EDUC 504 – Optimal Instructional Strategies for Energized Classroom
Dynamic learning environments are created by teachers with a clear understanding of sound teaching practices. This course will overview effective learning theories and provide opportunities for participants to develop, practice and implement high energy, high interest, active strategies in their classrooms. Techniques will be modeled and practiced using multiple intelligences, brain friendly classrooms, thinking strategies, active learning and technology. This course will offer strategies and techniques to enhance student performance in high energy, high interest, active classrooms.
EDUC 509 (formerly 890) – Integrating Technologies and Course Curriculum
This variable-credit course is designed for educators wishing to enhance
their ability to use technology in the classroom. Participation
requires completion of a pre-approved technical college course with a
“B” or better and development of a plan demonstrating how this knowledge
will be integrated into the student learning experiences of the
educator’s classroom(s). Participant must be a licensed or provisionally
licensed educator. Course pre-approval by the Viterbo University
Technology Education Coordinator is required for registration. Request
for technical course pre-approval must be submitted to email@example.com.
EDUC 510 (formerly 870) – WebEd Courses
A variety of courses are offered online in areas such as Administrative
Development, Assessment, Classroom Management, Gifted and Talented,
Health and Fitness, Instructional Strategies, Language Arts,
Mathematics, Science, Social Studies, Special Education, Staff
Development, Technology Training, and World Languages. For more
information go to www.WebEd.com.
EDUC 512 (formerly EDUC 702) – Teaching and Learning Using Multiple Intelligences
This course examines these findings, identifies Gardner’s Theory of
Multiple Intelligences, and helps teachers develop teaching strategies
for presenting content in each of the seven identified areas in the
classroom. This is a highly interactive course that helps participants
also develop a better understanding of their own multiple talents.
EDUC 513 – Supervision for Cooperating Teachers
This course includes a study of the role of the supervising teacher in the student teaching program. Attention will be given to the development of understandings and skills essential in working effectively with student teachers and in improvement of instruction.
EDUC 515 – Team Building with Students
This is an experiential workshop where participants will demonstrate competence to plan, implement and process activity-based counseling and teambuilding interventions. Activities will include strategies to deliver instructions through games, challenge initiatives and problem-solving exercises. Each of the activities will strive to meet the multiple learning needs of the students in the workshop and those they work with. Applications and problem solving will be emphasized in this course.
EDUC 516 – Success Skills for Increased Student Achievement
This course is designed to help people learn that how they perceive and respond to events around them is their choice. This awareness is the first step in changing negative attitudes into positive ones, helping students become productive learners, and fostering communication, teamwork, and problem solving skills, so necessary for students’ future success. Teachers will discover practical, hands-on strategies to improve student communication, problem solving, and performance.
EDUC 517 (formerly EDUC 776) – Understanding the Young Adolescent
This course provides an overview of early adolescent development from
the ages of 10-15 years. Information about physical development,
cognitive development, social development, emotional and personality
development will be explored. Application and problem solving will be
emphasized in this course.
EDUC 522 (formerly EDUC 736) – Quality Classroom Management – Foundations
Development of the basic concepts for the creation of a Quality Managed
classroom. Three critical areas of quality management will be explored.
1) Building a Quality Classroom Work, 2) Defining Quality Classroom
Work, 3) Creating Quality Classroom Relationships.
EDUC 523 (formerly EDUC 737) – Quality Classroom Management – Self-Assessment
Development of a knowledge base and the skills necessary to help
students become high quality self-assessors. Strategies to move from
inspectorship management to student self-management will be developed.
Principles of Control Theory will be introduced to assist students in
taking more effective control of their lives.
EDUC 524 (formerly EDUC 739) – Quality Classroom Management – One-to-One Problem Solving
Develop the skills to build meaningful one to one relationships and to
teach effective problem solving strategies. The steps of reality therapy
will be utilized as the communications model. Role playing in class and
individual problem solving sessions in the field will be utilized to
develop the communication skills.
EDUC 525 (formerly EDUC 740) – Quality Classroom Management – Non-Coercion
Effective preventive and corrective strategies are examined in the
context of developing a classroom management style that promotes the
growth of responsible behavior within the learning environment. The
outcomes of reward and punishment management will be thoroughly analyzed
and replaced with a non-coercive style.
