| |
Education |
| |
-
EDU 617 - Educators as Leaders
3 Hour(s)
Application of leadership organizational theories in practice. Students develop or engage in active leadership roles in their educational contexts.
Semester 3
3 Hour(s) |
| |
-
EDU 618 - Mathematical Reasoning and Leadership for Elementary Specialists: K-5 Learning Trajectories
3 Hour(s)
Mathematics content and pedagogy designed to equip elementary teachers to become mathematics teacher-leaders in school settings. Includes readings, reports, and syntheses of research literature on teaching and learning K-12 mathematics. Attention given to number concepts and problem solving. Focus on incorporating NCTM Principles and Standards and Common Core State Standards in Mathematics to establish learning trajectories at the K-5 level.
3 Hour(s) |
| |
-
EDU 619 - Numbers and Operations: K-5 Mathematical Tasks
3 Hour(s)
An exploration of content and methods relevant to whole number and rational number arithmetic in the K-5 classroom with an emphasis on how children learn. Topics include an exploration of place value, arithmetic operations, fractions, decimals, percents, with emphasis on concepts, operations, and relations among them. Attention given to error analysis of children’s work. Focus on analysis and construction of effective mathematical tasks in teaching number systems and operations at the K-5 level.
Prerequisite(s): Completion of or concurrent enrollment in EDU 618
3 Hour(s) |
| |
-
EDU 620 - The Writing Process - Theory and Practice: Using Technology to Enhance the Writing Process
2 Hour(s)
This course is a completely hands-on computer lab course with computer activities to complete on your own outside of class. With demonstration and support, we will bridge the gap between writing teachers and the diverse needs of their 21st Century Learners; explore strategies to engage reluctant writers in the curriculum using online creation, collaboration, and sharing; explore Web 2.0 tools such as wikis, blogs, and other free interactives; and develop resources with immediate application for the classroom.
2 Hour(s) |
| |
-
EDU 621 - Writing Across the Curriculum: Leadership Institute
3 Hour(s)
Through demonstration workshops and active participation, participants will experience writing-to-learn strategies that support student understanding without increasing teaching workload. Strategies to motivate students to become better and more powerful writers will be explored and adapted to individual content and grade levels. Educators interested in 3 credits may work with their team, or individually, to develop an Action Plan to help other teachers realize the benefits of writing circles, writing-to-learn and writing workshop.
3 Hour(s) |
| |
-
EDU 622 - Writing Project Practicum
3 Hour(s)
Participant’s leadership skills will be developed and strengthened. With support from NWP teacher consultants, one might plan, develop and implement workshop demonstrations, collegial studies or professional development.
3 Hour(s) |
| |
-
EDU 623 - The Zen of Collegial Studies
1 Hour(s)
The Zen of Collegial Studies is a one credit weekend continuity workshop for teacher leaders who participated in the NWP-CU Summer Institute and for teachers who would like to take on a leadership role for the schools or districts. The workshop focuses on the philosophy and management of collegial study groups.
1 Hour(s) |
| |
-
EDU 624 - Policy, Advocacy and Contemporary Issues in Education
3 Hour(s)
Using a leadership lens, this course, considers current and emerging issues and trends impacting education which include demographic shifts; globalization; technology; data-based decision making; inclusion of diverse learners in American schools; and recent research on student achievement when influenced by race, gender, and poverty. Emphasis will be on developing, analyzing, and clarifying personal beliefs, values, and assumptions as they relate to educational practice and decision-making within the context of what can often be contentious and difficult lo-resolve educational issues. Concurrent with EDU 613 .
FA
3 Hour(s) |
| |
-
EDU 625 - Teaching the Writing Process
3 Hour(s)
Through a variety of exercises, participants focus on their own writing to explore the writing process in developing authors. Basic writing theory is translated into applied writing instruction. Emphasis is on creating a classroom writing environment. Course includes development and assessment of writing portfolios.
3 Hour(s) |
| |
-
EDU 626 - Teacher as Writer-Facilitating Better Student Writing
3 Hour(s)
Students continue to deepen and individualize the use of the writing process as a means to curricular reform. Participants define their areas of professional and personal writing expertise, writing and reflecting on their writing and then determining their course of instruction based on their findings and peer response. This process is used to revise classroom practice.
3 Hour(s) |
| |
-
EDU 627 - Algebraic Reasoning: K-5 Discourse and Questioning
3 Hour(s)
Specialized mathematical knowledge necessary to support the successful teaching and learning of algebra and number theory. Topics include patterns, functions, algebraic symbols, understanding of equality, variables and unknowns, and modeling real world situations using algebraic language. Focus on the early algebra concepts of functional thinking and generalized arithmetic in relationship to pedagogical practices centered on questioning in the mathematics classroom.
Prerequisite(s): EDU 619
3 Hour(s) |
| |
-
EDU 628 - Measurement and Data: K-5 Equity and Technology
3 Hour(s)
Specialized mathematical knowledge necessary to support the successful teaching and learning of measurement and data. Topics include measurement, collecting, organizing, displaying, and analyzing data. Attention is also given to learning methods that facilitate appropriate classroom interactions and support the mathematical learning of all students.
Prerequisite(s): Completion of or concurrent enrollment in EDU 627
3 Hour(s) |
| |
-
EDU 629 - Geometry and Spatial Reasoning: K-5 Assessment
3 Hour(s)
Specialized mathematical knowledge necessary to support the successful teaching and learning of geometry. Topics include properties of shapes, area and perimeter, volume and surface area, congruence and similarity, geometric transformations, coordinate geometry, and geometric reasoning. Course includes a focus on theory, methods, and techniques of assessment for improving mathematics learning.
