1 (crs.)
Volleyball Officiating
The discussion and application of rules and officiating techniques. The student will be required to officiate in class athletic programs.


Physical Education 261	2 (crs.)
Volleyball Coaching
Study of specific skills, coaching techniques, team selection, preparation, judging, and conducting competitive techniques in the sport.


Physical Education 264	2 (crs.)
Tennis Coaching
Study of specific skills, coaching techniques, team selection, preparation, judging, and conducting competitive techniques in the sport.


Physical Education 265	2 (crs.)
Coaching of Gymnastics
Study of specific skills, coaching techniques, team selection, preparation, judging, and conducting competitive techniques in the sport.


Physical Education 266	3 (crs.)
Dance
Methods and techniques in teaching dance activities to Physical Education majors in the PreK-12 Teacher Preparation Emphasis. Exposure to a variety of traditional, folk, and modern dance activities included. Prerequisite: Open to Physical Education majors in the PreK-12 Teacher Preparation Emphasis only.


Physical Education 270	2 (crs.)
Physical Education for Elementary School
Introduction of physical education teaching methods appropriate for the elementary classroom teacher. Emphasis on: safety, supervision, equipment, basic principles, desired outcomes, program content, and integration of physical activities in the elementary school curriculum. Prerequisite: Elementary education majors only and Admission to COEHS


Physical Education 275	5 (crs.)
Functional Anatomy, Physiology and Kinesiology for Physical Education Majors
This course is designed to provide Physical Education Majors a study of the fundamental principles of human structure, function, and movement with applications to health and disease. This course will explore the organization of the human body at various levels of organization from the cellular to the organ system level. Emphasis will be placed on the musculoskeletal system, nervous, and cardiorespiratory systems. Prerequisites: Biology 105 with a C or better and Open to PE Majors only.


Physical Education 279	2 (crs.)
PreK-12 Stunts and Tumbling
Students will learn the basic techniques of teaching stunts and tumbling, safety, and spotting for PreK-12 students. Prerequisite: Open to Physical Education majors in the PreK-12 Teacher Preparation Emphasis only.


Physical Education 290	3 (crs.)
The Child, The Teacher, and Physical Education
Planning a developmental, sequential, comprehensive program of physical education for children. Emphasis on basic movement education: content and process. Integrating physical education in the elementary school curriculum. Prerequisite: Open to Physical Education majors in the PreK-12 Teacher Preparation Emphasis only.


Physical Education 295	3 (crs.)
Class Management and Instruction in Physical Education
This class provides students with an introduction to class management and current instructional techniques used in physical education. Students will acquire and utilize knowledge of student characteristics, teaching methods, and varied management skills when selecting activities for inclusion in the physical education program. Students will observe public school students and practice teach with close supervision by university and public school teachers. Prerequisite: Open to Physical Education majors in the PreK-12 Teacher Preparation Emphasis who have completed Physical Education 190, 191, 192, and 193. (2+2)


Physical Education 300	1 (crs.)
Theory and Risk Management in Adventure and Outdoor Education
The main purpose of this course is to give students a more in-depth knowledge and understanding of the theory and risk management behind adventure and outdoor education. An emphasis will be placed on the theories and risk management strategies of historical figures in adventure and outdoor education. A secondary purpose is for students to demonstrate a working knowledge of knots used throughout the years in adventure and outdoor sequencing.


Physical Education 304	2 (crs.)
Coaching Soccer Successfully
This course is designed to give aspiring coaches a foundation of successful coaching principles to build upon in the sport of soccer. Topics to include technical skills, coaching philosophy, periodization, weight management, strength training, and risk management.


Physical Education 305	2 (crs.)
Coaching Wrestling Successfully
This course is designed to give aspiring coaches a foundation of successful coaching principles to build upon in the sport of wrestling. Topics to include technical stills, coaching philosophy, periodization, weight management, strength training, and risk management.


Physical Education 306	2 (crs.)
Coaching of Football
A study of current trends, techniques, and methods involved in the organization and development of an effective football program from a coaching standpoint.


Physical Education 307	2 (crs.)
Coaching of Basketball
A study of current trends, techniques, and methods involved in the organization and development of an effective basketball program from a coaching standpoint.


Physical Education 308	2 (crs.)
Coaching of Baseball
A study of current trends, techniques, and methods involved in the organization and development of an effective baseball program from a coaching standpoint.


Physical Education 309	2 (crs.)
Coaching Track and Field
Theory, fundamentals, and techniques of coaching track and field. Prerequisite: Junior standing


Physical Education 310	2 (crs.)
Coaching Hockey Successfully
This course is designed to give aspiring coaches a foundation of successful coaching principles to build upon in the sport of hockey. Topics to include coaching philosophy, strength training, risk management, communicating with your athletes and their parents, teaching and developing hockey skills, planning and conducting practices, evaluating performance, and coaching during games.


Physical Education 320	3 (crs.)
Contemporary Issues in Coaching
This course is designed to acquaint prospective coaches with the issues associated with coaching youth in interscholastic athletic programs. Emphasis is on high school and middle school athletics. Topics include: athletics, emergency procedures, liability, motivation, human relations, public relations, and minorities in athletics. (This course is a designated writing course. It will satisfy the writing course requirements in COLS).


Physical Education 324	3 (crs.)
Dance II
Advanced skill acquisition, instructional methodology and what to include in a school dance curriculum. Prerequisite: Physical Education 266.


Physical Education 328	2 (crs.)
Officiating Team Sports
Fundamentals of officiating team sports, to include rules, mechanics, procedures and practical application.


Physical Education 333	3 (crs.)
Physical Education & Health in the Elementary School
Current methods of developing a pk-6 physical education curriculum for classroom teachers and teaching developmentally appropriate activities to children will be stressed. The integration of physical education activities within the elementary curriculum will be examined. Emphasis will also be placed on school health education teaching methods and content appropriate for the elementary classroom teacher. The intent of this course is to provide the prospective elementary teacher candidate with an overview of curriculum development, instructional strategies and relevant content in the discipline of school physical and health education. Prerequisite: Education majors.


Physical Education 335	4 (crs.)
Human Movement and Exercise Physiology in Physical Education
This course will introduce the Physical Educator to the principles of human movement, applied sport mechanics, and exercise physiology. Prerequisites: Biology 211 or Phy Ed 275 for PE Majors.


Physical Education 340	3 (crs.)
Choreography
Advanced skill acquisition, choreographic knowledge, instructional methodology and what to include in a school curriculum and dance production. Prerequisites: Phy Ed 266 and 324 or dance vocabulary knowledge.


Physical Education 356	2 (crs.)
Internship in Adventure/Outdoor Education
The purpose of this course is to provide students with a hands-on experience in activities within the adventure education as well as the outdoor education curriculum.


Physical Education 360	2 (crs.)
Field Experience in Coaching
An individual approach to practical field experience in coaching middle school athletics (grades 6-8) under the supervision of a head coach. Prerequisite: Open to Physical Education majors in the PreK-12 Teacher Preparation Emphasis only.


Physical Education 373	3 (crs.)
Adapted Physical Education
Adaptation of physical education activities based on the needs of students with disabilities. Attention to legislation, placement options and methods of teaching individuals with a variety of disabilities. 373/573


Physical Education 374	2 (crs.)
Assessment and Prescription Techniques in Adapted Physical Education
Theory and practice in assessment, prescription and programming for individuals with disabilities. Prerequisites: Physical Education 373. 374/574


Physical Education 375	2 (crs.)
Lifespan Motor Development
Study of lifespan motor development from infancy through adulthood, including information on delayed development, psychological factors and the normal pattern of motor skill acquisition. Prerequisite: Sophomore standing. Open to students with a major or minor in the Department of Human Kinetics & Health Education.


Physical Education 376	2 (crs.)
Sports for Individuals with Disabilities
Contemporary sports opportunities for individuals with disabilities, with application to teaching and transition planning. Prerequisites: Physical Education 373. Special fees may apply. 376/576


Physical Education 380	2 (crs.)
Adapted Aquatics
A course designed to provide the student with various alternatives in teaching techniques for beginning swimmers and the exceptional student. Prerequisite: Open to students with a major or minor in the Department of Human Kinetics & Health Education. Special fees may apply. 380/580


Physical Education 382	2 (crs.)
Coaching of Swimming
Dry land exercises, conditioning, and advanced techniques in all four competitive strokes.


Physical Education 390	1 – 3 (crs.)
Current Topics
Intensive and critical study of current topical issues in physical education or recreation chosen in advance by the instructor and/or the department.


Physical Education 392	3 (crs.)
Instructional Methods for Elementary School Physical Education
This course emphasizes instructional strategies in PreK-6 physical education. Included are: PreK-12 developmentally appropriate activities, expected student performance, instructional analysis, equipment and materials, and discussion of curriculum development in PreK-6 physical education. Note: This course must be taken prior to or concurrently with Secondary Education 370. Prerequisites: Physical Education Majors.


Physical Education 393	3 (crs.)
Instructional Methods for Middle School Physical Education
This course emphasizes instructional strategies such as appropriate performance, instructional analysis, materials, including curriculum development, and the teaching of physical education in middle schools. Prerequisite: Physical Education Majors. Special fees may apply.


Physical Education 394	3 (crs.)
Instructional Methods for High School Physical Education
This course emphasizes instructional strategies such as appropriate performance, instructional analysis, materials, including curriculum development, and the teaching of physical education in secondary schools. Prerequisite: Physical Education Majors. Special fees may apply.


Physical Education 395	3 (crs.)
Resistance Training and Functional Training for Physical Education Majors
This course will introduce the Physical Educator to the principles of Weight Training and Functional Training. Principles, theory, science, and application of strength training, functional and flexibility training will be introduced. This course will cover safety, injury prevention and proper execution of the use of free weights, machines, bodyweight, flexibility, and total body lifts taught in 6-12 Physical Education classes. Prerequisites: Biology 211 Human Anatomy or Phy Ed 275 for Phy Ed majors.


Physical Education 396	3 (crs.)
Strength Training Techniques and Program Design
This course is designed to provide the student with scientific concepts and working knowledge of strength training and conditioning for both athletes and special populations. Additional emphasis will be placed on nutrition, exercise technique, functional anatomy, program planning, administration, testing and evaluation. Additionally, this course is designed to prepare students for the nationally accredited Certified Strength and Conditioning Specialist (CSCS) certification exam. Prerequisite: Phy Edf 395, Physical Education Major or Instructor Consent.


Physical Education 408	3 (crs.)
Field Experience in Coaching/Grades 9-12
An individual approach to practical field experience in coaching high school athletics (grades 9-12) under the supervision of a head coach. Prerequisite: Open to Physical Education majors in the PreK-12 Teacher Preparation Emphasis only.


Physical Education 421	3 (crs.)
Evaluation, Assessment, and Technology for Physical Education and APE
Students will learn to use technology to aid in testing, evaluating, and assessing PreK-12 physical education students. Students will have hands-on experience in a computer lab with up-to-date assessment software related to physical education. Students will learn to administer and assess commonly used motor skill, fitness, and sport skill tests used in PreK-12 physical education. Prerequisite: Open to Physical Education majors in the PreK-12 Teacher Preparation Emphasis only who have completed Admission I.


Physical Education 422	3 (crs.)
Physical Education and Sports for Individuals with Developmental Disabilities
Class content considers research, instructional programs and techniques in physical education for developmentally disabled individuals, such as the cognitively disabled, learning disabled, and emotionally (behaviorally) disordered. Prerequisite: Phy Ed 373. 422/622


Physical Education 424	3 (crs.)
Physical Education and Sports for Individuals with Chronic & Permanent Physical Disability
Class content considers research, instructional programs and techniques in physical education for individuals with chronic and permanent physical disabilities based on indicators, limitations, and needs. Prerequisite: Phy Ed 373. 424/624


Physical Education 441	2 (crs.)
Organization and Administration of Physical Education
Organization and administration of physical education programs in the elementary and secondary schools including policy making, budget making, equipment purchases and programs of public relations. Prerequisite: Open to Physical Education majors in the PreK-12 Teacher Preparation Emphasis only who have completed Admission I.