EDUC 527 (formerly EDUC 742) – Quality Classroom Management – Parent Partnerships
Classroom and school-wide strategies are examined in the context of
developing effective partnerships between parents and the school. The
connection between the “Quality School” and long-term, in-depth
relationships with parents are explored, with specific emphasis on: a)
the need for in-depth parent Education Programs b) the effects of
teachers keeping students for multiple years c) the role of parents in
conferencing and goal setting d) the effects homework has on the
parent-school relationship e) improving home-school communication.
EDUC 529 – Assessment and Treatment of Reading Difficulties
Principles of corrective reading instruction, diagnostic instruments and procedures, strategies and materials for correcting reading difficulties will be covered. Proficiency in prescribing corrective instructional plans and activities will be developed. In addition, students will apply all previously learned strategies in a field-based experience working with struggling readers. (Includes practicum)
EDUC 531 – The Hidden Curriculum
Teachers teach much more than academic content. They convey norms, values and behaviors in very subtle ways. This hidden curriculum is teacher-driven in the classroom. Students learn it through various types of activities, structures, scheduling, physical/environmental arrangements and teacher behavior. It is essential that teachers be aware of the hidden curriculum in order to make sound judgments about what they really want to convey.
EDUC 532 – Tweeners: The Between Generation
We’ve heard of hippies, yuppies, and DINKs in the 60’s, 70’s, 80’s and 90’s. We need a new term to describe the majority of teachers – TWEENERS. We are the in-between generation. We are no longer the children, the students; the roles are switching as we pass 30, 40, 50 and 60. At each plateau, we gain new insights, new responsibilities, new issues, and yes, new problems. This course will discuss, explore, observe, prepare and evaluate those issues.
EDUC 533 – Writing on Demand
This course gives teachers in all areas of curriculum the nuts and bolts they need to teach writing on demand to students at any grade level in any subject area. Teachers examine how writing skills emerge and develop. They review effective reading-writing teaching strategies and review a variety of effective tools, games, and systems they can use to develop their students’ reading, thinking, writing abilities. They examine an array of assessment options. They engage in the writing process, in peer review processes, in reviewing writing needs, and designing assessment rubrics. Readings provide a survey of current research on issues in writing instruction and are used as the foundation for designing practical teaching units (the final project) that teachers can use to provide writing instruction across the curriculum
EDUC 535 – Multicultural Literature
This course is designed for teachers of grades K-5 and will identify multicultural literature, which promotes multicultural teaching and learning. The purpose of this course is to involve teachers in literature, which acknowledges diverse backgrounds. Teachers will learn to use children’s literature to teach multicultural awareness. This course will emphasize activities through all areas of the curriculum including language arts, math, social studies, science and the arts.
EDUC 536 – Fitting the Pieces Together
This course will examine the areas of brain research, differentiation and multiple intelligence. Overviews of each topic will be discussed with in depth reading/discussion for participants that are not yet familiar with these topics. This course will explore how teachers can incorporate new research into already developed lesson plans. This allow teachers to feel that new information or ideas can fit into curriculum already in place, without feeling the need to “add just one more thing” to an already packed agenda. This course will allow participants to overtly plan for quality instruction using the latest educational research without feeling the need to omit current curricula.
EDUC 537 – Multicultural Approach to Teaching
This course is designed to give teachers the opportunity to explore other cultures in order to gain a deeper understanding of the diversity within our classrooms. This course will examine multicultural literature, parental involvement, lesson planning, and hands-on experiences. This course will also examine cultural definitions and history along with belief and value systems. It will provide participants the opportunity to focus on making adjustments in curriculum and instruction in order to challenge all learners.
EDUC 538 – Creating the Conditions for Learning
Assessment, Learning Style, Motivation, Active Participation, Cooperative Learning, Brain Research, Multiple Intelligences . This course will help educators put isolated pieces of information together in order to create conditions for learning. We will connect strategies with recent brain research and connect that to the principles of lesson design. The ultimate outcome will be increased student learning.
EDUC 539 – Literacy Links for Reading Success in K-2 Classrooms
This course will focus on a variety of instructional strategies including sight word acquisition, phonemic awareness skills, decoding strategies, and reading fluency. We’ll sample emergent guided reading lessons for K-2 and explore a variety of quality children’s literature for use in a shared reading setting. Many “hands-on” literacy center examples will demonstrate independent student behaviors. A “Thirty Minute Model” will examine components to support struggling readers. Bring one or two literacy station strategies to share with colleagues.