Prerequisite(s): EDU 628
3 Hour(s) |
| |
-
EDU 630 - Continuous Improvement for Leading Diverse Communities
3 Hour(s)
In this course students will examine organizational and leadership reform structures related to pupil service. Students will explore leading and executing organizational change principles. Students will use quantitative and qualitative data, appropriate research methods, technology and information systems to develop a 1ong-range continuous improvement plan for a school/district through the Jens of pupil services. Through the symbolic, structural, human resource, and political lenses of change management students will develop problem-solving skills and knowledge of strategic, long-range planning and operational planning to advocate for policies and programs that promote equitable learning opportunities and success for all students.
3 Hour(s) |
| |
-
EDU 631 - Cognitively Guided Instruction in Mathematics-Workshop (CCI)
3 Hour(s)
Focuses on children’s developmental phases in math/arithmetic skills and problem-solving activities. Engage in hands-on learning and teaching approaches to skill development in the four basic math operations. Share in group activities to produce math materials for classroom use. Emphasis is on math education in all elementary grades K-6.
3 Hour(s) |
| |
-
EDU 632 - Leadership in Special Education and Pupil Services
3 Hour(s)
In this course students will examine historical and contemporary national and state legislation in addition to funding systems that support organizational and leadership reform structures related to pupil service. Students will explore the results of leading and executing organizational change principles through continuous improvement cycles for a school/district through the lens of pupil services. In tandem these concepts will be leveraged to re-image a system of traditionally segregated supports to a culture of teaching and learning to remove barriers for all students in the learning community.
3 Hour(s) |
| |
-
EDU 634 - Applying Educational Technology in K-12 Classrooms (C&I-C)
3 Hour(s)
This course provides practical opportunities to become proficient in 21st century skills, their integration into classroom instruction, and hands-on practice with a variety of technology tools. Students explore current research to support technology in the classroom. Every effort is made to meet the professional and educational needs of the students.
3 Hour(s) |
| |
-
EDU 635 - Director of Special Education and Pupil Services (DSEPS) Practicum I
1 Hour(s)
This course serves as an orientation to the Council for Exceptional Children (CEC) Special Education Administration (SEA) and the Wisconsin Administrator Standards as outlined in the Content Guidelines for Director of Special Education and Pupil Services (80) as students engage in the tenets that support the DSEPS License. Through a 40-hour placement in school district sites, students will begin to analyze and build their own leadership theory, understand what school leaders do to create the conditions for all students to learn as they gain insight into everyday school operations. Learners will begin a journey of self-discovery and development through a self-assessment and create a personalized learning plan.
1 Hour(s) |
| |
-
EDU 639 - Identifying Obstacles to Rational Thought to Enhance Advocacy for Self and Others
3 Hour(s)
This interdisciplinary course explores thinking and reasoning to expand knowledge about learning environments (e.g., organizations, agencies or institutions) to advance advocacy for self and others. The course is designed for adult, K-16 educators and others who would like to examine societal socioeconomic contextual factors that may impact thinking and reasoning as it relates to schools, society, global issues or everyday life, seeking potential institutional and societal frameworks for change. In addition to exploring legitimate advocacy, analyzing and assessing reasoning and identifying obstacles to rational thought, this course will initiate strategies that enable students to ask essential questions and effectively grasp the logic of a subject or discipline, particularly teaching content through thinking rather than content and then thinking.
3 Hour(s) |
| |
-
EDU 640 - Foundations of Gifted and Talented Education (CCI)
3 Hour(s)
Characteristics of giftedness are discussed. Several identification methods and programming models are studied, including the Wisconsin Comprehensive Integrated Gifted Programming Model. Students investigate the 5 areas of giftedness as defined by federal and state governments as well as the psychology of giftedness in children and adolescents including cognitive and social-emotional dimensions. Practical strategies for accommodating the needs of gifted and talented learners in the classroom and in the home are explored. Legal issues related to Wisconsin Standards are considered; critical perspectives on gifted education are explored.
3 Hour(s) |
| |
-
EDU 641 - Teaching & Learning Across the Life Span (C⁣ ACE; HED)
3 Hour(s)
This course examines a wide variety of theories and research that contribute to the understanding of human development and learning, focusing particular attention to the application of developmental theory. Development is explored as a life-span process, influenced by the interaction between the individual and his/her environment. We will study the most important ideas from several theoretical perspectives, and examine patterns of growth, change, and continuity that occur throughout the lifespan. Finally, we will apply theoretical principles to real-life human behaviors.
3 Hour(s) |
| |
-
EDU 643 - Curriculum Making - Past and Present (C&I-C)
3 Hour(s)
Examines the myriad of elements that determine curricular content and discusses the ways that the social, political, and historical contexts of the times have defined the education children have received in American public schools. Various theories and historical perspectives will be studied in understanding the struggles for and evolution of the American curriculum.
3 Hour(s) |
| |
-
EDU 644 - Education of Gifted & Talented Students - Workshop (CCI)
3 Hour(s)
Emphasizes meeting the needs of gifted children through curriculum differentiation. Students develop programming strategies and techniques for accommodating gifted learners in the general classroom in ways that are aligned with the Wisconsin Comprehensive Integrated Gifted Programming (Pyramid) Model. Effective instructional practices related to each of the following areas of giftedness are studied: general intellectual, specific academic, creative thinking, leadership, and visual/performing arts.
3 Hour(s) |
| |
-
EDU 645 - Collaboration in the Classroom (ACE)
3 Hour(s)
Participants examine theory and practice of cooperative learning and other collaborative and community-building strategies and investigate the cooperative learning literature to develop a repertoire of strategies. Strategies are critiqued for application to specific curricula and particular student groups.
3 Hour(s) |
| |
-
EDU 646 - Administration of Adult Education Programs (ACE)
3 Hour(s)
This course relates administrative theory to current practice in adult continuing education. Topics covered include management styles, effective personal development, the tools of administrative practice, organizational contexts, and ethical decision-making. Effective leadership is distinguished from effective management.
Prerequisite(s): EDU 641 and EDU 647 , or consent of instructor.