Physical Education 446	1 – 3 (crs.)
Independent Study
See Independent Study under Course and Academic Advisement Policies information for proper information for proper contract form requirements.


Physical Education 456	1 – 3 (crs.)
Related Readings
See Related Readings under Course and Academic Advisement Policies information for general course description, general prerequisites, and proper contract form requirements.


Physical Education 460	1 (crs.)
History and Philosophy of Physical Education
Students will survey the history and related philosophies of physical education. Students will incorporate the concepts taught in prerequisite courses into a personal professional philosophy. Current issues, problems, and trends in physical education are discussed. Each student will complete a multi-media project on the history of physical education. Prerequisite: Physical Education 392, 393 and 394.


Physical Education 472	2 (crs.)
PreK-12 Physical Education Curriculum
The nature and function of PreK-12 physical education will be discussed. Students will discuss the concepts behind the development of dynamic physical education programs and develop a district wide PreK-12 physical education curriculum. Prerequisite: Open to students with a major or minor in the Department of Human Kinetics & Health Education.


Physical Education 481	3 (crs.)
Beach and Pool Administration
Community programs, private clubs, beach and pool maintenance, water chemistry, funding, and scheduling. Prerequisite: Open to students with a major or minor in the Department of Human Kinetics and Health Education.


Physical Education 482	3 (crs.)
Practicum in Adapted Physical Education
Supervised field experience with programs of physical education/activity for individuals with disabilities. This course is designed for individuals seeking the 860 Adapted Physical Education Licensure. All courses for Adapted Physical Education minor must be completed, or must have approval of the Coordinator of Adapted Physical Education Program. Prerequisite: Open to students with a major or minor in the Department of Human Kinetics & Health Education only. 482/682

PROFESSIONAL COUNSELING

Professional Counseling 101	2 (crs.)
Introduction to Higher Education for First-Year Students
An introduction to the nature of higher education and a general orientation to the functions and resources of the University with the purpose of facilitating a positive adjustment to the first year of college. Students will explore the purposes of the General Education curriculum, develop an understanding of the teaching/learning process, learn to use campus resources effectively, engage in self-assessment and goal-setting, initiate a personal development plan, and learn effective behavior, time, and money management strategies. This course is intended for students in their first semester of college. Prerequisites: Limited to students who have earned 15 or fewer college credits. Students with more than 15 earned credits require department consent.


Professional Counseling 201	1 (crs.)
Academic and Career Exploration
This course is recommended for all students who are undecided about an academic program and career choice. Through the process of self-exploration, they will learn how to match personal interests and expectations with satisfying academic and career options. Students will assess themselves, research academic and career alternatives, and make decisions based on timely and factual information. Prerequisite: Less than 45 credits or Consent of instructor.


Professional Counseling 202	1 (crs.)
Career Planning and Implementation
This course combines lecture, discussion and collaborative group work to assist a student in preparing for professional internship and professional work experiences. The focus is on self-understanding, implementing current career information, decision-making skills, forming an action plan, creating a resume/cover letter and developing interviewing skills. Students will also learn the importance of researching companies and how to conduct an effective job/internship search. Students are only able to obtain credit for one of the following courses: Professional Counseling 202, Interdisciplinary Studies 206, 207, 208, or 209 or Business 284. Special fee: $30.00

SECONDARY EDUCATION

Secondary Education 101	1 – 10 (crs.)
Technology Education: Construction
This course fulfills the construction requirement for the Technology and Engineering Education major. The course is offered in partnership with Fox Valley Technical College. Prerequisite: Admission to the Technology and Engineering Education major.


Secondary Education 102	1 – 10 (crs.)
Technology Education: Transportation
This course fulfills the transportation requirement for the Technology and Engineering Education major. The course is offered in partnership with Fox Valley Technical College. Prerequisite: Admission to the Technology and Engineering Education major.


Secondary Education 103	1 – 10 (crs.)
Technology Education: Engineering/Manufacturing
This course fulfills the engineering/manufacturing requirement for the Technology and Engineering Education major. The course is offered in partnership with Fox Valley Technical College. Prerequisite: Admission to the Technology and Engineering Education major.


Secondary Education 104	1 – 10 (crs.)
Technology Education: Communications/IT
This course fulfills the communication/IT requirement for the Technology and Engineering Education major. The course is offered in partnership with Fox Valley Technical College. Prerequisite: Admission to the Technology and Engineering Education major.


Secondary Education 110	3 (crs.)
Education Policy: Truth and Myths (XS)
For more than three decades, public education policy in the United States has become a pervasive part of the public discussion. U.S. media is dominated by doom and gloom stories, and pessimistic assessments of U.S. students in international education rankings, and other failings of the U.S. public education system. This course will help learners scrutinize media accounts and public policy proposals for accuracy, bias and potential for effectiveness. By understanding how to critically examine a variety of claims, and learn about ways citizens can influence public policy learners will have a better capacity to engage in community life.


Secondary Education 110Q1	3 (crs.)
Education Policy: Truth and Myths (XS)
For more than three decades, public education policy in the United States has become a pervasive part of the public discussion. U.S. media is dominated by doom and gloom stories, and pessimistic assessments of U.S. students in international education rankings, and other failings of the U.S. public education system. This course will help learners scrutinize media accounts and public policy proposals for accuracy, bias and potential for effectiveness. By understanding how to critically examine a variety of claims, and learn about ways citizens can influence public policy learners will have a better capacity to engage in community life.


Secondary Education 111	3 (crs.)
Culture, Identity and Educational Journeys (XC)(ES)
Culture, Identity and Educational Journeys focuses on developing an understanding of culture in our lives, examine personal and group concepts of identity, and make connections to diverse culture groups specifically those from refugee and immigrant backgrounds through the process of creating narratives of educational journeys.


Secondary Education 111Q1	3 (crs.)
Culture, Identity and Educational Journeys (XC)(ES)
Culture, Identity and Educational Journeys focuses on developing an understanding of culture in our lives, examine personal and group concepts of identity, and make connections to diverse culture groups specifically those from refugee and immigrant backgrounds through the process of creating narratives of educational journeys.


Secondary Education 115	3 (crs.)
Honors: Myths & Realities in American Education (XS)
Honors course equivalent to Elem/Sec Ed 110 (13/14-110). For more than three decades, public education policy in the United States has become a pervasive part of the public discussion. U.S. media is dominated by doom and gloom stories and pessimistic assessments of U.S. students in international education rankings, and other failings of the U.S. public education system. This course will help learners scrutinize media accounts and public policy proposals for accuracy, bias and potential for effectiveness. By understanding how to critically examine a variety of claims, and learn about ways citizens can influence public policy learners will have a better capacity to engage in community life. Prerequisite: Enrolled in good standing in the Honors College and prior or concurrent enrollment in Honors 175.


Secondary Education 201	3 (crs.)
Individual, School, and Society
This is an introductory course in education. Its purpose is to expand your understanding of schooling through an analysis of its many connections with the individual and society. This, in part, will be accomplished through a study of social, political, and economic forces in U.S. Society that have a direct bearing on schooling. Prerequisite: 2.75 GPA.


Secondary Education 202Q3	3 (crs.)
Culture and Community Change in Costa Rica (XS)(GC)
Costa Rica is a small democracy in Central America with a wealth of biodiversity and cultural traditions. In this study abroad you will have the opportunity to work alongside the people of Costa Rica in community projects involving education, immigrant rights, working with children with disabilities, and environmental awareness. In addition, we will visit the rainforest, beaches on the Atlantic and Pacific coasts and spend time in Afro-Caribbean and indigenous communities. This course provides an opportunity to address real-world challenges through active engagement in communities in San Jose, Costa Rica. Prerequisites: Quest I and II


Secondary Education 220	3 (crs.)
Education in a Pluralistic Society
This course is designed to prepare students to be competent teachers in a pluralistic society. Current theory and research on the major issues confronting educators in a pluralistic society will be explored: immigration, poverty, issues particular to Native Americans, African Americans, Hispanic Americans and other culture/ethnic groups, exceptionality, sexual orientation, religion and other special interest groups. Students in this course will have contact with students, colleagues, parents, and agencies representing different cultures, ethnicities and alternative lifestyles. The knowledge base and rationale for this course is specified in the Wisconsin Department of Public Instruction PI 34.15 (4) and s 118.19 statutory requirements for Teacher Education and Licensing. Special fees may apply.


Secondary Education 221	1 (crs.)
act! Orientation
This course provides students in the act! with an overview of program requirements and performance expectations. Students learn about all statutory and program requirements and develop a plan to meet each. Students will also learn about opportunities for obtaining financial assistance, networking with professional colleagues and community members, changes in demographic information for Wisconsin public schools and the importance of multicultural issues relating to Native American Tribal Rights in the education of Wisconsin teachers and students. Former act! students will be available to share their experiences while in the program and answer questions posed by students in this act! Orientation class. Prerequisites: Admission to the act! program or consent of the instructor.


Secondary Education 266	1 (crs.)
STEM Education: Discover, Solve, and Create
Students will explore key issues and standards related to the integrative science, technology, engineering and mathematics (STEM) in K-12 education. Students will develop a definition of STEM Education, understand issues related to diversity and identity within STEM disciplines, and examine curricular materials appropriate for use in school and youth programs. The course will include visits to university and industry outreach programs, and school and youth programs. Laboratory experience in this course will focus on inquiry, problem solving and design thinking.


Secondary Education 267	1 (crs.)
STEM Education: Discover, Solve, and Create
Students will apply their knowledge of integrative Science, Technology, Engineering, and Mathematics (STEM) instruction through an independently designed project. This project will be completed in a school placement, youth program, or other venue. Specific details for the placement or project will be individually negotiated with the course instructor. Prerequisites: Students should have previously taken, or are concurrently enrolled in 13/14 266 STEM Education 1.


Secondary Education 300	0 (crs.)
Bilingual Language Fluency Assessment
Registration for and completion of the Bilingual Language Fluency Assessment is required in the first or second semester of enrollment in the Bilingual Licensure Program and prior to enrolling in core courses in this program.


Secondary Education 302	3 (crs.)
Foreign Language Teaching Methods
The goal of this course is to provide students with the skills and tools necessary to become effective foreign language teachers. To that end, the course combines theory and practice. The theoretical background will be applied to the teaching of the four skills: reading, writing, listening, and speaking. Students will learn about different techniques and strategies for teaching these skills. Moreover, the development of communicative proficiency has to happen within meaningful cultural contexts, so students will be provided with the necessary tools and resources to develop such cultural contexts. As students acquire a theoretical foundation, they will be given ample opportunities to put the theory into practice. Majors in Foreign Languages will concurrently take their clinical experience. Prerequisites: Elem/Sec Ed 110, Ed Found 235 and 380 and concurrent enrollment in Elem/Sec Ed 371.


Secondary Education 307	1 (crs.)
Clinical Experience 1
Under the guidance of an experienced teacher, students are directed to study individual cases and problems, the diagnosis and solution of which involve the application of teaching-learning principles and the relationship of theory and practice. Students are directed to study and apply aspects of effective classroom management, strategies for assessing and monitoring student learning and implementation of an instructional sequence. Prerequisites: Must be taken concurrently with Elem Ed 308, Elem Ed 316, and Elem Ed 384. Admission to COEHS.


Secondary Education 312	3 (crs.)
Principles of Technology Education for act! students
A foundational course addressing historical approaches to and contemporary issues in technology and pre-engineering education. Students will articulate a philosophical and research-based position on technology and pre-engineering programs that is consistent with current teaching and learning standards for technology and pre-engineering. Students will address social, ethical and human issues related to technology and pre-engineering, the applications of and access to various technologies, communication and research skills needed in all areas of technology and pre-engineering, interdisciplinary connections to other core subjects, and the need for high achievement goals, clear performance expectations and measurable student learning outcomes. Prerequisites: Admission to the act! program or consent of the instructor.