EDUC 554 – Bullies, Victims and Violence
The problem of bullies and victims is a universal problem in our schools. Often it is ignored with disastrous results. Many of the school shootings can be traced directly to this problem. Recent research of the problem shows that teachers and administrators ignore this problem. The same research also shows a profile of children predisposed to be bullies and victims. Among children predisposed are children who witness aggressive behavior in the home and children who come from schools who do not take bullying seriously. This course will offer concrete intervention strategies for both teachers and parents to stop this cycle that leads to so many serious problems in society today.
EDUC 555 – CGI Math (K-12)
Children’s Mathematics, Cognitively Guided Instruction (CGI), is a professional development program in which teachers learn to understand children’s mathematical thinking and use that knowledge in helping children learn mathematics with understanding. This research-based model of children’s thinking is designed to help teachers construct conceptual maps of the development of children’s mathematical thinking in addition, subtraction, multiplication and division, as well as the development of place value concepts. This course will help teachers in designing instruction to help children move from arithmetic thinking into algebraic thinking. It will help teachers in facilitating any math curriculum or materials that they are currently using, as well as the National Standards and Wisconsin’s Standards of Mathematics.
EDUC 556 – Developing Collaborative Leaders: An Introduction
The need for ongoing training of youth in collaborative leadership is self-evident. This interactive course will focus on identifying processes for increasing skill in developing teamwork, decision-making, conflict resolution, problem-solving, networking, collaborating, community organizing, and strategic planning with youth. Several successful models will be presented. Participants will troubleshoot those examples, based on the issues and concerns they could face with local implementation.
EDUC 557 – Effective Teaching of Multicultural Curriculums
In this course students will learn what constitutes meaningful multicultural curriculum and resources for their professional practice. The course is especially designed for teachers with little or no culturally diverse classrooms.
EDUC 558 – Equity in the Classroom: Teaching for Girls, Teaching for Boys
This course will identify some of the equity issues facing today’s classroom teachers. While most of the research and literature focuses upon gender INEQUITY for girls, there is a growing awareness that inequity is a two-edged sword that is damaging for boys as well. Topics range from trade and textbook content, media messages, technology issues, learning styles, and subtle teacher messages. Strategies for fostering classroom equity will also be introduced.
EDUC 560 – Health and Nutrition in Education
What is food? Why is good nutrition such a vitally important component in education? Through this course we will answer these questions and many more. Does good nutrition: 1) increase attendance, 2) decrease illness and that general malaise which includes headaches, stomach aches, and lack of energy, 3) improve learning ability, and 4) affect behavior and attention span?
EDUC 565 – Reviving Opehlia: Teaching Teens in the 21st Century
This course is designed to assist educators in dealing with the current teen-age issues that at times have an impact on academic achievement. Coursework will provide guidelines and resources to meet the needs of adolescents in a supportive, non-threatening way and provide information to create a climate for school success and emotional support. This course is designed in a seminar format; consequently, student interaction and participation are expected.
EDUC 580 – Children’s and Adolescents’ Literature in the Reading Program (K-12)
The development of life long reading habits and an appreciation of literature will be the focus of this course. Students will explore the use of literature across the curriculum and grade levels K-12. The use of literature to enhance reading skills and practice as well as to provide an appreciation for diversity will be examined.
EDUC 581 – The Computer: A Productivity Tool in the Teaching of Reading and Writing
This course helps teachers plan for integrating computers into the writing and reading curriculum. Provides the opportunity to question and discuss the ideal physical environment for student productivity, the organizational and management challenges, the changing teacher role, the necessary staff training and the appropriate hardware and software.
EDUC 582 – Discovery Learning and Critical Thinking Through Outdoor Science
This course is field trip oriented: Using the earth sciences as a base, students will become familiar with the “natural lab” in their area. Demonstrations, experiments and various hands-on activities will provide concrete examples that will leave you with practical teaching applications. Traditional fields of science will be presented as an integrated, holistic theme that creates a less alienating approach to understanding science concepts, while stimulating creativity and promoting critical thinking. Not recommended for science teachers. It is for regular classroom teachers.
EDUC 583 – Student Motivation
This course examines motivation based upon the work of Arthur Combs and William Purkey regarding self-concept, achievement and the learning process. It explores the use of experiential learning, process development and simulation as instructional techniques.
EDUC 586 – Building Self Discipline in Today's Student
This course examines conditions that promote misbehavior in the classroom, and classroom practices that can reduce the potential for disruptive student behavior.
