Education
(EDUC)
150—Introduction to Education, 3 Cr.
Orientation to the field of education;
study of historical, philosophical and social foundations of education; study
of legal, political, economic and governmental basis of education; overview of
innovative theories and practices; the organization of U.S. schools at
elementary, middle level and secondary. Students begin the portfolio
development process.
210—Movement and Play in Early
Childhood, 2 Cr.
An examination of elements and
characteristics of motor development and play and its role in the total
development of children from infancy through age eight. Assessment of
children’s developmental stages of play and movement. Students will learn to
create developmentally appropriate curricula in movement and play.
215—Educational Psychology, 3 Cr.
Theories of learning and development
and their application; critical thinking, motivation; classroom management,
measurement and evaluation. Twenty hours of field experience required.
Prerequisites: 150; PSYC 100 or 171; for elementary education majors; PSYC 220
or concurrent.
226—Health and Physical Activity in
the 1-9 Classroom, 2 Cr.
This course prepares the classroom
teacher to implement standards based health education and physical activity for
grades 1-9. Concrete guidelines for teaching age-appropriate content in health
and physical activity will be the focus of this course. Students will leave
this course prepared to work with school and community members to help pupils
remain healthy and active throughout their lives. The unique connection of
“healthy mind/healthy body” and its connection to success in all content areas
will be a central focus of the course. Prerequisite: 215.
237—Creative Arts for Young Children, 3
Cr.
This course is designed to develop an
understanding of the value and function of creative activity in a child’s
learning and to plan, implement and evaluate developmentally appropriate
integrated experiences in creative dramatics, art, music and movement for
children, infancy through kindergarten. Prerequisite: 215.
255—Professional Issues, 3 Cr.
Continuation of portfolio development
and Viterbo University essential elements of a lesson plan development from
EDUC 150. Preparation for application for admission to the teacher education
program. Emphasis on oral and written communication and professionalism in the
career of teaching. Prerequisite: 150; 30 completed credits.
271—Curriculum and Assessment I –
Infancy through Preschool, 3 Cr.
A study of developmentally appropriate
curriculum and assessment practices (theoretical and published), for infants,
toddlers, and preschoolers – including children with special abilities,
disabilities or developmental differences. Emphasis on healthy social and
emotional development as foundational to learning; creating supportive
environments and experiences that increase each child’s learning through play,
exploration, and utilization of evidence-based teaching strategies; and
developing parent/family partnerships. A field experience of 10 hours with
young children is included. Prerequisite: 215.
276—Curriculum and Assessment II –
Kindergarten through Middle Childhood, 3 Cr.
A study of developmentally appropriate
curriculum and assessment practices for kindergarten and early elementary
children (5-8 years old) that reflect state early learning and academic
standards, and focus on integrated approaches to teaching social studies,
science, literacy, mathematics, and the arts. An overview of differentiated
instructional strategies to address the needs of children with special
abilities, disabilities or developmental difference will be included. Emphasis
on healthy social and emotional development as foundational to learning;
creating supportive environments and experiences that increase each child’s
learning through play, exploration, and utilization of evidence-based teaching
strategies; and developing parent/family partnerships. A field experience of 10
hours with young children is included. Prerequisite: 215.
280—Child and Adolescent Literature,
3 Cr.
Survey of many genres of literature;
principles of selection and evaluation; literature’s role in today’s classroom;
planning a literature-based reading program. Prerequisite: 215.
306—Inclusion of Students with
Special Needs, 3 Cr.
Study of students who have a variety of
special needs. Includes handicapped, at-risk, culturally diverse, and gifted
and talented. Student teachers will know definitions, characteristics and
educational needs of these students with special needs, be able to identify
them and make appropriate referrals. Students will also learn how to make
adaptations to instructional programs to maximize inclusion. Fifteen hours of
field experience required. Prerequisites: 215; admission to the teacher
education program.
308—Language Development and Emergent
Literacy, 3 Cr.
Participants will examine stages of
language acquisition, variables that influence this process, and their impact
on early literacy development. An examination of theory, standards, and current
literacy research will provide the foundation for developing an understanding
of key knowledge, skills, and dispositions children need to prepare them to
become readers and writers. Participants will explore evident-based practices
for supporting and assessing children’s language/literacy development, gaining
family involvement, and addressing the needs of all children, including Dual
Language Learners (DLL), children with disabilities, and those with other
special needs. A field experience of 10 hours with young children is included.
Prerequisite: 215.
311—Curriculum and Methods for
Social Studies, 1–9, 2 Cr.
Objectives, content, study, and
experience in methods, use of media, including computer applications for social
studies teachers in the elementary and middle school; focus on Wisconsin’s
Model Academic Standards. Prerequisites: 215; SOCL 320; one history course;
admission to the teacher education program.
312—Keyboarding Teaching Methods, 1
Cr.