Secondary Education 313	3 (crs.)
Methods of Teaching Technology Education for act! students
Students will compare, evaluate and critique research-based pedagogical and curricular approaches to teaching technology and pre-engineering programs for the scope and sequence of course offerings, the longitudinal development of skills, and opportunities for students to engage in communication, problem-solving and decision-making. Students will design a lesson sequence that based on a pedagogical approach that addresses local, state and national standards for student learning and performance in technology education. Prerequisites: Admission to the act! program or consent of the instructor.


Secondary Education 314	3 (crs.)
Career and College Program Planning for act! students
This course integrates classroom learning experiences in career and technical education with informal learning opportunities for students and within local businesses, industries and institutions of higher education. Major outcomes from this class include the design of multiple opportunities for PK-12 students to understand the relevance of career and technology education in their future through learning in both formal and informal settings. Students in this class will build professional working relationships with external stakeholders to design learning environments in which K-12 students can experience learning opportunities in school and community settings. Prerequisites: Admission to the act! program or consent of the instructor.


Secondary Education 317	3 (crs.)
Science Teaching Methods for act! students
This course is designed to develop pedagogical skills for teaching science in middle and high school. Students will learn about teaching methods, curricular approaches, academic language, and how to assess student performance in science. Topics in this course are selected from science education research and national and state educational agencies’ recommendations for the goals and expectations for learning science and engineering practices for all students. The Next Generation Science Standards and Wisconsin Model Academic Standards for Science are used throughout this course. Both standards documents emphasize development of science and engineering practices as central components to teaching and integration of science with other topics students learn. Learning experiences and assignments in this course addresses some tasks that are included in the edTPA. Prerequisites: Admission to the act! program or consent of the instructor.


Secondary Education 318	3 (crs.)
Mathematics Teaching Methods for act! students
This course is designed to develop pedagogical skills for teaching mathematics in middle and high school. Students will learn about teaching methods, curricular approaches, academic language, and how to assess student performance in mathematics. Topics in this course are selected from math education research and national and state educational agencies’ recommendations for the goals and expectations for learning mathematics for all students. The Common Core State Standards for Math and Wisconsin Model Academic Standards for Math are used throughout this course. Both standards documents emphasize development of mathematical practices as central components to teaching and integration of mathematics with other topics students learn. Learning experiences and assignments in this course addresses some tasks that are included in the edTPA. Prerequisites: Admission to the act! program or consent of the instructor.


Secondary Education 333	3 (crs.)
Teaching Science I : Using the Nature of Science in the Classroom
This course draws a parallel between the nature of science and teaching science through science inquiry. Students will study evidence-based reasoning and critical thinking in the discipline of science and learn to apply those concepts to classroom-based reasoning and critical thinking in the discipline of science and learn to apply those concepts to classroom-based inquiry. Students will develop an understanding of what counts as learning and what counts as knowledge in the different fields of science with special emphasis on the biological sciences. Students will also study the parallel between historical examples of paradigm shifts in science and individual learning using the theory of evolution as an exemplar. Prerequisites: Elementary/Secondary Education 110 or 201, Educational Foundations 235, 380 and Admission to COEHS for education majors, or the consent of the instructor for non-education majors. (Fall)


Secondary Education 334	3 (crs.)
Methods of Teaching Science
Students will learn to construct science units and lesson plans connected to the current science and environmental science standards that are differentiated to include all students. Students will learn to construct their units around various teaching models including inquiry, conceptual change, and direct instruction. Students will also learn to use formative and summative assessments to ensure that their students are learning. Students will also examine various models of classroom management and learn the strengths and weaknesses of each, and when each would be most effective to use. Majors in science education will concurrently take their clinical experience. (Spring only) Prerequisite: Secondary Methods and Management for Diverse Classrooms 344 and concurrent enrollment with Clinical in Teaching Science 358


Secondary Education 335	3 (crs.)
The Teaching of English
By readings, demonstrations, and practical experiences, the student learns to organize the materials and methods of the English curriculum into effective teaching procedures in the secondary classroom. Majors in English take concurrently with Clinical Experience. Prerequisite: Elementary/Secondary Education 110 or 201, and Educational Foundations 235, 380 and Admission to COEHS.


Secondary Education 336	3 (crs.)
Methods of Teaching English
This course extends students’ understanding of 6-12 teaching of English Language Arts and classroom management approaches and issues. The course provides learning opportunities for methodology and models, lesson planning, curriculum, technology, and equity concerns. Content reflects the standards of the National Council of Teachers of English and the Wisconsin Department of Public Instruction Teaching Standards. (Spring only) Prerequisite: Secondary Methods and Management for Diverse Classrooms 344 and concurrent enrollment with Clinical in Teaching English 356.


Secondary Education 337	3 (crs.)
Teaching of History and Social Studies
The differing points of view in the teaching of history and the social sciences and of the goals which parallel these differing points of view are examined. Consideration is given to selecting appropriate teaching methods and materials necessary to achieve the varied objectives of the social studies. Learning process is examined as it applies to the attainment of the objectives. Majors in History or other Social Sciences take concurrently with Clinical Experience. Prerequisites: Elementary/Secondary Education 110 or 201, Educational Foundations 235, 380 and Admission to COEHS.


Secondary Education 338	3 (crs.)
Methods of Teaching Social Studies
This course will strengthen the teaching of secondary social studies. Topics include standards for content, curriculum, and assessment, as central to preparing skillful practitioners who are caring intellectuals. This course emphasizes constructing a social studies curriculum focusing on central ideas, content and depth. This course will enable students to conceptualize a “thinking” social studies curriculum. Classroom management and conflict resolution, use of computer-based technology, multicultural and global perspectives, integration of cross disciplinary ideas and content, and school to work as it relates to social studies education will be addressed. (Spring only) Prerequisites: Secondary Methods and Management for Diverse Classrooms 344 and concurrent enrollment with Clinical in Teaching History and Social Studies 357.


Secondary Education 341	3 (crs.)
Teaching of Mathematics
The objectives, curriculum, and teaching methods related to the courses in secondary school mathematics with emphasis upon trends, changes and investigations in the curriculum, and in teaching procedures. Majors in Mathematics take concurrently with Clinical Experience. Prerequisites: Elementary/Secondary Education 110 or 201, Educational Foundations 235, 380 and Admission to COEHS. (Fall)


Secondary Education 342	3 (crs.)
Methods of Teaching Mathematics
This course will provide 6-12 mathematics education students with the content and skills required to teach mathematics as envisioned by mathematics education organizations. Topics include secondary mathematics education in relation to technology management, conflict resolution, motivation, gender issues, equity issues, mathphobia, multicultural mathematics, school to work issues, and mathematics education theory. This course will result in a more skillful teacher who will be better able to actualize the vision of what it means to empower students with mathematics and be a caring intellectual. Prerequisite: Secondary Methods and Management of Diverse Classrooms 344 and concurrent enrollment with Clinical in Teaching Mathematics 359.


Secondary Education 344	3 (crs.)
Secondary Methods and Management for Diverse Classrooms
The major purpose of this course is to explore curriculum standards and planning, pedagogy, assessment, classroom environment, and other issues related to teaching secondary content. Additionally, a strand running throughout those areas is an awareness of and sensitivity to diverse learners and differentiation in the secondary classroom. A field experience in a secondary setting will provide opportunities to connect course content to teacher praxis. (Fall Only) Prerequisites: Sec Ed 110 Education Truth and Myths or Sec Ed 201 Individual, School and Society, EdFnd 380, Concurrent with LitLang 435 Adolescent Literacy Methods.


Secondary Education 346	3 (crs.)
Methods of Teaching English as a Second Language
In this course we will review developments in second language theory and practice; explore ways to teach, and integrate, the skills or reading, writing, listening and speaking, both within ESL classes and in content-area instruction; survey a variety of approaches to ESL methods; discuss ways to focus on culture in language teaching, to create community among second language learners and to build bridges between schools and diverse linguistic and cultural communities; and address the needs of second language learner assessment and classroom management.


Secondary Education 347	3 (crs.)
The Teaching of Foreign Languages
The study of a modified audio-lingual approach emphasizing the teaching of basic skills in speaking, listening, reading, and writing a modern foreign language. The intended outcome of the course is a familiarity with concepts of what language is and with language learning aims, theory and strategies. Majors in Foreign Languages take concurrently with Clinical Experience. Prerequisites: Elementary/Secondary Education 110 or 201, Educational Foundations 235, 380 and Admission to COEHS. (Fall only)


Secondary Education 348	3 (crs.)
Principles of Bilingual/Bicultural Education
In this course we will explore historical and political dimensions of bilingual/bicultural education, often from comparative perspectives; examine theoretical assumptions and recent research findings about learning through first and second languages; and discuss practical implications of critical theory and research for those who work with bilingual/bicultural children, adolescents, families and communities. 348/548


Secondary Education 349	3 (crs.)
Content Area Instruction Bilingual Education
In this course we will explore the theories, practices, and possibilities for bilingual education across content areas. We will examine the teaching of content area subjects to bilingual children and adolescents in both bilingual (first language) classrooms as well as mainstream classrooms. Students will thus have the chance to prepare for content area teaching in English as well as Hmong or Spanish. Prerequisite: Elem/Sec Ed 346 Methods of Teaching ESL, Sec Ed 374 Clinical for ESL Secondary, Elem/Sec Ed 348 Principles of Bilingual/Bicultural Education, Elem/Sec Ed 352 ESL and Multicultural Materials and Admission to COEHS. 349/549


Secondary Education 351	3 (crs.)
Authentic Assessment for ESL/Bilingual Education
A seminar course relating to specific topics in the assessment of English language learners. The course will focus on developments in authentic placement, diagnostic and achievement language assessment, and the use of portfolio and performance assessment with English language learners. Various assessment tools (English and Spanish) will be reviewed. 351/551


Secondary Education 352	3 (crs.)
ESL and Multicultural Materials, Elementary/Secondary
In this course we will review developments in second language theory and practice; explore ways to develop curriculum, and integrate the academic skills of reading, writing, listening and speaking in content-area instruction; survey, and critically analyze, a variety of ESL and multicultural materials for elementary and secondary instruction; discuss ways to focus on culture in the curriculum and address ways to connect curriculum to second language learner assessment and instruction. 352/552


Secondary Education 353	3 (crs.)
Hmong Language, Culture & Learning
Designed to familiarize educators and others with the language, culture and educational issues relevant to Hmong people in Wisconsin and the United States. Areas of exploration will include the nature of Hmong language, Hmong history, the traditional family and clan structure, child-rearing mores, healing practices, marriage and funeral practices, and educational beliefs and practices. Contemporary developments and adjustment issues within the Hmong communities will be discussed, especially school achievements and challenges, intergenerational conflicts, youth gangs, and the need to provide high expectations and supportive educational environments for Hmong children, youth and families. Cross-listed: Elementary Education/Secondary Education 353. 353/553


Secondary Education 354	3 (crs.)
Fostering English Language Learner Achievement-Trial Course
This course is designed to give all teachers a working knowledge of how to foster success with an English language Learners (ELLs). In this course we will explore historical, political and legal dimensions in the education of linguistic minority students in the USA; discuss practical implications of critical theory and research for those who work with bilingual/bicultural children, adolescents, families and communities; review developments in second language theory and practice; explore use of the Sheltered Instruction Observation Protocol (SIOP) to develop curriculum; integrate the academic skills of reading, writing, listening, and speaking in content area instruction; explore effective links between culture and curriculum; and connect curriculum standards to second language learner instruction and assessment.