3 Hour(s) |
| |
-
EDU 647 - Foundations of Adult Education (ACE)
3 Hour(s)
This course introduces students to a variety of concepts which serve as the foundation of the field of adult education. Topics covered include a definition of adult education, a historical overview of the field, participation and nonparticipation factors, adult education in formal and informal settings. The course also examines six theories of learning as they relate to adult education and begins building the foundation for a theory of adult learning.
3 Hour(s) |
| |
-
EDU 648 - Facilitating Learning for Adults/The Adult as Independent Learner (ACE)
3 Hour(s)
The course focuses on identifying special needs of the adult learner including the adult as an independent learner. The unique relationship between adult student and facilitator is explored. The course also examines current research and theory relating to successful practice in adult education.
Prerequisite(s): EDU 641 and EDU 647 , or consent of instructor.
3 Hour(s) |
| |
-
EDU 649 - Curriculum and Program Development in Adult and Continuing Education (ACE)
3 Hour(s)
Theory and processes of program planning and curriculum development as they relate to education and training programs designed for the adult learner. The focus is on program philosophy, program planning models, needs analysis, program design, and evaluation.
Prerequisite(s): EDU 647 .
3 Hour(s) |
| |
-
EDU 650 - Sociology of Education (C-IS)
3 Hour(s)
An overview of the sociocultural foundations of educational practice in a variety of community environments within the political and economic contexts of society. Focuses on historical ideas, current practices, and future directions in education in relation to major social issues in America. Analyzes the role of schooling in transmitting cultural assumptions about American society and its ideologies. Discusses sociocultural forces which influence schools, teaching and learning. Students review ethnographies and other forms of research to study education as a cultural institution.
3 Hour(s) |
| |
-
EDU 652 - Culturally Responsive Teaching Practice (S-CI)
3 Hour(s)
Focuses on what makes an effective learning environment for students of diverse backgrounds as a means for considering ways to improve learning contexts for all children. Examines the many pedagogies and practices which work effectively with students from a variety of backgrounds. Considers learning styles, language behaviors, participant structures, and social interactions all within the sociocultural context of the classroom and the school. Students design lessons/projects/learning environments to fit the sociocultural context of their own classrooms/schools.
3 Hour(s) |
| |
-
EDU 653 - Rethinking At Risk” Students - Creating Promise (S-CI) “
3 Hour(s)
At Risk’ is a term which is used to describe an increasingly large population of children who are linguistically, economically or ethnically different from the mainstream. Students critically analyze the educational, social, and political views of children ‘at risk’ and explore alternatives of viewing such children as ‘at promise.’ Students address ways to view children’s heritage and experiences as strengths rather than deficits, and consider strategies for implementing the ‘at promise’ concept in classrooms, families, schools, and communities.
3 Hour(s) |
| |
-
EDU 654 - Developing Multicultural and Global Curricula (C&I-S)
3 Hour(s)
Explores theoretical, political and cultural issues underlying the development and implementation of curricula with a broader perspective on culture in a global context. In light of these issues, students research and develop curriculum materials relevant to their individual teaching situation. Central course concepts include change, diversity, and interdependence and multiple cultures in a global framework. Students work to enhance both personal and professional literacy in theory, political, cultural and other issues.
3 Hour(s) |
| |
-
EDU 655 - Families in Society (CCI; S-CI)
3 Hour(s)
Explores contemporary family issues from the perspective of educators and public and social service workers. Reviews the history of the American family. Considers current family issues and questions related to dynamics and values, cross-cultural perspectives, alternative structures (including teen pregnancy, single parent families, etc.), and poverty (including homelessness, welfare reform, etc.). Examines changing roles of parents, feminization of poverty, divorce, child care outside the home, and family educational and social policies. In addition to academic sources, topics are explored through modern fiction and the media.
3 Hour(s) |
| |
-
EDU 656 - Career Guidance and Counseling through the Adult Lifespan
3 Hour(s)
This course focuses on the examination of tools and resources used in career guidance, counseling and development for learners who will influence a career, career change or engage in individual, group or self-career counseling. Participants will explore theories, language, competencies, ethical and legal guidelines, and a value-based multicultural approach. Learners will also explore assessment in career counseling and development e.g., selecting assessment devices, and interpreting test and inventory results in relationship to the career counseling process. Core concepts in the course include societal contextual factors, utilization of existing assessments, and global job searches within the facilitation of career development, and practice. An emphasis will be on the impact of technology, which will include social media and how it has enhanced the career guidance and counseling environment.
3 Hour(s) |
| |
-
EDU 657 - Pedagogy for Alternative Learning Environments (S-CI)
3 Hour(s)
This course is designed to explore and develop programs which will meet the needs of students who have not thrived in traditional school settings and thus have been identified as being ‘at risk’ of not completing school. Research on existing and exemplary programs will be reviewed. An analysis of the needs of students will be made. Course topics include teaching with technology, building community, providing motivation, establishing a learning environment, and using appropriate assessment strategies.
3 Hour(s) |
| |
-
EDU 658 - Philosophical/Ethical Issues in Education (S-CI)
3 Hour(s)
Develops a ‘macro’ view of the larger foundations affecting and driving education using theoretical, critical, and practical perspectives. By personally and collectively engaging with issues such as moral education, school reform, funding equity, popular culture, and the hidden curriculum, students will increase their situated awareness as a professional, encouraging thought and action beyond the walls of the classroom and the limits of their own history.
3 Hour(s) |
| |
-
EDU 659 - Educators as Researchers and Change Agents
3 Hour(s)
The course guides students in the development of a sustaining professional identity by providing theoretical and practical tools for research and advocacy. Students will analyze current educational policies, trends, and issues from a variety of perspectives, learn to be critical consumers of educational research, and advance their professional knowledge through a mini-action research project.