EDUC 589 – Managing Human Behavior
This course examines five elements of management: people management, motivational management, time management, decision/conflict management. It studies traits and temperaments which affect behavior.
EDUC 590 (formerly 801) – Supervision and Staff Development
This course examines the effective strategies of supervision of interest
in and staff development that relate to Reading programs in schools. It
is required for the 317 Reading License.
EDUC 591 – Teacher Effectiveness Training
This course facilitates development of strategies to avoid being caught up in student or parent problems and listening skills which lead to student self-reliance. Presents a six-step process that is designed to enhance student problem solving abilities and promote student self-responsibility that results in problem resolution.
EDUC 592 – Teaching Thinking Skills
This course is designed to encourage students to take responsibility for their learning and to identify the classroom conditions that promote thinking. A framework for viewing thinking skills is provided and teaching strategies which promote an increase in classroom learning will be demonstrated.
EDUC 593 – Cooperative Learning: A Strategy for Achievement
Educators will learn to implement cooperative learning techniques which incorporate the principles of William Glasser with authorities in cooperative learning and educational theory.
EDUC 594 – Learning Styles—An Alternative for Achievement
This course examines specific methods for identifying learning styles and how to design activities and instructional approaches to accommodate each style. Designed for all grade level teachers.
EDUC 595 – The Exceptional Student in the Regular Classroom
This course provides a foundation for educational partnerships between regular and special educators. It offers new and innovative ways to jointly meet the needs of special students.
EDUC 596 (formerly EDUC 780) – Field Work in K–12 Reading Programs
Students will intern in a K-12 reading program, working with a certified
reading specialist. Students will gain experience in a broad range of
activities required of a reading specialist, to include staff
development, supervision and communications.
Prerequisite: Successful completion of Educ 639.
EDUC 597 (formerly EDUC 785) – Seminar in Reading Research
Seminar will review current research in reading. Students will develop
skills in research methodologies, techniques, data interpretation and
evaluation of research as well as its classroom applications.
EDUC 600 – Philosophical Perspectives
This course examines philosophical positions and beliefs as they affect the teacher, student and learning. The intellectual challenge, the ethical and moral issues, the system of values and the understanding and sharing involved in life and teaching are explored.
EDUC 601 – Educational Research I
This course provides an overview of educational research theory and practice. Teachers will design an approved research project on an approved educational topic.
Prerequisite: Accepted to the Viterbo Master of Arts in Education program and a minimum of nine elective credits completed.
EDUC 602 – Educational Research II
Teachers develop and implement a research project under the direction of their research advisor. The project will be presented during EDUC 604.
Prerequisite: EDUC 601
EDUC 603 – Mission of Teaching
The spirituality of education and teaching as a vocation and mission is explored which leads teachers to imagine God's presence influencing their daily work. This course seeks to integrate the teacher's philosophy of education and the quality of personal life.
EDUC 604 – Proseminar
Seminar attempts to integrate the ideas presented in the core courses. It includes presentation of the research project developed in EDUC 601 and 602.
This seminar facilitates the integration of the ideas presented in the 15 credits of the Master of Arts in Education (MA.Ed.) degree core coursework. It includes the final presentation of the research project developed in EDUC 601 and implemented in EDUC 602. In addition to learning from each other’s research, students will participate in book discussions related to four reading assignments. As is tradition, the week will culminate with a morning keynote speaker and afternoon commencement ceremony at the La Crosse Center.
Hundreds of students from across Wisconsin and Iowa will convene on the Viterbo University campus during this week. In hosting this event, the MA.Ed. graduate program offers one final opportunity for the graduate students to engage in the Franciscan values of contemplation, hospitality, integrity, stewardship and service in an effort to pave the way for faithful service and ethical leadership.
EDUC 605 – Inclusion of Students with Special Needs (K-12)
Emphasis will be placed on the diverse literacy needs of children within the regular education classroom. State and federal legislation concerning children with disabilities and the concept of “least restrictive environment” will be studied. An exploration of personal and societal biases will allow teachers increased self-awareness in teaching a divergent population. Appropriate best practices for enhancing literacy in all children will be presented.
EDUC 608 – The Art of Leadership
Prerequisite: Admission to a Viterbo Educational Leadership program.
This course will help participants understand organizational cultures, the dynamics of power and change, the role of ritual, and the aesthetics of leadership. In pursuit of the common good, the true and the beautiful, the participants will have the opportunity to develop skills to lead effectively.