An
emphasis on teaching strategies for keyboarding instruction and the motivation
of learning and skill building. Includes the utilization of keyboarding
software packages. Emphasis on curriculum development and implementation
including Wisconsin’s Model Academic Standards. Prerequisite: 215
316—Technology-enhanced Instruction,
Pre-K–12, 3 Cr.
Plan, design, and assess infusion of
technology in learning environments, including adaptive technology; develop
awareness of and experience with teacher productivity tools; explore ethical
and legal issues surrounding use of technology in Pre-K–12 learning
environments, including school technology policies. Prerequisites: 215;
admission to the teacher education program.
319—Teaching Literacy in the Elementary/Middle
School, 1–9, 4 Cr.
Evidence-based, effective instruction
of the reading and writing processes that support successful teaching of
literacy in the elementary/middle school. Best practices, Common Core State
Standards, curricula, appropriate materials and strategies to meet the needs of
diverse learners will be explored and applied to a Teacher Work Sample (TWS)
(Unit Plan). When designing the TWS, students will develop proficiency in
connecting goals, state standards, objectives, and assessment. Differentiated
Instruction (DI) and Response to Intervention (Rtl) will be incorporated into
lesson designs. Research based literacy trends and issues will be examined
while participating in authentic classroom literacy practices. Fifteen hours of
field experience required. Prerequisites: 215, 280, 306, 308, admission to the
teacher education program.
323—Curriculum and Methods for
Science, 1–9, 3 Cr.
Objectives, content, study, and
experience in methods, use of media, including computer applications for
science teachers in the elementary and middle school; science laboratory
experiences; focus on Wisconsin’s Model Academic Standards. Prerequisites: 215,
255, two science courses, admission to the teacher education program.
327—Methods: Teaching Science, 6–12,
3 Cr.
Emphasis on curriculum development and
implementation (including Wisconsin’s Model Academic Standards), teaching
strategies, use of instructional resources, the organization of classrooms for
instruction, and educational research as pertinent to science. Taught by
faculty in the major area. Prerequisites: 215; admission to the teacher
education program.
328—Methods: Teaching Mathematics,
6–12, 3 Cr.
Emphasis on curriculum development and
implementation (including Wisconsin’s Model Academic Standards), teaching
strategies, use of instructional resources, the organization of classrooms for
instruction, and educational research as pertinent to mathematics. Taught by
faculty in the major area. Prerequisites: 215; admission to the teacher
education program.
330—Middle/Secondary Methods Content
Literacy, 6–12, 3 Cr.
Reading and writing instruction in
content areas at the middle and secondary levels. Methods and materials to help
students meet study-reading/writing demands of the content area classes.
Includes objective writing, unit planning, lesson planning, parent involvement,
testing, and assessment in the content areas. Fifteen hours of field experience
required. Prerequisites: 215, 306, admission to the teacher education program.
332—Methods: Teaching English, 6–12,
3 Cr.
Emphasis on curriculum development and
implementation (including Wisconsin’s Model Academic Standards), teaching
strategies, use of instructional resources, the organization of classrooms for
instruction, and educational research as pertinent to English. Taught by
English department faculty. Prerequisites: 215; admission to the teacher
education program.
335—Methods: Teaching Foreign
Language, Pre-K–12, 2 Cr.
Emphasis on teaching strategies for
language and culture. The use of instructional resources including realia,
technology, building a teaching file, and the organization of classroom for
instruction. It also includes curriculum development and its implementation
(including Wisconsin’s Model Academic Standards). Prerequisites: 215; admission
to the teacher education program.
336—Methods: Teaching Business
Education, Pre-K–12, 3 Cr.
Emphasis on curriculum development and
implementation (including Wisconsin’s Model Academic Standards), teaching
strategies, use of instructional resources, the organization of classrooms for
instruction, and educational research as pertinent to business education.
Prerequisites: 215, admission to the teacher education program.
337—Methods: Teaching Technology
Education, 6–12, 3 Cr.
Emphasis on curriculum development and
implementation (including Wisconsin’s Model Academic Standards) effective
teaching strategies, instructional resources, organization of labs and
classrooms, technology education pedagogical research and applied learning
practices, building a teaching file, and assessments and evaluations.
Prerequisites: 215; admission to the teacher education program.
338—Methods: Teaching Social
Studies, 6–12, 3 Cr.
Emphasis on curriculum development and
implementation (including Wisconsin’s Model Academic Standards), teaching
strategies, use of instructional resources, the organization of classrooms for
instruction, and educational research as pertinent to social studies. Taught by
faculty in the major area. Prerequisites: 215; admission to the teacher
education program.
343—Family Community Partnerships and
Leadership, 3 Cr.
This course focuses on the teacher as a
leader in building partnerships with families, colleagues, and school and
community resources to promote support of, and involvement in education. Topics
include family systems theory, community collaboration approaches to meet the
diverse needs of children and families, cultural and family diversity;
administration and evaluation of programs; and effective leadership models.