FA
Prerequisite(s): EDU 524 and EDU 525
3 Hour(s) |
| |
-
EDU 660 - Strategies for Diagnostic Assessment
3 Hour(s)
Introductory course in diagnostic assessment. Provides core theoretical and practical background necessary to evaluate students having special education needs. Surveys familiar educational assessment of individuals with disabling conditions. Emphasizes testing for IEP development and applications for the individual contexts of practicing teachers. Teachers will become familiar with a variety of formal and informal assessment techniques enabling them not only to interpret psychological and academic reports, but also to carry on an ongoing assessment of the progress of the special education students enrolled in their class. Practical experience with testing will be provided.
3 Hour(s) |
| |
-
EDU 661 - Language Development/Disorders of the Exceptional Child
3 Hour(s)
Presents background information about normal language development of children as a foundation for evaluating speech and language disorders in children. Emphasis will be placed on current methods of identifying language disorders in school age students and methods for modifying classroom activities to enhance language skills of speaking, listening, reading, and writing.
3 Hour(s) |
| |
-
EDU 662 - Instructional Strategies for Students with Special Needs
3 Hour(s)
Considers strategies for modifications students with special needs may require to learn content knowledge. Environmental adaptations and varied approaches to delivering instruction will also be presented. Teachers will prepare examples of modifications appropriate for their teaching situations.
3 Hour(s) |
| |
-
EDU 663 - Serving Students Beyond the Classroom
3 Hour(s)
Enables teachers to become effective collaborators with parents of exceptional children and with community agencies that also serve the needs of their students. Teachers will also explore effective practices for assisting individuals with disabilities in making successful transitions between grade levels and from school to post-secondary training and/or employment. Representatives of community agencies will be invited presenters in the class.
3 Hour(s) |
| |
-
EDU 664 - Field Experience in Adaptive Education
1 Hour(s)
This 40 hour experience can be taken any time during the school year in teachers’ own classrooms working with the special education students enrolled in their classes and the special education teachers who also serve these students. Interactive journals with the course instructor will be the primary vehicle for implementing this field work and assessing its success.
1 Hour(s) |
| |
-
EDU 665 - Director of Special Education and Pupil Services (DSEPS) Leadership Practicum II
1 Hour(s)
This course serves as an ongoing orientation to the Council for Exceptional Children (CEC) Special Education Administration (SEA) and Wisconsin Administrative Standards Director of Special Education and Pupil Services (DSEPS) as students engage in the tenets that support the DSEPS Licensure. The 40- hour practicum is intended to promote experience with all stakeholders of the school community including teachers, non-certified staff, students, administrators, support staff, community organizations, social service organizations and any other relevant parties to a particular educational organization and role of the director.
1 Hour(s) |
| |
-
EDU 667 - Instructional Supervision Seminar
2 Hour(s)
This course will explore the various teacher evaluation models and associated reform efforts. Using teacher evaluation, supervision and follow up as a lever of improvement, participants will integrate research and case study in this interactive seminar.
2 Hour(s) |
| |
-
EDU 668 - School Leadership Practicum I
1 Hour(s)
In this first practicum the student is matched with a practicing principal or instructional leader for 150 hours. Throughout the placement, students analyze and build their own leadership theory as they think critically and systematically about the role of a principal and/or curriculum director. The practicum program is designed to promote reflective practices commensurate with the Wisconsin Administrator and Interstate School Leaders Licensure Consortium Standards.
1 Hour(s) |
| |
-
EDU 669 - School Leadership Practicum II
1 Hour(s)
This second practicum is a collaborative, project-based learning experience designed to field-test the student’s ability to apply course concepts. Students focus on issues related to instructional leadership and supervision in an educational environment. Students complete a minimum 75 hours of practicum experience
1 Hour(s) |
| |
-
EDU 670 - School Leadership Practicum III
2 Hour(s)
In this third and final placement students engage in a semester long practicum (minimum 75 hours) where they construct their learning experiences in school finance, school year preparation, curriculum, instruction and assessment. Students continue to develop the knowledge, skills and dispositions critical for effective leadership.
2 Hour(s) |
| |
-
EDU 671 - Understanding Self, Race, Class and Gender to Leverage Student Achievement
3 Hour(s)
After reading research-based materials, teachers will engage in dialogue and reflection and will be provided strategies and support to address issues of race, class, and gender with their students and colleagues. The course is designed to tap urban teachers’ experiences, concerns and dilemmas about serving the needs of urban, low-income and diverse (racially, ethnically, culturally and linguistically) students. Teachers will be reading and writing to learn about how social issues impact student achievement and examine strategies to address classroom challenges more effectively. This course is designed and most appropriate for the urban educator. Others may enroll with consent of the instructor. This is an online course. High speed internet connection is recommended.
3 Hour(s) |
| |
-
EDU 672 - Literacy Program Evaluation and Implementation
3 Hour(s)
This course is designed to provide candidates with opportunities to explore issues and trends related to the administration of literacy programs in PK-12 environments. Candidates will explore the roles and responsibilities of the Reading Specialist through investigation and analysis of textbook and assessment adoption policies and procedures, censorship issues and research-based literacy practices and programs including Culturally Relevant Pedagogy.
3 Hour(s) |
| |
-
EDU 673 - Leadership in Literacy
3 Hour(s)
This course provides candidates with opportunities to develop and demonstrate knowledge, skills, and dispositions necessary to create and maintain literacy learning environments that value diversity, continual knowledge acquisition, instructional leadership, innovative and ethical decision-making and reflective practice. Candidates will explore the complexities of literacy in an educational system. Emphasis is placed on research, best practice and educational advocacy to promote student literacy achievement and efficacy.
3 Hour(s) |
| |
-
EDU 674 - Literacy in the Secondary School Content Areas
3 Hour(s)
Examines language and literacy strategies as they apply to readers in grades 6-12. Emphasizes strategic reading and writing within discipline specific curricula. Explores textbook analysis, content specific writing instruction and content specific reading comprehension strategies including vocabulary acquisition instruction. A ten hour practicum in the middle school or high school is required.