EDUC 616 – Peer Coaching
This course facilitates an application of non-judgmental peer coaching skills to be used with other professionals who have the same job description or authority base. It develops shared cognition of the rational and appropriate uses of coaching skills. (Not the same as clinical supervision and evaluation processes.)
EDUC 623 (formerly EDUC 715) – Teacher as a Person and Professional
This course is designed to afford teachers the opportunity to gain
deeper understandings of professionalism and personal meaning in their
life’s work. It is intended to develop these two themes in such a way
that the person will use their own vision and purpose to transcend the
push and pull of everyday routines so that higher forms of professional
practice will prevail.
EDUC 625 – School-Wide and Classroom Discipline
Embodies two discipline principles articulated in four areas: philosophy of human behavior, proven prevention factors, behavior change, school-wide and classroom response to disruptive behavior.
EDUC 628 – Effective Models for Teaching Middle School Students
This course examines strategies and educational components that create a learning environment to address the complex needs of adolescent students. It includes specific methodologies and material pertaining to the basic functions of middle level education including: integration, exploration, guidance, differentiation, socialization and articulation. It investigates recent research and practical applications.
EDUC 629 – Youth Violence I
Identifies the scope of school violence in America; provides elementary and secondary teachers, counselors, school administrators and social workers with a comprehensive approach to the issue of violence. Topics include current research, risk factors and profiles of bullies; strategies for intervention and prevention, successful models and student empowerment; and crisis prevention techniques that work in the classroom and at home.
EDUC 631 – Abuses of Children
This is an overview of physical, sexual, emotional abuse of children, significant factors in occult and youth suicide. Emphasis is on the indicators of each type. Basic classroom intervention, documentation and reporting procedure will be presented.
EDUC 633 – Trainer of Trainers: Promoting Active Student Participation
This course addresses the promotion of Active Student Participation which is highly correlated to student learning. Research information shows that a minimum of 20% of student learning is based on active participation. Students will be taught to share this information with colleagues.
EDUC 634 – Trainer of Trainers: Classroom Climate/Management and Starting the School Year
How classroom climate is set for learning on the first day of school and how it is strengthened and maintained the first few days has a direct relationship with student behavior months later. Proactive classroom management that stresses student responsibility is critical for the development of self-discipline.
EDUC 635 – Trainer of Trainers: Questioning Skills
This course addresses the following areas in questioning: direct and indirect questioning, wait time, levels of questions, non-verbal and verbal rewards, closure. Students will also be taught to present this material to colleagues.
EDUC 637 – Using Manipulatives for Problem Solving in Math
This course is designed to help teachers promote math achievement through implementation of communication, number sense, connections and problem solving skills. It translates current theory into practical classroom techniques and activities.
EDUC 639 – Directing and Supervising K-12 Reading Programs
This course provides study and experiences in designing, implementing and evaluating K-12 Reading programs. It includes study of leadership skills and strategies for working cooperatively with teachers, students, parents and the community. Supervision of instruction and staff development principles will be presented. Prerequisite: Accepted to the Viterbo Reading Specialist program and completion of the Viterbo Reading Teacher program.
EDUC 640 – Balanced Literacy in the Reading Program
Theory and techniques for developing and implementing balanced literacy instruction K-12 are presented. Research and best practices using constructivism, brain function and phonology are studied. Design and implementation of reading and writing workshops and assessment strategies are explored in detail.
EDUC 642 – Introduction to Wisconsin's Indian Heritage
This course is a study of Wisconsin's Indians with a brief introduction to the broader topic of American Indian History and Culture. It will review contemporary issues of treaty system and tribal government.
EDUC 650 – Content Reading and Study Strategies (K-12)
The focus of this course is the development of strategic reading skills in students grades K-12. Emphasis will be place on the research based best practices and brain compatible teaching models. Text books, trade books, and technology will be evaluated to support student attitudes, understanding and retention across the curriculum.
EDUC 657 – Building a Multicultural Society: Practical Strategies for Working with Hmong and other Americans
Prepares regular classroom teachers/ESL/Social Studies teachers/guidance counselors/administrators and others to apply a multicultural perspective to classroom activities and to work toward the resolution of community problems centering around culture conflict, especially Hmong-White American confrontation throughout the Midwest.