Secondary Education 356	3 (crs.)
Clinical in Teaching English 6-12
Under the guidance of an experienced teacher, clinical students are directed to study individual cases and problems, the diagnosis and solution of which involve the application of teaching-learning principles and the relationship of theory and practice. Contact with small groups in scaled down teaching situations. Taken concurrently with the respective (major) methods course. Admission to student teaching requires a grade of “pass” in this course. Prerequisites: Concurrent enrollment in Methods of Teaching English 336.


Secondary Education 357	3 (crs.)
Clinical in Teaching History and Social Studies – 6-12
Under the guidance of an experienced teacher, clinical students are directed to study individual cases and problems, the diagnosis and solution of which involve the application of teaching-learning principles and the relationship of theory and practice. Contact with small groups in scaled down teaching situations. Taken concurrently with the respective (major) methods course. Admission to student teaching requires a grade of “pass” in this course. Prerequisites: Concurrent enrollment in Methods of Teaching Social Studies 338.


Secondary Education 358	3 (crs.)
Clinical in Teaching Science 6-12
Under the guidance of an experienced teacher, clinical students are directed to study individual cases and problems, the diagnosis and solution of which involve the application of teaching-learning principles and the relationship of theory and practice. Contact with small groups in scaled down teaching situations. Taken concurrently with the respective (major) methods course. Admission to student teaching requires a grade of “pass” in this course. Prerequisites: Concurrent enrollment in Methods of Teaching Science 334.


Secondary Education 359	3 (crs.)
Clinical in Teaching Mathematics 6-12
Under the guidance of an experienced teacher, clinical students are directed to study individual cases and problems, the diagnosis and solution of which involve the application of teaching-learning principles and the relationship of theory and practice. Contact with small groups in scaled down teaching situations. Taken concurrently with the respective (major) methods course. Admission to student teaching requires a grade of ‘pass” in this course. (Spring only) Prerequisites: Concurrent enrollment with Methods of Teaching Mathematics 342.


Secondary Education 361	3 (crs.)
Clinical in Teaching Foreign Language (6-12)
Under the guidance of an experienced teacher, clinical students are directed to study individual cases and problems, the diagnosis and solution of which involve the application of teaching-learning principles and the relationship of theory and practice. Contact with small groups in scaled down teaching situations. Taken concurrently with the respective (major) methods course. Admission to student teaching requires a grade of “pass” in this course. Prerequisites: Elementary/Secondary Education 110 or 201, Educational Foundations 235 and 380. Concurrent enrollment: Secondary Education 347. Open only to College of Education and Human Services students and Admission to COEHS. Pass/Fail course.


Secondary Education 362	3 (crs.)
Clinical in Teaching Speech 6-12
Under the guidance of an experienced teacher, clinical students are directed to study individual cases and problems, the diagnosis and solution of which involve the application of teaching-learning principles and the relationship of theory and practice. Contact with small groups in scaled down teaching situations. Taken concurrently with the respective (major) methods course. Admission to student teaching requires a grade of “pass” in this course and in Secondary Education 355. Prerequisites: Elementary/Secondary Education 110 or 201, Educational Foundations 235 and 380 and Admission to COEHS. Open only to College of Education and Human Services students. Pass/Fail course.


Secondary Education 366	1 – 3 (crs.)
Clinical in Teaching Art K-12
Under the guidance of an experienced teacher and university faculty or staff, clinical students are directed to study individual cases and problems, the diagnosis and solution of which involve the application of teaching-learning principles and the relationship of theory and practice. One credit of this course is to be taken concurrently with Art 253, 354 and 356 for a total of three credits. The level of responsibility and engagement will increase for each subsequent enrollment in the course. Admission to student teaching requires a grade of “pass” for each completion of this course. Prerequisite: Concurrent registration with Art 253, 354 or 356. Open only to College of Education and Human Services art education students. Pass/Fail course.


Secondary Education 367	3 (crs.)
Clinical in Teaching Music K-12
Under the guidance of an experienced teacher, clinical students are directed to study individual cases and problems, the diagnosis and solution of which involve the application of teaching-learning principles and the relationship of theory and practice. Contact with small groups in scaled down teaching situations. Taken concurrently with the respective (major) methods course. Admission to student teaching requires a grade of “pass” in this course. Prerequisites: Elementary/Secondary Education 110 or 201, Educational Foundations 235 and 380. Open only to College of Education and Human Services students. Pass/Fail course.


Secondary Education 370	3 (crs.)
Clinical in Teaching Physical Education K-12
Under the guidance of an experienced teacher, clinical students are directed to study individual cases and problems, the diagnosis and solution of which involve the application of teaching-learning principles and the relationship of theory and practice. Contact with small groups in scaled down teaching situations. Taken concurrently with the respective (major) methods course. Admission to student teaching requires a grade of “pass” in this course. Prerequisites: Elementary/Secondary Education 110 or 201, Educational Foundations 235 and 380 and Admission to COEHS and Physical Education 392 (may be taken concurrently). Open only to College of Education and Human Services students. Pass/Fail course.


Secondary Education 371	3 (crs.)
Clinical in Teaching Foreign Language K-12
Under the guidance of an experienced teacher, clinical students are directed to study individual cases and problems, the diagnosis and solution of which involve the application of teaching-learning principles and the relationship of theory and practice. Contact with small groups in scaled down teaching situations. Taken concurrently with the respective (major) methods course. Admission to student teaching requires a grade of “pass” in this course. Prerequisites: Concurrent enrollment in Secondary Education302 and admission to COEHS. Open only to College of Education and Human Services students. Pass/Fail course. (Fall only)


Secondary Education 372	3 (crs.)
Clinical in Teaching Library Science K-12
Under the guidance of an experienced teacher, clinical students are directed to study individual cases and problems, the diagnosis and solution of which involve the application of teaching-learning principles and the relationship of theory and practice. Contact with small groups in scaled down teaching situations. Taken concurrently with the respective (major) methods course. Admission to student teaching requires a grade of “pass” in this course. Prerequisites: Elementary/Secondary Education 110 or 201, Educational Foundations 235 and 380. Open only to College of Education and Human Services students Admission to COEHS. Pass/Fail course.


Secondary Education 374	3 (crs.)
Clinical in English as a Second Language
The ESL clinical provides opportunities for students to engage in many aspects of ESL teaching prior to student teaching. While “learning by doing,” this experience also provides students with the occasion to make connections between ESL theory and the “real world” of classrooms. Prerequisite: Admission to COEHS and concurrent with Secondary Education 346.


Secondary Education 377	3 (crs.)
Latino(a) Language, Culture and Learning (GS)
This course is designed to familiarize educators and others with historical, cultural and educational issues relevant to Latinos (as) in Wisconsin and the United States. Areas of exploration will include elements of surface and deep level culture, as well as historical perspectives on Pre-Columbian Latin America, the European conquest, and contemporary Latino(a) experience. The role of ethnic pride as a factor in high-level student achievement will also be explored. Each of these areas will be explored in relation to the development of biculturalism/multiculturalism within the English-Spanish bilingual classroom. The class will be conducted in Spanish and all assignments will be completed in Spanish.


Secondary Education 381	3 (crs.)
Biliteracy Development in the Dual Language/Bilingual Classroom
This course will focus on the development of simultaneous literacy skills in two languages. Students will study about how literacy is taught in both languages and how the dynamic bilingualism builds on the strengths that students bring to school in each of their languages. Concepts such as dynamic bilingualism, use of the bilingual trajectory, and Bridging from one language to another will be explored and developed. Students will have 6 hours of field experience, during which they will be able to see the simultaneous bilingual instruction in action.


Secondary Education 400	5 – 10 (crs.)
Student Teaching I
Observation, participation, and responsible teaching experiences in middle school or high school under supervision. Prerequisite: Admission II.


Secondary Education 401	5 (crs.)
Student Teaching II
Observation, participation, and responsible teaching experiences for student teachers under supervision. Prerequisite: Admission II


Secondary Education 402	2 (crs.)
6-12/K-12 Student Teaching Seminar
Provides the opportunity to earn one additional unit (cr.) by pursuing independent study modules designed by the student and the university supervisor. Corequisite: This course or Secondary Education 455 or 465 must be taken in conjunction with Secondary Education 450, 451, 460, or 461. Prerequisite: Admission II.


Secondary Education 404	5 (crs.)
ESL Student Teaching
In this field experience students will prepare and teach lessons, develop and modify materials for English language learners, reflect on learning and teaching, and show consideration and respect to both children and adults at school sites.


Secondary Education 405	1 – 2 (crs.)
Seminar I
Students will integrate teaching-learning theories as they apply to situations which occur in the classroom in which the student teacher or intern is working. Prerequisite: Admission II.


Secondary Education 406	5 (crs.)
Bilingual Education/ESL Student Teaching
In this field experience students will prepare and teach lessons, develop and modify materials for English language learners, reflect on learning and teaching, and show consideration and respect to both children and adults at school sites. Bilingual student teachers will prepare and teach lessons in two languages, and collect and modify materials for students in their first language.


Secondary Education 410	0 (crs.)
edTPA Writing Seminar
This seminar course will support teacher candidates through creation, submission, and retake (where necessary) of the educative Teacher Performance Assessment (edTPA), a requirement by the WI Department of Public Instruction (DPI) for candidate endorsement for teacher license in the state. Prerequisite: Admission to Student Teaching.


Secondary Education 414	3 (crs.)
TESOL Practicum
This course gives the TESOL (Teachers of English to Speakers of Other Languages) certificate candidate the opportunity to connect relevant theories of second language acquisition to the practice of relationship building, planning, instruction and assessment in varied learning environments in the United States and internationally. This is the culminating experience in the TESOL Certificate program. Prerequisites: Education 346 and English 383, and one 3 credit elective from the following list: Elem/Sec Ed 202, Elem/Sec Ed 353, Elem/Sec Ed 377, Anthro 318, Anthro 322, or Anthro 328.


Secondary Education 417	5 (crs.)
Secondary General Music Methods, Pedagogy and Techniques
A hybrid course for music educators licensed in choral or instrumental music who are pursuing a license in general music. Participants will refine and demonstrate competencies associated with exceptional teaching in PK-12 general music. Progressive techniques for developing independent musicianship and music literacy along with integrated use of classroom instruments, the voice, piano, guitar, and recorder will be practiced and assessed. Participants will receive instruction in authentic assessment, curriculum development, and effective instruction through secondary content standards and the Wisconsin Teacher Educator Standards. Early childhood music, adaptive techniques for exceptional learners, student composition, technology integration, and classroom management in general music are also addressed. Prerequisites: Admission to the Post Baccalaureate Add On Licensure Program.


Secondary Education 426	5 – 10 (crs.)
Internship in Student Teaching
Observation, participation, and responsible teaching experiences in an internship position under supervision. Prerequisite: Admission II.


Secondary Education 432	2 – 3 (crs.)
Middle School Education
Coverage of the goals, objectives, and curriculum of the middle school/intermediate school. Explores the unique educational and social needs of boys and girls 10-15 years of age who are in grades 5-9. The nature of children in this age group is analyzed in terms of changing times and trends. Prerequisite: Admission to COEHS, Educational Foundations 235, Child and Adolescent Development, or equivalent and Educational Foundations 380, Educational Psychology.


Secondary Education 450	5 (crs.)
Student Teaching in Middle Education
For students seeking secondary licensure. Supervised observation, participation and responsible teaching experiences. Prerequisite: Admission II.


Secondary Education 451	5 (crs.)
Student Teaching in High School
For students seeking secondary licensure. Supervised observation, participation and responsible teaching experiences. Prerequisite: Admission II.


Secondary Education 452	5 – 10 (crs.)
Internship Secondary Education 6-12
Internship placement for students seeking 6-12 licensure. Supervised observation, participation, and responsible teaching experiences. Prerequisite: Admission II.


Secondary Education 453	3 (crs.)
Add-On Practicum
A student teaching experience for students wishing additional experiences related to teaching. Prerequisites: Admission to Student Teaching or admission to the post-baccalaureate add-on licensure program.