Prerequisite(s): Certified teacher.
3 Hour(s) |
| |
-
EDU 675 - Emergent Literacy
3 Hour(s)
Study of developmentally appropriate ways to facilitate emergent literacy of young children in the context of their lives in a literate community. Topics explored from constructivist and emergent literacy perspectives include early literacy, individualization through personalized learning, differentiation between formal reading programs and emergent literacy approaches, the roles of language experience and phonics in emergent literacy, curricular integration of emergent literacy approaches, and children’s literature and language arts.
Prerequisite(s): Consent of instructor if not certified to teach K-12.
3 Hour(s) |
| |
-
EDU 676 - Literacy in the Middle Childhood Grades
3 Hour(s)
Focuses on the specific reading needs and development of the middle childhood reader in grades 3-6. Emphasis is placed on strategic, developmental reading. Explores specific comprehension strategy instruction, vocabulary study, word study and genre study related to students at this level. A ten hour tutoring practicum in an elementary school is required.
Prerequisite(s): Certified teacher; successful completion of EDU 675 - Emergent Literacy or consent of instructor.
3 Hour(s) |
| |
-
EDU 677 - Issues in Children’s and Adolescent Literature
3 Hour(s)
Explores social and cultural issues through children’s and adolescent literature. Provides in-depth experience in selecting and evaluating appropriate literature from different literary genres for students of varying abilities. Examines best practices which support the use of literature to teach reading in the K-12 classroom.
Prerequisite(s): EDU 675 or consent of instructor.
3 Hour(s) |
| |
-
EDU 678 - Reading Assessment in the K-12 Classroom
3 Hour(s)
The study of assessment and instructional techniques for all readers, but especially readers who have special needs. Includes selecting, administering, and interpreting formal and informal assessments to develop, implement, and communicate appropriate instructional plans and intervention to classroom teachers and to parents. Includes analysis and interpretation of diagnostic data to prescribe instructional programs and activities appropriate to student needs. Explores a variety of activities that address group size, learning styles, developmental levels and student interests.
Prerequisite(s): consent of instructor.
3 Hour(s) |
| |
-
EDU 679 - Literacy Leadership Practicum
3 Hour(s)
This practicum is designed to guide candidates as they apply course concepts in the field. Candidates focus on issues related to instructional leadership and supervision of literacy programs. The practicum is created for the learner to gain first-hand knowledge about a variety of roles in literacy leadership. It allows the candidate to develop a realistic perspective of the demands, needs, and challenges that face instructional leaders in the educational environment. Candidates will partner with a practicing literacy specialist to more deeply understand the theory and practice of literacy leadership. The practicum includes a 60 hour experience in an educational setting.
3 Hour(s) |
| |
-
EDU 680 - Practicum in Assessing and Teaching Reading
3 Hour(s)
A supervised practicum in assessing and teaching reading to elementary, middle school, and high school students with a variety of abilities in one-to-one, small group, and large group contexts. Includes analysis and interpretation of diagnostic data to prescribe instructional programs and activities appropriate to student needs. Explores a variety of activities that address group size, learning styles, developmental levels and student interests. Includes methods of communicating diagnostic findings to classroom teachers and parents.
Prerequisite(s): EDU 675 , EDU 677 , EDU 678 or consent of instructor.
3 Hour(s) |
| |
-
EDU 682 - Supervision of Student Teachers- Theory and Practice
0 Hour(s)
This DPI-approved workshop qualifies licensed teachers to become cooperating teachers for the clinical experiences of student teachers seeking Wisconsin licenses. The qualification allows for the supervision of students from Carroll and from all other Wisconsin institutions who offer teacher education programs.
0 Hour(s) |
| |
-
EDU 683 - Graduate Internship in Education
1-3 Hour(s)
Students are provided with a special field placement to explore individual professional interests in a selected teaching/learning environment. Offered upon request from interested students.
Prerequisite(s): consent of instructor.
Notes: Teachers adding certification will be required to meet practicum/portfolio requirements.
1-3 Hour(s) |
| |
-
EDU 684 - Graduate Internship - Teacher Leadership
3 Hour(s)
Teacher leader candidates work with program facilitators to design a practicum reflecting the candidate’s professional goals, strengths and interests and aligned with the learning outcomes of the teacher leader certificate.
Prerequisite(s): Concurrent with EDU 699 . Candidates enroll in EDU684 and EDU 699 after completing EDU 613 and EDU 624 .
3 Hour(s) |
| |
-
EDU 685 - Designs of Curriculum and Instruction
3 Hour(s)
Participants will examine the curriculum and instructional design process at the PK-12 level including the research behind lesson design, culturally relevant classrooms, instructional strategies, and curriculum organization related to the Common Core Standards (CCS).
3 Hour(s) |
| |
-
EDU 686 - Continuous Improvement in Education
3 Hour(s)
Investigating the expanding research on school improvement, participants will explore the various models including but not limited to Baldrige Education Criteria, equity audits, quality tools, professional learning communities, data use and others. In addition, participants will analyze facilitation skills needed in organization improvement efforts while developing a facilitation repertoire.
3 Hour(s) |
| |
-
EDU 687 - Educational Law
3 Hour(s)
Participants will examine the relationship between school law, state and national policy, school leadership decision-making and the PK-12 school operations. Issues covered in this course will include but are not limited to the role of the lawyer in schools, equal access issues, Title IX, reform models (Charter, CSR, Choice, Voucher), state level legislative changes, reauthorization of federal legislation (NCLB, Special Education, Title funding) and the role of the Department of Public Instruction.