Prerequisite: 215.
390—Middle Level Theory and
Practice, 3 Cr.
Study the holistic development of the
early adolescent; explore structure of middle level learning environments;
plan, design, and assess approaches to teaching and learning, including
authentic learning, management of behavior and learning environments, awareness
of student services. Includes 15 hours of field experience. Prerequisites: 215,
admission to the teacher education program. W
400—Inclusive Early Childhood, 3 Cr.
This
course is designed to provide an overview of best practices for creating
inclusive settings for families and children (birth-six years) with
disabilities, developmental differences, and challenging behaviors. Issues
addressed include state and federal laws pertaining to children with disabilities/developmental
delays; early intervention special education services; family-centered
practices; characteristics of physical, cognitive, and communicative
disabilities, and behavior/social emotional disorders; serving Dual Language
Learners (DLL); positive approaches to discipline/guidance utilizing
evidence-based strategies that support self regulation, health social-emotional
development, and address challenging behavior, and curriculum adaptations and
strategies to accommodate children with differing abilities in school and
community settings. A field experience of 10 hours with young children with
differing abilities is included.
401—Early Childhood Education
Capstone, 3 Cr.
Intensive field experience in the pre-K
environment. Integrates prior early childhood coursework through the
preparation of integrated units designed and delivered in a pre-K environment.
Completed the semester before or after full-semester kindergarten/elementary student
teaching. Permission of instructor required. Prerequisites: 237, 271, 276, 308,
343, 400; admission to the teacher education program; admission to student
teaching.
402—Principles of Career and
Technical Education, 2 Cr.
Overview of the history, philosophy,
organization, and administration of career and technical education with
emphasis on national and Wisconsin standards for career and technical
education. Focus on issues, trends, and challenges facing career and technical
educators. Content will include national and state recognized resources,
pedagogies, standards, and contextual learning opportunities. OVAE career
clusters will provide foundation for exploration of the major CTE program areas
and related professional journals and organizations. Pending prior approval,
this course could be applied to meet the DPI course requirements for vocational
certification and possibly one of the certification requirements of the
Wisconsin Technical College System. Prerequisites: 215; admission to the
teacher education program.
405—Interdisciplinary Teaching
through Language Arts, 1–9, 3 Cr.
Interdisciplinary approaches to
teaching in the elementary and middle schools with a special focus on language
arts, social studies, and their curriculum areas. Students design, plan, and
teach units in local schools. Focus on Wisconsin’s Model Academic Standards,
authentic assessment techniques, team teaching, inclusion of children with
special needs, and multicultural awareness. Prerequisites: 215, 280, 319;
admission to the teacher education program.
413—Assessment and Correction of
Literacy Problems, 1–9, 3 Cr.
Principles of corrective and remedial
reading instruction; nature and causes of reading difficulties; diagnostic
instruments and procedures; strategies and materials for correcting reading
disabilities; computer-aided instruction and training; case study correlated
with 15 hours of field experience. Prerequisites: 319; admission to the teacher
education program. W
425—Technologies, Pedagogical
Skills, Standards, and Assessment, 2 Cr.
Confirm knowledge, skills and
dispositions for technology educators; explore technology education research;
evaluate Introduction to Engineering, a comprehensive survey course text for
middle/secondary technology education; revisit PI34 Content Standards for
Technology Education; complete a capstone assessment project. Restricted to
technology education majors.
441—Student Teaching: Elementary
Education, K–6, 3–10 Cr.
Teaching at kindergarten/elementary
level. Capstone experience typically completed in the final semester.
Prerequisites: admission to the teacher education program; admission to student
teaching; passing Praxis II score.
442—Student Teaching: Elementary/
Middle, 1–9, 3–10 Cr.
Teaching at elementary and middle
school levels. Capstone experience typically completed in the final semester.
Prerequisites: admission to the teacher education program; admission to student
teaching; passing Praxis II score.
459—Student Teaching: Middle Level/
Secondary, 6–12, 3–10 Cr.
Teaching at middle (6–8) and secondary
(9–12) levels. Capstone experience typically completed in the final semester.
Prerequisites: admission to the teacher education program; admission to student
teaching; passing Praxis II score.
463—Student Teaching: Pre-K–12, 3–10
Cr.
Teaching at the pre-K–12 levels.
Capstone experience typically completed in the final semester. Prerequisites:
admission to the teacher education program; admission to student teaching;
passing Praxis II score.
482—Student Teaching Seminar,
Pre-K–12, 2 Cr.
Designed to assist student teachers in
integrating theory with practice through discussion and individual conferences.
Special emphasis on specific aspects of the teaching profession such as
contracts, career and life planning, professional organizations, resume
preparation, interviews, legal rights and licensure. Prerequisites: admission
to the teacher education program; admission to student teaching.