Secondary Education 454	1 (crs.)
Add-On Practicum
A field-based course for teachers licensed in grades 6-12 who are adding a new subject to their existing Broadfield Science, Broadfield Social Studies or Music license. Supervised observation, participation and teaching experiences. Prerequisites: Admission to the Post-Baccalaureate Add-On Licensure Program.


Secondary Education 455	1 (crs.)
Seminar II
Designed to aid the student to integrate teaching-learning theories as applied to problems which occur in the classroom situation. Prerequisite: Admission II.


Secondary Education 460	5 (crs.)
Student Teaching in Elementary and Secondary Education
For students seeking K-12 licensure. Supervised observation, participation and responsible teaching experiences. Prerequisite: Admission II.


Secondary Education 461	5 (crs.)
Student Teaching in Elementary and Secondary Education
For students seeking K-12 licensure. Supervised observation, participation and responsible teaching experiences. Prerequisite: Admission II.


Secondary Education 462	5 – 10 (crs.)
Internship Secondary Education PK-12
Internship placement for students seeking PK-12 licensure. Supervised observation, participation, and responsible teaching experiences. Prerequisite: Admission II.


Secondary Education 464	1 (crs.)
Add-On Practicum
A field-based course for teachers licensed in a grades K-12 who are adding a new subject to their existing Broadfield Science, Broadfield Social Studies or Music License. Supervised observation, participation and teaching experiences. Prerequisites: Admission to the Post-Baccalaureate Add-On Licensure Program.


Secondary Education 465	1 (crs.)
PK-12 Student Teaching Seminar
Designed to aid the student to integrate teaching-learning theories as applied to problems which occur in the classroom situation. Corequisite: Secondary Education 460 or Secondary Education 461 for K-12 licensure. Prerequisite: Admission II.


Secondary Education 484	3 – 5 (crs.)
Specialized Field Experience
Students will integrate teaching-learning theories as they apply to situations which occur in the classroom in which the student teacher is working. Prerequisite: Admission II.


Secondary Education 496	1 – 3 (crs.)
Independent Study
An independent study in Secondary Education for students who would pursue in depth an idea, process, or belief related to secondary instruction. This course can be taken by upper division students. Prerequisite: Outline of proposed study presented to a secondary faculty member, the student’s advisor, the Department Chairperson, and the Associate Dean. (See Department Chairperson first.)

SERVICE COURSES IN EDUCATION

Service Courses in Education 6	0 (crs.)
Education 6
Open only to students who are not enrolled in another UW Oshkosh course. Assist students in completing non-credit program requirements in programs such as Alternative Careers in Teaching (act!) and the post-bac add-on licensure programs. Prerequisites: Admission to a COEHS program and permission from the students’ COEHS program coordinator are required.


Service Courses in Education 410	0 (crs.)
Career Planning in Education
This course is designed to provide the opportunity to draft and receive feedback on a professional resume document. Prerequisites: Admission to the Professional Education Program in the College of Education and Human Services.


Service Courses in Education 421	1 – 3 (crs.)
Contemporary Topics in Education
Focuses upon professional growth through problem solving, self expression, group thinking and independent study. Educators work on problems growing out of their professional needs. Course may be repeated with change of topic to a maximum of 9 units (crs.). Prerequisite: A practicing professional educator. Pass/Fail course. 421/621


Service Courses in Education 422	1 – 3 (crs.)
Contemporary Issues in Education
The focus of this course is on professional growth and development via exploration of theory and practice related to current issues and educational initiatives. Courses may be repeated with change of topic to a maximum of 9 units (crs.). 422/622

SPECIAL EDUCATION COURSES

Special Education 300	3 (crs.)
Exceptional Individual
This course is designed to provide a rigorous overview of current best practices regarding legal issues, service delivery, differentiation, Universal Design for Learning, Response to Intervention (Rtl), collaboration, issues of eligibility, cross cultural competence, disproportionally, and transition to adulthood. Emphasis is placed on the legal right to access general education curriculum while supporting students with disabilities in general education settings. The course addresses students with learning disabilities, emotional behavioral disabilities, intellectual disabilities, and autism.


Special Education 304	1 (crs.)
Clinical in Early Childhood Education
This course requires students to spend 60 hours in an early childhood setting. Students will be involved in guided observation tasks in order to gain experience in observation and reflections on children’s growth and development. Students will have the opportunity to practice and reflect upon knowledge and skills acquired in the early childhood block of courses. Prerequisite: Concurrent enrollment with Spec Ed 371.


Special Education 305	3 (crs.)
Global Perspectives in Early Childhood Education (GS)
This course is designed to give the student an opportunity to learn about and reflect on global perspectives in developmentally appropriate practices, play, and family advocacy through the lens of UN Policy. Students will acquire knowledge and appreciation for diverse beliefs, ideas, and traditions as they relate to early childhood education in local community based and educational systems. Students will critically, creatively and collaboratively engage with global challenges and opportunities in the areas of developmentally appropriate practices, play and family advocacy. Prerequisite: Completion of Global Citizenship Requirements in USP.


Special Education 306	3 (crs.)
Disability and Education: Global Perspectives (GS)
This course is designed to give the student an opportunity to learn about and reflect on global perspectives in disability studies, advocacy, and inclusive practices through the lense of UN Policy, and world-wide advocacy organizations. Students will acquire knowledge and appreciation for diverse beliefs, ideas, and traditions as they relate to individuals with disabilities and their inclusion in local educational systems. Critical, creative, and collaborative engagement with global challenges and opportunities in the areas of disability studies, advocacy, and inclusive practice will support students’ developing understanding of global special education issues. Prerequisites: Completion of Global Citizenship Requirements in USP.


Special Education 307	3 (crs.)
Early Childhood Education in Central America (GS)
This course is designed to give teacher candidates an opportunity to learn about and reflect on the impact of diversity in value systems in Belize and other Central American countries and the educational and community systems of support for young children and their families. Candidates will examine the connections between their personal experiences in early childhood education in the United States and Belize and their potential local and global impact. This course includes field work at a school in Belize. Prerequisites: Completion of Global Citizenship Requirements in USP, Completion of 16-305 Global Perspectives in Early Childhood Education, Admission to COEHS.


Special Education 308	3 (crs.)
Special Education in Central America (GS)
This course is designed to give teacher candidates an opportunity to learn about and reflect on the impact of diversity in value systems in Belize and other Central American countries and the educational and community systems of support for individuals with disabilities and their families in that region of the world. Candidates will examine the connections between their personal experiences supporting students with disabilities in the United States and Belize and their potential local and global impact. This course includes field work at a school in Belize. Prerequisites: Completion of Global Citizenship Requirements in USP, Completion of 16-306 Disability and Education: Global Perspectives.


Special Education 309	3 (crs.)
Sci, Tech, Engineering, Arts, and Math (STEAM) Methods/Intervention for Teachers of Presch Children
This course is designed to give the teacher candidate an opportunity to learn about and experience science (including principles of environmental education), technology, engineering, arts, and mathematics (STEAM), in the development of preschool-aged children. Pedagogy for STEAM will be examined in relation to student experiences in classroom, family, community, and cultural contexts. Focus will be placed on how STEAM content and practices can be integrated across the preschool curriculum. The teacher candidate will develop and reinforce essential STEAM skills and understanding in order to embed STEAM as a means to enrich their instructional role within preschool learning environments. Cross-listed: Spec Ed 309/Elem Ed 309. Students may receive credit for only one of the two cross-listed courses. Prerequisites: Spec Ed 360, 361, 362, 363, and 364.


Special Education 310	1 (crs.)
American Sign Language Survey
This course provides students with an introduction to American Sign Language (ASL), a visual/kinesthetic language used by Deaf people in the United States and Canada. The course emphasizes vocabulary, grammar, and fingerspelling. Students practice expressive and receptive communication skills within the context of daily functional interaction such as life in a family, shopping, education, and social scenarios. The importance of non-manual markers such as eye contact, facial expression, and body posture are discussed. An introduction to Deaf culture is provided simultaneously to the language instruction. Prerequisites: Admission to COEHS


Special Education 311	1 (crs.)
American Sign Language-Early Childhood II
This course provides students with an introduction to American Sign Language (ASL), a visual/kinesthetic language used by Deaf people in the United States and Canada. It builds on the content learned in 16-310 and extends the ability to communicate with others in ASL. The course emphasizes increased understanding of vocabulary, grammar, and fingerspelling. Students practice additional expressive and receptive communication skills within the context of daily functional interaction such as life in a family, shopping, education, and social scenarios. The importance of non-manual markers such as eye contact, facial expression, and body posture continue to be discussed. Further understanding of Deaf culture is provided simultaneously to the language instruction. Prerequisites: Special Education 310 American Sign Language Survey


Special Education 312	1 (crs.)
American Sign Language-Early Childhood III
This course provides students with an introduction to American Sign Language (ASL), a visual/kinesthetic language used by Deaf people in the United States and Canada. It builds on the content learned in 16-311 and extends the ability to communicate with others in ASL. The course emphasizes increased understanding of vocabulary, grammar, and fingerspelling. Students practice additional expressive and receptive communication skills within the context of daily functional interaction such as life in a family, shopping, education, and social scenarios. The importance of non-manual markers such as eye contact, facial expression, and body posture continue to be discussed. Further understanding of Deaf culture is provided simultaneously to the language instruction. Prerequisites: Special Education 311 American Sign Language-Early Childhood II


Special Education 351	4 (crs.)
Foundations of Assessment, Curriculum, and Instruction for Students with Mild Disabilities
This is the first four credit course in a two course sequence. Its focus is on general approaches to curriculum, instruction, assessment, and instructional technology. This course will build the foundation for understanding curriculum, instruction, assessment, and technology. It will address the academic and social/behavioral/emotional needs of students with mild-to-moderate disabilities (grades K – 12). Prerequisites: Special Education 414


Special Education 352	3 (crs.)
Students with Disabilities in General Education
This course is designed to provide a rigorous overview of current best practices regarding legal issues, service delivery, differentiation, Universal Design for Learning, Response to Intervention (RtI), collaboration, issues of eligibility, cross cultural competence, disproportionality, and transition to adulthood. Emphasis is placed on the legal right to access general education curriculum while supporting students with disabilities in general education settings. The course addresses students with learning disabilities, emotional behavioral disabilities, intellectual disabilities, and autism. Prerequisite: 2.75 GPA or admission to COEHS. 352/552


Special Education 353	3 (crs.)
Collaborative Approaches to Teaching Students with Communication and Motor Needs
This course provides information about typical and atypical language, communication, and motor development in students ages birth to 21 years. Course topics include typical language, communication and motor development; and characteristics of specific language, communication, and motor disorders. A focus that highlights the work of related service providers such as occupational, physical and speech therapies for individuals with disabilities serves as the context for the course. Recommended approaches that support individuals with communication and/or physical disabilities such as basic sign language, sensory integration, communication strategies, lifting and positioning, promoting student control and involvement in self-care, encouraging independence designing classrooms and physical access are explored. Prerequisite: 2.75 GPA.


Special Education 354	4 (crs.)
Implementing Assessment, Curriculum, and Instruction for Students with Mild Disabilities
This is the second four credit course in a two course sequence. Its focus is on specific approaches to curriculum, instruction, assessment, and technology for students with mild disabilities in grades K-12 within the general education classroom. This course will address implementing curriculum, instruction, assessment, and assistive technology to meet the academic and social/behavioral/emotional needs of students. Prerequisites: Spec Ed 351, 414, and 430.


Special Education 355	2 (crs.)
Clinical in Special Education: Focus on Teaching Students with Mild-Moderate Disabilities
Clinical in Special Education: Focus on teaching students with mild-moderate disabilities is designed to give candidates experience working with children with mild-moderate disabilities before they begin student teaching. The clinical provides another opportunity for candidates to demonstrate their knowledge, skills, and dispositions as described by the InTASC Standards, Wisconsin Model Educator Standards, and to demonstrate their readiness for student teaching. Clinical candidates may assist the cooperating teacher in other areas, such as assessments, observations, reports, and communicating with parents and other staff members. Prerequisites: Spec Ed 351, 414, and 430.