3 Hour(s) |
| |
-
EDU 688 - Resource Allocation and Budget Deployment
3 Hour(s)
Participants will gain the knowledge and skills to competently analyze, prepare, and deploy a school and/or department budget with a PK-12 setting. Being certain to understand national, state and local mandates and guidelines, participants will demonstrate the ability to create budgets that are aligned to strategic goals and initiatives while being fiscally responsible and ethical. Participants will gain an understanding of revenue limits, funding sources (referendum, grants, state aid) and other finance trends in Wisconsin and at the federal level.
3 Hour(s) |
| |
-
EDU 689 - Foundations of Community and Equity
3 Hour(s)
This course considers: what is community and why we need it? It explores changing demographics, connectedness, equity, diversity, and support systems for caring and mutual development to improve or overcome risks. It also promotes awareness of managing biases for building strengths in children, families and communities constructive communication, conflict resolution, and lifelong learning for meaningful participation to decrease civic ignorance while examining the question, “how should we live together”. Students consider different facets of creating community to build strengths for individual growth and resiliency that inspire potentials for fair-mindedness toward justice to facilitate authentic sustainable communities in a fragmented society.
SU
3 Hour(s) |
| |
-
EDU 690 - Civic Engagement
3 Hour(s)
In this course, students will study a new version of civic engagement, one that focuses and develops citizen power through community work and outreach. Drawing on the emerging literature in civic studies, civic renewal, and public work, students will re-imagine civic engagement as an activity undertaken by citizens, as professionals, who work in concert with others across many community institutions and with diverse publics to enact collective action to address complex, community-based problems. A key component of this work is learning how to engage in dialogue and deliberation with people across diverse social networks. Students will develop their potential as citizen professionals to organize in communities and build grassroots power to affect meaningful and productive change. The course is organized around the guiding question, “How should we live together?”.
FA
3 Hour(s) |
| |
-
EDU 691 - Graduate Special Topics
1-3 Hour(s)
Involves study of a selected current topic in education which is not offered in regular course offerings. The course may have a regular course format, or it may be offered as a short, intensive workshop. Offered in various terms for credit in a designated content strand.
1-3 Hour(s) |
| |
-
EDU 692 - Learners and Learning in a Personalized Environment
3 Hour(s)
In this course, participants will explore the history, research and current practices around personalized learning. Participants will evaluate and analyze various state supported approaches to learners including Universal Design for Learning, Positive Behavioral Interventions and Supports, and Response to Intervention, as well as differentiation, competency-based learning, proficiency-based learning, and personalized learning. Participants will also explore the shifts in roles from teacher/student to educator/learner, and use design thinking or continuous improvement practices to create short-cycles of personalized learning in their classrooms, buildings or districts.
FA
3 Hour(s) |
| |
-
EDU 693 - Educators as Agents of Change
3 Hour(s)
The course emphasizes an understanding of the complexities of social change in schools and organizations. Participants examine the relationship between their vision of teaching and learning within the context of their school and district. Participants develop the leadership and advocacy capacity necessary to create and maintain personalized learning environments that value diversity, continual knowledge acquisition, instructive and ethical decision-making, reflective practice, and successful achievement of all school-aged youth.
FA
3 Hour(s) |
| |
-
EDU 694 - Facilitating in a Personalized Learning Environment
3 Hour(s)
This course examines the multi-faceted components of a personalized learning environment as participants consider and reflect on their own practice. Through analysis of teaching and learning theory and practice, participants will identify characteristics of facilitation in personalized learning environments that promotes student agency through self-directed learning. Participants gain an understanding of the importance of creating a learning community that supports opportunity, access and a sense of belonging for all students.
SP
Prerequisite(s): EDU 692 , EDU 693 .
3 Hour(s) |
| |
-
EDU 695 - Evaluating Personalized Learning
3 Hour(s)
In this course, participants will explore the full range of assessment types, purposes and methods used to evaluate outcomes in a personalized learning environment. Participants will develop research-based strategies for utilizing data to inform learner goals and instructional practices and explore best practices in helping learners understand their own data. Participants will also develop strategies for communicating assessment results with a variety of stakeholders, including parents, community members and others.
SP
Prerequisite(s): EDU 692 and EDU 693 .
3 Hour(s) |
| |
-
EDU 696 - Collaborating in a Personalized Environment
3 Hour(s)
Participants will evaluate and analyze research around various co-teaching models and approaches, as well as ways to collaborate with colleagues outside of the classroom setting. Participants will also develop skills in utilizing a wide range of communication strategies to cultivate true home-school and school-community partnerships. Participants will also gain an understanding of ways to collaborate with their students, to support collaboration among their students, and to involve students as decision-makers, problem-solvers, and co-designers of their learning.
SU
Prerequisite(s): EDU 694 and EDU 695
3 Hour(s) |
| |
-
EDU 697 - Leadership and Advocacy
3 Hour(s)
Today communities exist in a rapidly changing environment where uncertainty has become the norm. A sense of purpose, optimism, conviction, goal direction and a belief in a bright future is essential for community leadership and advocacy for constructive connectedness in a fragmented society. This course presents a framework of resilience for the community leader’s facility to smooth progress of wide-ranging development of capacities that build strengths to decrease civic ignorance, find support for opportunities to expand boundaries and diminish or overcome risks • (e.g., capacities for social awareness, constructive communication, problem-solving and vision making). This facility includes fostering help-seeking skills for economic development, partnerships, task-mastery, planning and implementation with cultural flexibility, empathy, caring and adaptive distancing from negative messages and conditions.
SP
3 Hour(s) |
| |
-
EDU 698 - Independent Study
1-3 Hour(s)
Students pursue independent inquiry under the supervision of a faculty member. Offered each term for credit in a designated content strand. A maximum of 6 independent study credits can be applied to the M.Ed. degree.
Prerequisite(s): approval of the chair and the Dean of the College and consent of instructor.