EDUC 660 – Alternative Assessments of Student Learning
This course focuses on various ways to assess students. It will also include theory, research and practice on aligning curriculum and instruction. Various assessment strategies will be taught, including observations, portfolios, learning logs, scored discussions and simulations.
EDUC 676 – Creative Dramatics and Acting for Children
Creativity is one of the first areas trimmed from curriculum. Using Creative Dramatics, you can enhance and add to any curricular area.
EDUC 677 – Putting Research into Practice: A Practical Guide to Working with Students with ADHD
Practical approaches have been developed to implement this research in the classroom and home. These approaches are designed to help control behavior, direct learning and attention, and help the Attention-deficit Hyperactivity Disorder student begin to take control of his own life.
EDUC 678 – Classroom Publishing: A Wholistic Approach
The course will help teachers to create an environment that fosters writing and frees students to take risks. It is important for students to see some of their writing published.
EDUC 681 – Emergent Literacy K-3
The focus for this course is the literacy development of the PK through grade 3 child. The course covers the developmental process of literacy acquisition and the use of appropriate methods, models, and strategies for encouraging its growth. The role of parents, the community, and assessment tools will be explored.
EDUC 682 – ABC Math Primary (K-3)
This course is designed to acquaint teachers with the research and theory involved with the use of manipulatives in Activity-Based, Child-centered mathematics (ABC Math). Teachers will study the theory, experience the activities, and make plans for the integration of ABC Math into their grade level.
EDUC 683 (formerly EDUC 789) – Practicum in Reading Disabilities
Students will have experiences in working with disabled readers.
Students will conduct appropriate assessments, prescribe and carry out
remedial education programs in reading.
EDUC 684 – Technology for Teachers
In this course, basic concepts in computer technology are considered in relationship to effective teaching.
EDUC 686 – Incorporating Drama Techniques Into the Middle and High School Classroom
The subject matter of this course is not drama per se but any aspect of the curriculum which lends itself to dramatic strategies. There is solid evidence that drama can serve all disciplines and all ability levels ranging from foreign languages to technical trades, from basic skills to advanced placement courses.
EDUC 688 (formerly 700) – ABC Math Module II
This course offers an advanced study of the theories and methods found
in Mary Barrats-Lorton’s book Mathematics Their Way and various
manipulative based activities. EDUC 682 is a prerequisite.
EDUC 699 – Intercultural Classrooms: Focus on Cultural Diversities and the Spanish Language
This course helps teachers break some of the barriers between themselves and this diverse student population. Customs and beliefs of several cultures will be explored. Approximately 50% of the course focus will be on acquisition of basic Spanish language skills practical for classroom use.
EDUC 704 – Leadership Assessment Credits: 2-3
Prerequisite: Admission to a Viterbo Educational Leadership program
The students will participate in a multi-day leadership style assessment program. Areas of strengths and areas to address will be identified during the assessment and written feedback provided to the student. The student will use the information when addressing program portfolio related components.
EDUC 710 – Multicultural Studies: Women’s Roles & Issues
This course emphasizes non-European women and will attempt to show that they have led very different lives depending upon the time, place, their status, their age and individual talents. However, there are also the similarities that color the lives of most women, no matter the time or place.
EDUC 711 – Rhythm, Rhyme, Reading and Rap
This course focuses on techniques that promote student reading, writing, speaking and listening for typical and at “risk” students. It utilizes arts integration, whole language connections and thematic tie-ins as a natural avenue for language development, positive self esteem and active, eager learning through literature, drama, patterns, rhythms and rhymes, music and movement.
EDUC 712 – The Effects of Divorce and the Remarriage on School Age Children
This course will provide an overview of the effects of divorce upon children K thru 12th grade, both immediate and long term responses. In addition the influences of the remarried family experience will be explored and a comparison of the nuclear and remarried family will be conducted.
EDUC 719 – Iowa Evaluator Training and Data Driven Leadership
Prerequisite: Admission to a Viterbo Educational Leadership program
The students will gain an understanding of the Iowa teacher evaluation model based upon the Iowa Teaching Standards and Criteria (ITSC). Skill development in supporting the ITSC, data collection and management, coaching and feedback techniques, and data driven leadership training will be provided. Additionally, students will examine the services offered by school district human resources personnel. Site based-related activities will be included in this course.
EDUC 722 – The Principalship I: Leadership
Prerequisite: Admission to a Viterbo Educational Leadership program
Students will gain an understanding of leadership theory and its application to the principalship. Participants in this course will also examine the relationship between leadership and learning, the value of learning communities, decision processing and decision making, and systematic planning. Site based-related activities will be included in this course.