Special Education 357	2 (crs.)
Transition to Adulthood-Mild to Moderate Block
This course is designed to provide a rigorous overview of current best practice in assessment, curricular planning, and development for transition of students with mild to moderate disabilities in early adolescence through adulthood. Course content includes the following topic areas as they relate to early adolescence through adulthood: a) legal issues and legislation; b) social, emotional, and behavioral development; c) transition planning; d) academic interventions; e) curricular planning and development and f) outcomes (e.g., post-secondary, employment, supported employment, independent living). Prerequisites: Spec Ed 351, 414, and 430.


Special Education 360	3 (crs.)
Foundations of Early Childhood Education: Beginning with Infants and Toddlers
This course is designed to give the teacher candidate an opportunity to learn about and examine a rigorous overview of historical and current trends, legal and ethical issues, theory, philosophy, child development, state and national standards as well as best practices that form the foundation of special education, early childhood education, and early childhood special education. Coursework will focus on history, philosophy, theory, professional development, program standards, and issues of eligibility for children who may need support for learning in a natural environment. Developmentally Appropriate Practices and DEC Recommended Practices for early childhood education from birth to eight years old will also be examined. Prerequisites: Admission to COEHS


Special Education 361	3 (crs.)
Infants, Toddlers, and Families: Assessment, Curriculum, Instruction and Intervention
This course is designed to give the teacher candidate an opportunity to learn about and examine relevant theories, practices, and policies pertaining to planning, instruction, and assessment of infants and toddlers within the family setting and in group care programs. Candidates will identify and develop integrated curriculum in accordance to child and family outcomes across developmental domains and content areas. Specific focus will be on approaches to service delivery for infants, toddlers, and their families within family and group learning environments. Professional roles and responsibilities will be explored within the context of interdisciplinary and interagency practice and programs including early intervention, Early Head Start, childcare, etc. Prerequisites: Admission to the COEHS


Special Education 362	3 (crs.)
Evaluation & Assessment Practices and Principles in Early Childhood and Early Childhood Special Edu
This course is designed to give the teacher candidate an opportunity to learn about and examine evaluation and assessment methodology, practices, and principles commonly used in early childhood education. Theory, research, and applied issues will be considered. Topics will include an overview of evaluation, assessment, terminology, assessment types, development of appropriate assessments, ethics, professional behavior, and other issues related to assessment such as reliability, validity, diversity, and cultural and linguistic responsiveness. Purposes of evaluation and assessment in relation to eligibility for services and Individualized Family Service Plan/Individualized Education Plan (IFSP/IEP) Development will also be discussed. Prerequisites: Admission to COEHS.


Special Education 364	3 (crs.)
Leadership and Advocacy in Early Childhood Education
This course is designed to give the teacher candidate an opportunity to learn about the experience the application of appropriate principles of professionalism, program and staff development, supervision, and evaluation of support staff, advisory groups, community agencies and resources, and pupil services personnel as related to early childhood programs. Additionally, candidates will explore the use of appropriate strategies designed to develop skills in supporting families from diverse backgrounds as well as in promoting parent education and family involvement in early childhood and early childhood special education programs. Further, candidates will investigate professional ethics and issues of advocacy, child and family rights, confidentiality, and teacher liability. Prerequisites: Admission to COEHS


Special Education 365	1 (crs.)
Early Childhood Practicum One: Infant/Toddler Field Experience – Special Education
This course is designed to give the teacher candidate an opportunity to learn about and reflect on the daily roles and responsibilities in an early intervention program as an early childhood special educator. Each teacher candidate is required to complete a 100 hour placement, serving children birth to three years old. Teacher candidates will be observed a minimum of one time in this placement. This practicum placement will reflect teacher candidate interests, requirements for InTASC standards and Wisconsin Educator Standards, and the practicum goal of providing opportunities in a variety of settings. Teacher candidates will reflect upon practicum and classroom instruction in regularly scheduled seminar meetings. This course is taken concurrently with a one-credit reflective seminar. Prerequisites: Admission to COEHS


Special Education 366	1 (crs.)
Early Childhood Practicum One: Infant/Toddler Field Experience – Regular Education
This course is designed to give the teacher candidate an opportunity to learn about and reflect on the daily roles and responsibilities in an infant/toddler childcare setting from the regular education perspective. Each teacher candidate is required to complete a 100 hour placement, serving children birth to three years old. Teacher candidates will be observed a minimum of one time in this placement. This practicum placement will reflect teacher candidate interests, requirements for InTASC standards and Wisconsin Educator Standards, and the practicum goal of providing opportunities in a variety of settings. Teacher candidates will reflect upon practicum and classroom instruction in regularly scheduled seminar meetings. This course is taken concurrently with a one-credit reflective seminar. Prerequisites: Admission to COEHS


Special Education 367	1 (crs.)
Early Childhood Practicum One: Infant/Toddler Practicum Seminar
This course is designed to give the teacher candidate an opportunity to learn about and reflect on the daily roles and responsibilities in an infant/toddler childcare setting and early intervention program. Each teacher candidate is required to complete a 100 hour placement, serving children birth to three years old. Teacher candidates will be observed a minimum of twice over the semester, once per placement. These practicum placements reflect teacher candidate interests, requirements for the Wisconsin Educator Standards and InTASC standards, and the practicum goal of providing opportunities in a variety of settings. In this course, teacher candidates will reflect upon practicum and classroom instruction in regularly scheduled seminar meetings. This course is taken concurrently with a one-credit reflective seminar. Prerequisites: Admission to COEHS.


Special Education 368	3 (crs.)
Foundations of Special Education for the Early Childhood Educator
This course is designed to give the teacher candidate an opportunity to learn about and examine issues and perspectives related to theories and practices in special education from birth to 21 years of age with a particular focus on early childhood. This course also examines the legal and ethical implications of surrounding special education, and the historical developments within the field. Candidates will examine conceptions, assumptions, and attitudes related to individuals with disabilities, including the social construction of disability. Candidates will be introduced to characteristics of individuals with disabilities (e.g. learning, emotional/behavioral, intellectual, physical, and speech and language). This course also introduces collaboration, professional communication, positive interpersonal relationships, advocacy, conflict resolution, national and state standards, and professional writing skills. Prerequisites: Special Education 360, 361, 362, 363, 364, 365, 366, and 367.


Special Education 370	4 (crs.)
Practicum Experience in Special Education
A series of two 4 week, full day, supervised field placements within public school institutions which deal with students with disabilities, including learning and cognitive disabilities and emotional/behavioral disorders. This course is designed to provide students in special education the opportunity to observe classroom interactions, to participate in instructional planning, and to teach students on an individual, small group, and large group basis. This is the first of several pre-service teaching experiences. Prerequisite: Admission into COEHS.


Special Education 371	3 (crs.)
Preschool Learning Environments: Assessment, Curriculum, Instruction and Intervention
This course is designed to give the teacher candidate an opportunity to learn about and examine relevant theories, practices, and policies pertaining to planning, instruction, and assessment of preschool age children within a variety of learning environments. Candidates will identify and develop culturally and linguistically responsive curriculum in accordance with child and family outcomes across developmental domains and academic content areas. Specific focus will be on approaches to service delivery (e.g., instructional and assistive technology, instructional strategies) and specific interventions for preschool age children and their families. Professional roles and responsibilities will be explored within the context of interdisciplinary and interagency programs including Head Start, Title I preschool, early childhood special education, 4K, childcare, etc. Prerequisites: Concurrent enrollment with Elem Ed 304 Clinical in Early Childhood.


Special Education 372	2 (crs.)
Interim Practicum
An optional supervised field placement offered as an additional experience for students who have completed Special Education 370 (Sophomore Practicum), but need or want one extra placement. Open to College of Education and Human Services students only with consent of department chairperson.


Special Education 373	2 (crs.)
Critical Analysis of Preschool Learning and Development
This course builds on the content introduced in 363. It is designed to give the teacher candidate an opportunity to examine how all children learn and develop with a focus on preschool and impacts of this period of development across the lifespan. A wide range of theories related to learning and development, research, and applied issues will be examined. Prerequisite: Special Education 360, 361, 362, and 364.


Special Education 374	3 (crs.)
Teaching and Intervention Strategies for Social Studies in Early Childhood Settings
This course is designed to provide the teacher candidate an opportunity to learn about and experience design and implementation of social studies curriculum responsive, comprehensive, and likely to promote positive outcomes for all young children. Cross-listed Spec Ed 374/ Elem Ed 374. Students may receive credit for only one of the two cross-listed courses. Prerequisites: Spec Ed 360, 361, 362, 363, and 364.


Special Education 375	1 (crs.)
Early Childhood Clinical Two: Preschool/Kindergarten Field Experience – Special Education
This course is designed to give the teacher candidate an opportunity to learn about and experience daily roles and responsibilities in a preschool, four year-old kindergarten, Head Start or early childhood special education classroom as an early childhood special educator. Each teacher candidate is required to complete a 60 hour placement, serving children three to six years old. The clinical placement reflects teacher candidate interests, requirements for Wisconsin certification, and the clinical goal of producing opportunities in a variety of settings. Prerequisites: Special Education 360, 361, 362, 414.


Special Education 377	1 (crs.)
Early Childhood Practicum Two: Preschool Practicum Seminar
This course is designed to give the teacher candidate an opportunity to learn about and reflect on the daily roles and responsibilities in a preschool, four year-old kindergarten, Head Start and/or early childhood special education classroom. Each teacher candidate is required to complete two different placements, 100 hours per placement, serving children three to six years old. The practicum placements reflects teacher candidate interests, requirements for Wisconsin certification, and the practicum goal of producing opportunities in a variety of settings. In this course, teacher candidates will reflect upon practicum and classroom instruction in regularly scheduled seminar meetings. This course is taken concurrently with a one-credit practica. Prerequisites: Special Education 360, 361, 362, 363, 364, 365, 366, and 367.


Special Education 380	3 (crs.)
Inclusive Curriculum and Instruction
Students will be introduced to factors that influence curriculum content, scope and sequence, preparation and evaluation of curricular strategies, materials and environments. A major focus of this course will be extensive student involvement in curriculum planning and development, implementation, and evaluation; in conjunction with state and national standards. Prerequisite: Special Education 353/553 (may be taken concurrently). 380/580


Special Education 381	3 (crs.)
Introduction to Behavior Management and Instruction
This course focuses on the theoretical and practical understanding of methods used in classroom management and when modifying challenging behavior that inhibits learning. Methods of supporting positive behavior will be drawn from research and applied to the classroom. Approaches are introduced to anticipate, inhibit, prevent and redirect challenging behavior through techniques which have high probability of encouraging the total learning process. Data collection procedures and analyses to support an understanding of behaviors are explored. 381/581


Special Education 401	2 (crs.)
Advanced Practicum Experience in Special Education
This is a field-based experience where special education majors will directly work with children and youth with disabilities birth to age 21. Special Education majors will receive experience in assessment and instructional remediation practices. Registration will be concurrent with a special education methods course. This field-based experience will occur within one or two terms prior to student teaching. Prerequisite: Spec Ed 480 or 413. Pass/Fail course.