1-3 Hour(s) |
| |
-
EDU 699 - Promoting Authentic Learning
3 Hour(s)
This course provides participants with opportunities to think strategically about promoting and supporting organizational change that leads to improvements in teaching learning and student achievement. Throughout this course, students will explore strategies to support teachers and principals in making and sustaining significant changes in practice using Theory of Action to guide decisions.
SP
Prerequisite(s): Concurrently with EDU 684 . Candidates enroll in EDU 684 and EDU699 after completing EDU 613 and EDU 624 .
3 Hour(s) |
Exercise Physiology |
| |
-
EXP 500 - Advanced Strength and Conditioning I
3 Hour(s)
This course will discuss advanced training programs to optimize individual and team adaptations in hypertrophy, force production, power development, speed, and agility. The theory of Olympic lifts, plyometrics, resistance training, aerobic capacity, and SAQ techniques will be discussed as well as development of annual programs for individual and team sports.
Prerequisite(s): ESC 280 and ESC 320 or equivalent.
3 Hour(s) |
| |
-
EXP 501 - Advanced Cardiac Life Support (ACLS)
1 Hour(s)
This course will cover emergency medical care for sustaining life, including defibrillation, airway management, and drugs/medications. Development of understanding and skills in life-saving protocols for various conditions is assessed. Successful completion of the course and passing the ACLS exam results in the student being ACLS certified.
1 Hour(s) |
| |
-
EXP 503 - Advanced Exercise Physiology
3 Hour(s)
Advanced study of the functioning of physiological systems and underlying mechanisms during exercise. This course will also cover the acute and chronic physiological adaptations of training and detraining as well as factors that affect performance to include metabolism, neuroendocrinology, gender, age, and environment, with an emphasis on the role of exercise in rehabilitation.
Prerequisite(s): ESC 280 or equivalent.
3 Hour(s) |
| |
-
EXP 504 - Advanced Assessment of Athletic Performance
3 Hour(s)
This course will provide both theoretical knowledge and practical skills required for the evaluation of progress in athletic performance in both laboratory and field-based settings. Students will participate in data collection through assessments of muscular strength, power, change of direction ability, speed, anaerobic capacity, body composition, etc. Emphasis will be placed on the practical application of topics and procedures introduced in this course. After the completion of this course, students should have a thorough understanding of athlete monitoring techniques as well as experience in data collection and evaluation.
Prerequisite(s): ESC 320 or equivalent.
3 Hour(s) |
| |
-
EXP 505 - Laboratory Methods I
2 Hour(s)
Provides students with hands-on experience with techniques and research applications for assessing, evaluating, and interpreting various physiological parameters such as health screenings, body composition, pulmonary function, blood chemistry, submaximal exercise tests, musculoskeletal fitness, range of motion, and balance and functional ability screenings. This course will also include decision-making skills in designing exercise interventions to include instruction, demonstration and supervision of exercises.
2 Hour(s) |
| |
-
EXP 506 - Research Design and Statistical Methods for Health Science
3 Hour(s)
This course provides the student with an overview of topics including experimental design, data presentation and summary, estimation, statistical inference and hypothesis testing, correlation and regression, ANOVA, nonparametric methods, Chi-Square analyses, and computing with SPSS. Applications in the health sciences will be emphasized. Statistical methods for description and analysis provide investigators with useful tools for making sense out of data.
Prerequisite(s): CMP114 or equivalent.
3 Hour(s) |
| |
-
EXP 508 - Current Topics in Strength and Conditioning
3 Hour(s)
This course will present modules on current topics in the science of strength and conditioning. Example modules may include: resistance training in aging population, concurrent training, vibration training, HIIT, facility layout, and scheduling. Furthermore, the ability to search current research, and to critically analyze and interpret data will be included.
3 Hour(s) |
| |
-
EXP 510 - Advanced Exercise Testing and Prescription
3 Hour(s)
This lecture course is designed to provide a comprehensive overview of the normal and abnormal physiological responses of the human body to exercise testing and training in apparently healthy populations as well as the theoretical and practical knowledge necessary to conduct and interpret a wide variety of screenings and exercise tests commonly used in clinical practice. Additionally, students will be able to design, based on test results, appropriate exercise programs for apparently healthy adults, as well as clients with special considerations. This course will emphasize a case-study approach.
Prerequisite(s): ESC 320 or equivalent.
3 Hour(s) |
| |
-
EXP 511 - Cardiopulmonary Testing
2 Hour(s)
This lab-based course will provide students with the skills to properly perform a wide variety of clinical exercise test protocols for diagnostic and prognostic purposes using common testing modalities to include Holter monitoring. Students will learn how to properly monitor, assess, and interpret common variables during exercise testing.
2 Hour(s) |
| |
-
EXP 512 - Electrocardiography
2 Hour(s)
A concise summary of cardiac electrophysiology. Identification of normal and abnormal resting and exercise electrocardiograms (ECG). Effects of various physiological and pathological states as well as medications on resting and exercise ECG will be discussed. Includes lecture, investigation of documented ECG case studies, and practice in interpreting 6-second ECG rhythm strips.
2 Hour(s) |
| |
-
EXP 513 - Advanced Electrocardiography
2 Hour(s)
This course is a continuation of EXP 512 . Students will practice and refine their clinical skills in ECG interpretation. This course will provide a more in-depth approach in understanding the underlying causes as well as signs and symptoms associated with common arrhythmias. Includes lecture, investigation of documented ECG case studies, extensive ECG rhythm strip interpretation, and the incorporation of ACLS megacode simulations.
Prerequisite(s): EXP 512
2 Hour(s) |
| |
-
EXP 516 - Pathophysiology and Exercise Prescription for Clinical Populations
3 Hour(s)
This course is designed to provide a comprehensive overview of disease pathophysiology, disease management, recommendations for exercise testing and prescription, and the benefits of exercise training, emphasizing the role of exercise in both prevention and rehabilitation. This course will emphasize a case-study approach.