EDUC 723 – The Principalship II: Organizational Management
Prerequisite: Admission to a Viterbo Educational Leadership program
Students will focus on building level organizational related issues at the elementary, middle, and high school levels. Topics addressed include staffing patterns, academic and non-academic schedule development, school budgets, facility management, the principal's role in staff development, curriculum development and instructional improvement, and technology applications related to the principalship. Site based-related activities will be included in this course.
EDUC 725 – Math Their Way K–2
This course furthers the use of innovative methods, materials and programs in math for the primary grades. These are child-centered classroom models using manipulative materials which foster thinking, problem-solving, discovery and investigation.
EDUC 726 – Math: A Way of Thinking
This course furthers the use of innovative methods in math for grades 3–6. The goal is to teach all children and it teaches teachers to get everyone actively involved in the learning process. It incorporates NCTM curriculum and evaluation standards.
EDUC 731 – Women’s Roles & Issues: American Women
The course will emphasize American women and will attempt to show that they have led very different lives depending upon the time, place, their status, their age and individual talents. The topics will include: women in youth, women and education, marriage customs, women and men’s roles and interaction, widows and divorce, property rights, women and religion, women warriors, women and political power, women rebels, women reformers, women’s equality, diversity of women’s roles and lives in today’s culture.
EDUC 732 – “Seven Habits of Highly Effective People”
This course will be based on Dr. Covey’s work and will relate strictly to the educator’s and classroom teacher’s perspective.
EDUC 741 – The Constructivist Classroom
This course will explore research relative to creating a classroom workshop environment for learning. After a survey of relevant research concerning the brain, natural literacy, constructivist theory, and integrated curriculum, the course will focus upon classroom relevant behaviors for developing a workshop learning atmosphere for all contents and levels.
EDUC 743 – Quality Classroom Management – Internship and Certification
This course is designed for those students who have successfully completed at least five of the six Quality Classroom Management series of courses and wish to become certified as a Quality Classroom Manager. The emphasis of this class will be the continued development and refining of the skills gained in the previous courses.
EDUC 744 – Politics of Education and Community-School Relations Credits: 3 Prerequisite: Admission to a Viterbo Educational Leadership program
Students will gain an understanding of the formal and informal political forces that are present in school administration as well as the role that internal and external publics play at the building and district levels. Students will gain an understanding of the development and analysis of public relations programs and will examine successful public relations program models. Site based-related activities will be included in this course.
EDUC 748 – Legal Aspects of Education
Prerequisite: Admission to a Viterbo Educational Leadership program
Students will gain an understanding of the legal aspects of education with a focus on administration related applications. Knowledge will be acquired in the areas of education and the legal system, employee rights and obligations, student rights and discipline, tort liability, and public-private school related legal issues.
EDUC 758 – Human Resources Development
Prerequisite: Admission to a Viterbo Educational Leadership program
Students enrolled in this course will gain an understanding of school district level human resource programs and how they apply to the building level. Topics included in this course include employee recruitment, selection, and termination, personnel evaluation and supervision, special students and special services. Additionally, models of staff development will be addressed in this course as well as in courses EDUC 723 and 759. Site based-related activities will be included in this course.
EDUC 759 – Curriculum Development and Instructional Improvement
Prerequisite: Admission to a Viterbo Educational Leadership program The focus of this course is to address state level, school district level, building level and classroom related curriculum issues. The students will examine curriculum theories and will participate in curriculum design, planning and evaluation related activities. Assessing academic achievement, both quantitatively and qualitatively, and using the assessments for the purpose of instructional improvement will be addressed. Finally, staff development and its relationship to curriculum development and instructional improvement will be a focus of this course. Site based-related activities will be included in this course.
EDUC 764 – Integrating Phonics into a Balanced Reading Programs
This course presents current research-based principles for word recognition instruction and a curriculum for phonics and for other word analysis strategies. It offers the “how to” to provide integration of phonemic awareness (the prerequisite to successful decoding) and purposeful letter-sound knowledge and application into a balanced reading program. For teachers of grades K-6.
EDUC 766 – Principle Centered Leadership
Principle Centered Leadership will provide participants with a holistic and integrated approach to leadership both personally and professionally in their classrooms, schools and organizations. This class will focus on modeling, pathfinding, aligning and empowering. Participants will examine leadership qualities, power, influence, and leadership effectiveness.