Special Education 402	3 (crs.)
American Sign Language I
This course provides students with an introduction to American Sign Language (ASL), a visual/gestural language used by Deaf people in the United States and Canada. The course emphasizes vocabulary, grammar, and fingerspelling. Students practice expressive and receptive communication skills within the context of daily functional interaction such as life in a family, shopping , education, and social scenarios. The importance of non-manual markers such as eye contact, facial expression, and body posture are discussed. An introduction of Deaf culture is provided simultaneously to the language instruction. 402/602


Special Education 403	3 (crs.)
American Sign Language II
This course is designed to enhance students’ conversational proficiency. Students increase their overall sign vocabulary, speed and accuracy of signing, receptive comprehension of signed communication, and awareness of Deaf Idiomatic expressions. Fingerspelling proficiency is achieved. Deaf education and culture are explored. Prerequisite: Special Ed 402/602 403/603


Special Education 404	3 (crs.)
American Sign Language III
Students become fluent in ASL at the daily conversation level and learn ASL storytelling in this course. Students are expected to provide information and education to increase the use of ASL beyond the classroom. Involvement of ASL communication within the Deaf community. Prerequisite: Special Ed 403 or 603 404/604


Special Education 405	3 (crs.)
Manual Communication System
Students become exposed to and familiar with various manually presented communication systems/methods used within the United States including Signed Exact English (SEE), Conceptually Accurate Signed English (CASE), Total Communication (TC), the Bilingual/Bicultural Model (BI/BI), Cued Speech, and manually encoded systems for teaching phonics. Students will develop an understanding of when, why, and with whom these systems are utilized. Students have an opportunity to practice and demonstrate introductory level skills in each manual communication system and are provided resources to become trained in the areas should they require the skills for employment. Prerequisite: Special Ed 404 or 604 405/605


Special Education 406	3 (crs.)
Technology in Special Education
This course addresses assessment, evaluation, acquisition, implementation, and appropriate use of technology across environments related to individuals with disabilities, such as assistive and adaptive technology, and alternative and augmentative communication. The course addresses Universal Design for Learning and strategies for building on students’ strengths and abilities to enhance access to general education curriculum. The course addresses legal issues related to the provision of technology. Prerequisite: Sophomore practicum or equivalent coursework and Educational Leadership 325. 406/606


Special Education 407	3 (crs.)
Deaf Culture
This course will expose students to the Deaf community and increase appreciation for a minority population as the capstone experience of the certificate program. Students demonstrate an awareness of Deaf culture through contextual settings in class. Students are expected to engage with the Deaf community and to engage with the hearing community through informational and educational events. Prerequisite: Special Education 404 or 604 407/607


Special Education 409	3 (crs.)
Sci, Tech, Engineering, Arts, and Math (STEAM) Methods/Intervention for Teachers of the Prim Grades
This course builds on the learning in 309 regarding STEAM principles and provides the teacher candidate an opportunity to learn about and experience science (including principles of environmental education), technology, engineering, arts, and mathematics (STEAM) in the development of children in the primary grades. Pedagogy for STEAM will be examined in relation to student experiences in classroom, family, community, and cultural contexts. Focus will be placed on how STEAM content and practices are developed in the primary curriculum. Teacher candidates will expand and apply their understanding of essential STEAM skills and understanding. Cross-listed: Spec Ed 409/Elem Ed 409. Students may receive credit for only one of the two cross-listed courses. Prerequisites: Spec Ed 309, 371, 373, 374, and 375. Taken one to two terms prior to student teaching.


Special Education 410	3 (crs.)
Primary Grade Learning Environments: Assessment, Curriculum, Instruction, and Intervention
This course is designed to give the teacher candidate an opportunity to learn about and examine relevant theories, practices, and policies pertaining to planning, instruction, and assessment of children in the primary grades within a variety of learning environments. Candidates will identify and develop culturally and linguistically responsive curriculum in accordance with child and family outcomes across developmental domains and academic content areas. Specific focus will be on approaches to service delivery (e.g., instructional and assistive technology, instructional strategies) and specific interventions for children across a range of student strengths and needs in the primary grades. Professional roles and responsibilities will be explored within the context of interdisciplinary and interagency programs including kindergarten, public schools, charter schools, non-public schools, virtual schools, etc. Prerequisites: Special Education 309, 371, 373, 374, 375. Taken one to two terms prior to student teaching. Special course fees may apply.


Special Education 411	2 (crs.)
Critical Analysis of Learning and Development in the Primary Years
This course builds on the content introduced in 363 and 373. It is designed to give the teacher candidate an opportunity to examine how all children learn and develop with a focus on children during the primary years and impacts of this period of development across the lifespan. A wide range of theories related to learning and development, research, and applied issues will be examined. Prerequisite: Special Education 309, 371, 373, 374, 375. Taken one to two terms prior to student learning.


Special Education 412	3 (crs.)
Assessment and Curriculum in Early Intervention: Birth to Three
This course will address information necessary to prepare future early interventionists to work with young children ages birth to three years and their families. A family-based, interagency focused approach is outlined in current legislation. Special focus will be given to the unique features of birth to three service delivery models currently in place across the State of Wisconsin and the United States. This course is a required course in the Early Childhood Special Education Teacher Licensure sequence. It complements Assessment and Curriculum for Children with Disabilities Ages Three through Eight Years. Prerequisite: Elementary Education 311, Initial Practicum or equivalent coursework and PK3 requirements (Elementary Education 312, 313, 314 and 318) taken prior to or concurrently and Admission to COEHS. 412/612


Special Education 413	3 (crs.)
Assessment and Curriculum for Children with Disabilities Ages Three to Eight Years
This course will focus on the best practices in assessment and curricula for young children with suspected or identified disabilities ages three through eight years. Issues related to service provision in preschool and early primary environments will be addressed. Emphasis will be placed on linking assessment finding to intervention practices. Inter- and transdisciplinary team models will be explored as a way to provide quality educational services to young children in the least restrictive environment. Methods to embed and monitor individual education plan goals in the daily routine will be discussed. Information in this course complements content included in the “Assessment and Curriculum in Early Intervention: Birth to Three”. Prerequisite: Elementary Education 311, Initial Practicum or equivalent coursework and PK3 requirements (Elementary Education 312, 313, 314 and 318) taken prior to or concurrently and Admission to COEHS. Fall only. 413/613


Special Education 414	3 (crs.)
Advocacy, Family Empowerment, and Special Education Law
This course addresses five interrelated topics across the lifespan of individual with disabilities: (1) the role and responsibility of special education professionals to serve as advocates for students with disabilities and their families, (2) the knowledge, skills and dispositions needed by special education professionals to effectively support, collaborate with, and empower diverse families (exceptionality, socioeconomic status, race, sex, ethnicity, sexual orientation, and gender identity) of students with disabilities, (3) conflict resolution, (4) special education and legislation and litigation, and (5) national, state, and agency advocacy.


Special Education 415	1 (crs.)
Early Childhood Clinical Three: Primary Field Experience- Special Education
This course is designed to give the teacher candidate an opportunity to learn about and experience daily roles and responsibilities in a kindergarten, primary and/or special education classroom as a special education teacher. Each teacher candidate is required to complete a 100 hour placement, serving children five to eight years old. The clinical placement reflects teacher candidate interests, requirements for Wisconsin certification, and the clinical goal of producing opportunities in a variety of settings. Prerequisites: Special Education 309, 371, 373, 374, 375.


Special Education 416	1 (crs.)
Early Childhood Clinical Three: Primary Field Experience – Regular Education
This course is designed to give the teacher candidate an opportunity to learn about and experience daily roles and responsibilities in a kindergarten or primary classroom as the regular education teacher. Each teacher candidate is required to complete a 100 hour placement, serving children five to eight years old. The practicum placements reflect teacher candidate interests, requirements for Wisconsin certification, and the clinical goal of providing opportunities in a variety of settings. Prerequisites: Special Education 309, 371, 373, 374, 375. Taken one or two terms prior to student teaching.


Special Education 417	1 (crs.)
Early Childhood Practicum Three: Primary Practicum Seminar
This course is designed to give the teacher candidate an opportunity to learn about and reflect on the daily roles and responsibilities in a kindergarten, primary and/or special education classroom. Each teacher candidate is required to complete two different placements, 100 hours per placement, serving children five to eight years old. The practicum placements reflect teacher candidate interests, requirements for Wisconsin certification, and the practicum goal of providing opportunities in a variety of settings. In this course, teacher candidates will reflect upon practicum and classroom instruction in regularly scheduled seminar meetings. This course is taken concurrently with a two-credit practicum. Prerequisites: Special Education 309, 371, 373, 374, 375, and 377. Taken one or two terms prior to student teaching.


Special Education 418	1 – 2 (crs.)
Seminar in Early Childhood Special Education Teaching
This course will deal with the problems associated with teaching students in early childhood special education settings. Innovative programs and intervention strategies will be discussed and analyzed. The course is taken concurrently with Special Education 419. Prerequisite: Admission to student teaching and Admission II.


Special Education 419	5 – 10 (crs.)
Student Teaching in Early Childhood Special Education
Observation, participation, and responsible teaching experiences under supervision in a class of early childhood special education students. Prerequisite: Admission II, restricted to special education majors, and concurrent enrollment in Special Education 418.


Special Education 425	3 (crs.)
Intensive Supports for Literacy Learning
This course addresses the assessment of and interventions for language arts for students with disabilities who need supplemental instruction. Specifically, intensive small group and one-on-one approaches in reading, spelling, writing, handwriting, and listening comprehension are addressed. Additionally, strategies for supporting literacy learning within the large-group general education classroom will be addressed. Candidates will become familiar with a variety of direct instruction and other research-based programs and curricula to meet individual student needs and support inclusive practice. Determining the most efficacious program for student specific need will be the main focus of the course. Prerequisite: Admission to COEHS.


Special Education 426	3 (crs.)
Intensive Supports for Mathematical Understanding
This course addresses the assessment and instruction of mathematics skills for students with disabilities who need supplemental instruction or intervention in grades 1-12. Students will be introduced to a range of theoretical frameworks supporting the teaching of math. Additionally, the mathematics content and process standards and the alternative standards for students with significant disabilities are addressed as well as, intensive small group and one-on-one methods of achieving them. Inclusive strategies that can be implemented within the general education classroom also will be addressed. Students will become familiar with a variety of direct instruction and other research-based programs and curricula to meet individual student needs. Determining the most efficacious program to meet student-specific needs will be the main focus of the course. Prerequisites: Elem Ed 384


Special Education 430	4 (crs.)
Assessment for Eligibility and Writing IEPs
This course addresses issues of the special education process beginning with eligibility and placement and culminating with the Individual Education Plan (IEP). Candidates gain an understanding of, and familiarity with, the philosophies, terminologies, and principles of formal and informal testing measures. Candidates also study and practice administering various tests measuring achievement, aptitude, behavior, and social skills. Additionally, this course addresses alternative ways of assessing students with significant and/or multiple disabilities. The complete process and writing of a formal assessment report and all parts of an effective IEP, as well as facilitating an effective IEP meeting will be practiced within this course. Prerequisites: Special Education 414. Taken one or two terms prior to student teaching. Special course fees may apply.


Special Education 431	3 (crs.)
Transition to Adulthood
This course is designed to provide a rigorous overview of current best practice in assessment, curricular planning and development for transition of students with disabilities in early adolescence through adulthood. Course content includes the following topic areas as they relate to adolescence through adulthood: a) legal issues and legislation; b) social, emotional, and behavioral development and related responsibilities; c) transition; d) academic interventions; e) curricular planning and development; f) assessment; and g) outcomes (e.g., Post-secondary, employment, supported employment, independent living). Prerequisite: Completed Initial Practicum 431/631


Special Education 456	1 – 3 (crs.)
Special Topics in Special Education
A course in topics of relevance for students having an interest or background in special education. May be repeated under different topics. SPEC ED 456/656


Special Education 457	2 (crs.)
Transition to Adulthood-Moderate-Severe Block
This course is designed to provide a rigorous overview of current best practice in assessment, curricular planning, and development for transition of students with moderate to severe disabilities in early adolescence through adulthood. Course content includes the following topic areas as they relate to early adolescence through adulthood: a) legal issues and legislation; b) social, emotional, and behavioral development; c) transition and post school outcomes (e.g., post-secondary, employment, supported employment, independent living); d) curricular planning and development; and e) assessment. Prerequisites: Special Education 426 and 430.