Prerequisite(s): EXP 510
3 Hour(s) |
| |
-
EXP 517 - Laboratory Methods II
2 Hour(s)
Provides students with hands-on experience with techniques and research applications for assessing, evaluating, and interpreting various physiological parameters in clinical populations as well as applied skills utilized in inpatient and outpatient cardiac rehabilitation and diagnostic exercise testing to include patient simulation experiences.
Prerequisite(s): EXP 510
Corequisite: EXP 516
2 Hour(s) |
| |
-
EXP 520 - Client-centered Clinical Practice in Exercise Physiology
4 Hour(s)
This course provides students with the practical knowledge and applied skills to perform client-centered assessments, exercise prescriptions, and primary prevention in apparently health populations with special considerations. This course will introduce students to informational and motivational interviewing skills to include physical activity counseling, goal setting, and patient education. This course includes a practicum component.
Prerequisite(s): EXP 510
4 Hour(s) |
| |
-
EXP 521 - Coaching Theory and Application
3 Hour(s)
Coaching Theory is an in depth study of the practical nature of coaching including the responsibility of coaches in developing athletes, organization of practice, organization of competition, handling budgets, NCAA recruiting, eligibility, organization and structure, dealing with media, developing a team culture and long term athlete development. There are many aspects to coaching and this course will explore some of the important challenges facing the coach and the coaching profession in the 21st Century.
3 Hour(s) |
| |
-
EXP 570 - Cancer Rehabilitation
3 Hour(s)
The course will provide in-depth content regarding physiology, exercise recommendations, and practical application that will prepare individuals to design and conduct exercise intervention programs for cancer patients. The physiological and psychological alterations that occur during and following cancer treatments and the effects that exercise has on eliminating or reducing these effects will be presented.
SP
Prerequisite(s): EXP 503
EXP 510
3 Hour(s) |
| |
-
EXP 574 - Practicum I in Strength and Conditioning
1 Hour(s)
Experience will be gained through a “hands-on” approach. Students will be able to apply what has been learned and will be faced with real-world issues in athletics.
1 Hour(s) |
| |
-
EXP 575 - Practicum II in Strength and Conditioning
1 Hour(s)
Experience will be gained through a “hands-on” approach. Students will be able to apply what has been learned and will be faced with real-world issues in athletics.
1 Hour(s) |
| |
-
EXP 580 - Practicum I
4 Hour(s)
This clinical practicum provides students with an opportunity to develop practice-based, hands-on skills to include the assessment, interpretation, and clinical meaning of a variety of screenings and exercise tests commonly used in clinical practice under the direct supervision of a certified/licensed health professional. Students will also develop experience with current best practices and standards of care in the treatment and management of chronic diseases and disabilities.
Grading: Satisfactory completion (“S” grade) of at least 280 clinical hours is required.
Prerequisite(s): EXP 516 , EXP 520 and permission of graduate advisor.
4 Hour(s) |
| |
-
EXP 590 - Practicum II
4 Hour(s)
This course provides students with an opportunity to develop practice-based, hands-on skills to include the assessment, interpretation, and clinical meaning of a variety of screenings and exercise tests commonly used in clinical practice under the direct suspension of a certified/licensed health professional. Students will also develop experience with current best practices and standards of care in the treatment and management of chronic diseases and disabilities.
Grading: Satisfactory completion (“S” grade) of at least 280 clinical hours is required.
Prerequisite(s): EXP 580 and permission of graduate advisor.
4 Hour(s) |
| |
-
EXP 591 - Advanced Strength and Conditioning II
3 Hour(s)
This course will examine aerobic and anaerobic adaptations due to advanced training programs, focusing primarily on the adaptations of the physiological systems. Chronic adaptations will be the main focus, but acute response to a single training session will also be discussed. The physiologic response to concurrent training and detraining will also be examined.
Prerequisite(s): EXP 500
3 Hour(s) |
| |
-
EXP 600 - Practicum III
4 Hour(s)
This clinical practicum expands on the foundation from EXP 590 to provide students with additional opportunities to develop practice-based, hands-on skills to include the assessment, interpretation, and clinical meaning of a variety of screenings and exercise tests commonly used in clinical practice under the direct supervision of a clinical exercise physiologist. Students will also develop experience with current best practices and standards of care in the management of chronic diseases and disabilities to include cardiovascular, pulmonary, metabolic, orthopedic, neuromuscular and immunological/hematological conditions.
Grading: Satisfactory completion (“S” grade) of at least 150 hours of practicum.
Prerequisite(s): EXP 590
4 Hour(s) |
| |
-
EXP 602 - Adv Sport Nutrition Assessment & Prescription
3 Hour(s)
This course will provide the strength and conditioning student with the knowledge to assess and design nutritional strategies for a variety of team and individual sports. This will include the use of supplemental nutrition. The overall focus is to give the future strength and conditioning coach the ability to optimize training programs through nutrition centered on periodization training programs both linear and undulating.
3 Hour(s) |
| |
-
EXP 607 - Graduate Research Project I
3 Hour(s)
In the second academic year students work on an investigative research project in exercise physiology. This project must have a scientific composition and be founded on applicable theory and literature within the chosen topic. The project must meet the criteria for a master’s thesis, graduate research project, or a graduate research paper. Offered as satisfactory/unsatisfactory only.
Prerequisite(s): HED 606 and permission of the graduate advisor.
3 Hour(s) |
| |
-
EXP 608 - Graduate Research Project II
1-3 Hour(s)
Students who opt to complete a master’s thesis or a graduate research project may take up to 3 additional credits to complete their project, and submit their work for presentation and/or publication. The scope of the project and credit hours must be approved by the graduate advisor in advance. Offered as satisfactory/unsatisfactory only.
Prerequisite(s): EXP 607 and permission of the graduate advisor.
1-3 Hour(s) |
| |
Page: 1
| 2
| 3
| 4
|
Print this Page