EDUC 767 – Practicum in Educational Leadership
Prerequisite: Admission to a Viterbo Educational Leadership program
Field-based projects addressing each of the state administrator standards will be developed, implemented, and analyzed by the student. Evidences will be provided in the student program portfolio and will become part of the professional development plan.
EDUC 768 – Inclusion From Soup to Nuts (K–12)
How do you create a learning environment where all students, regardless of their learning problems, feel welcome, and how do you meet diverse needs in a typical classroom while maintaining your own enthusiasm and excitement for teaching? Participants will be re-energized by these techniques that can be used immediately.
EDUC 773 – Understanding Emotional Intelligence and Its Implication for Education
Course content will include a definition of emotional intelligence. It will also examine what intelligence is, according to Howard Gardner, and how emotional intelligence interfaces. Participants will become aware of emotional literacy. Classroom application and lesson design to support emotional literacy will be examined and applied to the children in our classrooms.
EDUC 779 – Process Writing
This course is designed to provide useful, step-by-step methods for teaching process writing. These strategies will enhance students’ understanding of process writing and its importance in the classroom. Students will learn how to increase their confidence and ability when teaching and evaluating basic paragraph writing, multiple paragraphs, profiles, and poetry.
EDUC 781 – Field Experience in Early Childhood Education
This experience should serve as a practical introduction to the duties of an ED or EC-EEN teacher. An intensive and diverse professional experience in a school system under supervision of an experienced EC or EC-EEN or other person responsible for the school EC program, and a university supervisor.
EDUC 786/886, also 784/884, 782, 783 – Special Topics
A course is offered on a special topic in education on the basis of need, interest or time lines. Course may be repeated for credit.
EDUC 787 – Experiential Learning
This course is designed to assist teachers seeking methods and materials to up-grade their teaching skills. The emphasis is on implementation of teaching techniques. (Repeatable to a maximum of 6 semester credits) Open to students enrolled in Master of Arts in Education with permission of Grad Director.
EDUC 788 – Independent Study
This course provides independent reading and/or research under the direction of an education department faculty member. Admission to this course is by consent of the Director of Graduate Studies.
EDUC 794 – Effective Elements of Instruction
The Natural Cycle of Learning is utilized as a foundation to incorporate best practices relating to key educational topics around a research-based rationale for unit lesson design. Topics developed by Maslow, Bloom, Glasser, Gardner, Hunter, and Piaget will be explored. Additional topics will include ungraded school initiatives, assessment, inclusion, mentorships, reading recovery, cooperative learning, and interdisciplinary lesson design.
EDUC 796 – Classroom Studio: Applied Media Aesthetics
Hands-on! Learn to use friendly, low cost, mobile, video communications equipment for teacher or student presentations. Apply media aesthetics to translate significant ideas into optimal audio-video messages that educate through process and product.
EDUC 797 – Integrated Studies of the Rockies and Great Plains
Students will experience the topics of Geology, Biology and History of the regions the best way possible. They will travel to and investigate the mountains themselves. This will be a joint class with MATC—the classes will travel together. Learners will travel for 15 days to the Badlands, Mount Rushmore, Devil’s Tower, Yellowstone, Grand Tetons, Dinosaur National Park, Colorado National Monument, San Juan Mountains, Black Canyon of the Gunnison, and many stops throughout the Great Plains. Must have the desire to camp during the trip. Limited to 8 participants.
EDUC 798 – Teachers in the Workplace
Increased expectations for high school graduates are placing added responsibility on teachers to deliver the academic, technical, intellectual and personal skills needed by youths in the workplace and post-secondary education. Yet, too few teachers have time or opportunities to visit health care facilities, manufacturing plants, government offices and other work environments to update their skills, learn what is needed in business and industry, and infuse the curriculum with examples of authentic problems that will engage youths in learning academic concepts. Participants in this course will spend three days visiting a variety of businesses and industries. The fourth day, they will spend the entire day job shadowing in a specific business. The final day will be spent on integrating what they have learned into the curriculum.
EDUC 799 – Teaching and Reaching All Students
Teachers will develop expertise utilizing the Natural Cycle of Learning to create powerful lessons which will be adaptable to the developmental level of the students, the content being taught, and the artistry of the moment. An open-ended teaching method will be modeled which emphasizes current research on brain-based learning, learning styles and hemisphere dominance.