Special Education 460	3 (crs.)
Instruction and Technology for Students with Communication Needs
This course examines various approaches to teaching students with speech and language disabilities. Practical application of language assessment procedures, individualized planning, and language intervention strategies are discussed. Language and literacy in the classroom for school-age children and adolescents will be discussed in relation to speech and language disabilities. The course will acquaint candidates with speech-language pathology and audiology. Working within a collaborative team and practical collaborative strategies also are covered. Multicultural literacy and the multidimensional nature of language in the classroom will be addressed. The assessment and use of augmentative communication and assistive technology for this population will be explored. Prerequisites: Special Education 351, 354, & 355 OR Special Education 309, 371, 373, 374, 375. Taken one to two terms prior to student teaching.


Special Education 461	3 (crs.)
Instruction and Technology for Students with Motor Needs
This course provides information about typical and atypical motor development in students ages birth to 21 years. Course topics include sensory integration, motor development, physical disabilities, medical needs and supports, assistive technology, universal precaution, orthotics, prosthetics, dining instruction, fine motor issues and supports, encouraging independence and healthy relationships. A focus that highlights the work of related service providers such as occupational and physical therapies for individuals with disabilities serves as the context for the course. Recommended approaches that support individuals with physical disabilities such as sensory integration, lifting and positioning, promoting student control and involvement in self-care, encouraging independence, designing classrooms, and physical access are explored. Prerequisites: Special Education 351, 354, & 355 OR Special Education 309, 371, 373, 374, 375. Taken one to two terms prior to student teaching.


Special Education 462	1 (crs.)
Clinical in Special Education: Focus on Teaching Students with Significant Disabilities
Clinical in Special Education: Focus on teaching students with significant disabilities is designed to give candidates experience working with children with significant disabilities before they begin student teaching. The clinical provides another opportunity for candidates to demonstrate their knowledge, skills, and dispositions as described by the InTASC Standards, Wisconsin Model Educator Standards, and to demonstrate their readiness for student teaching. Clinical candidates may also assist the cooperating teacher in other areas, such as assessments, observations, reports, and communicating with parents and other staff members. Prerequisites: Special Education 351, 354, & 355 OR Special Education 309, 371, 373, 374, 375. Taken one to two terms prior to student teaching.


Special Education 463	3 (crs.)
Teaching Students with Significant Disabilities
This course describes history and philosophical tenets related to least dangerous assumption, partial participation, general education curricular access, and full adult living. Person-centered planning and various assessments for curricular development will be examined. Practical implementation of strategies to enhance communication, general education participation, and adult living (including self-advocacy, employment, supported living, and relationship development) are explored. This course also addresses various types of support. Prerequisite: Completed Initial Practicum. 463/663


Special Education 465	1 – 2 (crs.)
Seminar in Teaching Individuals with Cognitive Disabilities
This course will deal with the problems associated with teaching mentally retarded/cognitively disabled students. Innovative programs and intervention strategies will be discussed and analyzed. The course is taken concurrently with Special Education 466. Prerequisite: Admission II. 465/665


Special Education 466	5 – 10 (crs.)
Student Teaching of Individuals with Cognitive Disabilities
Observation, participation, and responsible teaching experience under supervision in a class for mentally retarded, cognitively disabled children. Restricted to special education majors. Prerequisite: Admission II.


Special Education 467	1 – 2 (crs.)
Seminar in Teaching Individuals with Learning Disabilities
This course will deal with the problems associated with teaching learning disabled students. Innovative programs and intervention strategies will be discussed and analyzed. Prerequisite: Admission II and concurrent enrollment in Special Education 468.


Special Education 468	5 – 10 (crs.)
Student Teaching of Individuals with Learning Disabilities
Observation, participation, and responsible teaching experience under supervision in a class for children with learning disabilities. Prerequisite: Admission II. 468


Special Education 469	2 (crs.)
Field Experience in Special Education
This field experience is designed for emergency licensed special education teachers without any previous special education teaching experience. This experience allows the students to visit, observe, and study several special education classrooms. Students must submit written observational reports of their classroom visits and prepare a program comparison/contrast paper. Registration is restricted to emergency licensed special education teachers who are unable to complete Special Education 370. Pass/Fail course.


Special Education 470	3 (crs.)
Assessment for Special Education Eligibility
This course addresses issues for special education eligibility. The emphasis of this course is on making eligibility rather than instructional planning decisions. Students gain an understanding of and familiarity with a range of assessment techniques and measures. The course familiarizes students with basic assessment philosophies, terminologies and principles as well as various tests measuring achievements, aptitude, behavior, and social skills. Also addressed in this course are alternative ways of assessing students with significant and/or multiple disabilities. Prerequisite: Completed Initial Practicum. 470/670


Special Education 471	3 (crs.)
Assessment for Program Planning in Special Education
Two main components within this course are assessment and Individualized Education Program (IEP) development. First, students are provided with an overview of assessment strategies including formative, benchmark, and summative that can be used at a variety of levels (e.g., individual, classroom, district, state). Formal, informal, and teacher created assessments are investigated, as are accommodations, progress monitoring, and connections to Response to Intervention (R+I). Students collect, analyze, interpret, and report K-12 student data. Second, students develop IEPs based on the data collected. Prerequisite: Completed Initial Practicum. 471/671


Special Education 473	3 (crs.)
Introduction to Autism Spectrum Disorder
This introductory course will provide students with an understanding of children with autism spectrum disorder (ASD). Students will be introduced to intervention strategies that enhance the communication and learning of students with ASD. Methods for teaching more conventional behaviors will be addressed. Issues surrounding diagnosis and support for families will be explored. 473/673


Special Education 474	3 (crs.)
Teaching Students with Autism Spectrum Disorder
Introduction to Students with Autism Spectrum Disorder will provide students with information regarding methods of instructing and supporting children and youth with ASD. The course will include information regarding the best practices for assessment, instruction, communication, sensory, socialization, transition information related to children and youth with ASD. Prerequisites: Special Education 473/673 Introduction to Students with Autism Spectrum Disorders. 474/674


Special Education 475	1 (crs.)
Autism Spectrum Disorders Practicum
This practicum will provide students in the Autism Spectrum Disorders (ASD) Certificate Program experience 100 hours of working with students with ASD in educational settings. Prerequisite: Department Consent. 475/675


Special Education 480	3 (crs.)
Research-based Instructional Strategies
This course focuses on a variety of research-based strategies and methodologies for special education instructional practice. Topics covered will include principles of design, implementation, and delivery of effective instructional interventions. Prerequisites: Reading 305, Spec Education 380/580. This course should be taken in the last term prior to student teaching. 480/680


Special Education 481	3 (crs.)
Advanced Behavior Management and Instruction
This course builds upon evidence-based behavior management and instruction concepts, principles, and techniques. Course emphasis is on understanding the process of Functional Behavioral Assessment (FBA), Behavioral Intervention Plans (BIP), instructional classroom management, self-management strategies, crisis intervention, mental health issues, and metacognitive strategies. Prerequisites: Initial Practicum or equivalent coursework and Special Education 480/680 (may be taken concurrently) and Special Ed 381/581. 481/681


Special Education 483	1 – 2 (crs.)
Seminar in Teaching Individuals with Emotional/ Behavioral Disorders
This course will deal with the problems associated with teaching emotionally/behaviorally disturbed students. Innovative programs and intervention strategies will be discussed and analyzed. Prerequisite: Admission II and concurrent enrollment in Special Education 484.


Special Education 484	5 – 10 (crs.)
Student Teaching of Individuals with Emotional/ Behavioral Disorders
Observation, participation, and responsible teaching experiences under supervision in a class of emotionally disturbed students. Prerequisite: Admission II and concurrent enrollment in Special Education 483.


Special Education 485	1 – 2 (crs.)
Seminar in Cross Categorical Special Education Teaching – Middle Childhood Through Early Adolescence
This course will deal with the problems associated with teaching students in cross categorical special education programs (middle school through early adolescence) (students labeled as learning disabled, emotionally/behaviorally disordered, and/or mentally retarded/cognitively disabled). Innovative programs and intervention strategies will be discussed and analyzed. Prerequisite: Admission to student teaching and Admission II and concurrent enrollment in Special Education 486.


Special Education 486	5 – 10 (crs.)
Student Teaching in Cross Categorical Special Education – Middle Childhood Through Early Adolescence
Observation, participation, and responsible teaching experience under supervision in cross categorical special education in a class at the middle childhood through early adolescence level (learning disabilities, emotional/behavioral disorders, and/or mental retardation/cognitive disabilities). Prerequisite: Admission II, restricted to special education majors, and concurrent enrollment in Special Education 485


Special Education 487	1 – 10 (crs.)
Student Teaching Internship-CC Spec Ed Middle Childhood – Early Adolescence
Internship placement for students seeking cross categorical special education middle childhood through early adolescence licensure. Observation, participation, and responsible teaching experience under supervision in cross categorical special education in a class at the middle childhood through early adolescence level (learning disabilities, emotional/behavioral disorders, and/or mental retardation/cognitive disabilities). Prerequisites: Admission to student teaching and Admission II, restricted to special education majors, concurrent enrollment in Special Education 485.


Special Education 489	1 – 2 (crs.)
Seminar in Cross Categorical Special Education Teaching – Early Adolescence Through Adolescence
This course will deal with the problems associated with teaching students in cross categorical special education programs (early adolescence through adolescence) (students labeled as learning disabled, emotionally/behaviorally disordered, and/or mentally retarded/cognitively disabled). Innovative programs and intervention strategies will be discussed and analyzed. Prerequisite: Admission to student teaching and Admission II and concurrent enrollment in Special Education 490.


Special Education 490	5 – 10 (crs.)
Student Teaching in Cross Categorical Special Education – Early Adolescence Through Adolescence
Observation, participation, and responsible teaching experience under supervision in a cross categorical special education class at the early adolescence through adolescence level (learning disabilities, emotional/behavioral disorders, and/or mental retardation/cognitive disabilities). Prerequisite: Admission II, restricted to special education majors, and concurrent enrollment in Special Education 489


Special Education 491	5 – 10 (crs.)
Student Teaching Internship-CC Spec Ed Early Adolescence Through Adolescence
Internship placement for students seeking cross categorical special education early adolescence through adolescence licensure. Observation, participation, and responsible teaching experience under supervision in cross categorical special education in a class at the early adolescence through adolescence level (learning disabilities, emotional/behavioral disorders, and/or mental retardation/cognitive disabilities). Prerequisites: Admission to student teaching and Admission II, restricted to special education majors, concurrent enrollment in Special Education 489.


Special Education 492	1 – 2 (crs.)
Seminar in Cross Categorical Special Education Teaching-Middle Childhood Through Adolescence
This course will explore the challenges associated with teaching students in cross categorical special education programs (middle school through adolescence) (students labeled as having learning disabilities, emotional/behavioral disabilities, and/or cognitive/intellectual disabilities). Innovative programs and intervention strategies will be discussed and analyzed. Prerequisites: Admission to Student Teaching; restricted to special education majors; concurrent enrollment in Special Education 493.


Special Education 493	5 – 10 (crs.)
Student Teaching Cross Categorical Special Education Middle Childhood Through Adolescence
Placement for students seeking cross categorical special education middle childhood through adolescence licensure. Observation, participation, and responsible teaching experience under supervision in cross categorical special education in a class at the middle childhood through adolescence level (learning disabilities, emotional/behavioral disabilities, and/or cognitive/intellectual disabilities). Prerequisites: Admission to Student Teaching; restricted to special education majors; concurrent enrollment in Special Education 492.


Special Education 496	1 – 3 (crs.)
Independent Study
See Independent Study under Course and Academic Advisement Policies information for general course description, general prerequisites, and proper contract form requirements. Permission of department chairperson required.