Curriculum and Instruction
Missions and Goals
The Department of Curriculum and Instruction aspires to prepare transformative leaders in teaching, learning, and curriculum within diverse pre-K-16 settings through exemplary teaching, research and outreach. In order to reach this vision, we have the following mission. As an engaged community of scholars and teacher educators, we seek to:
- Enhance Iowa’s families, schools, and communities through exemplary education and teacher preparation;
- Provide educators and students with the knowledge, skills, and experience necessary to become transformative leaders in an increasingly changing and interdependent world; and
- Support the advancement of specialized academic disciplines through exemplary research and scholarship.
Undergraduate Study
The Department of Curriculum and Instruction provides the professional education coursework that leads to licensure of pre-service teachers. Students major in early childhood education – unified (birth through age 8), an interdepartmental program administered by the Departments of Human Development and Family Studies and Curriculum and Instruction or elementary education (K-6). Students who are interested in teaching at the secondary level (7-12) major in a specific discipline and complete the courses necessary for their teaching license. Early childhood education – unified and elementary education majors must complete a professional course sequence:
| C I 201 | Digital Learning in the PK-6 Classroom | 3 |
| C I 204 | Social Foundations of American Education | 3 |
| C I 245 | Strategies in Teaching | 2 |
| C I 268 | Strategies Practicum | 1 |
| C I 332 | Educational Psychology of Young Learners | 3 |
| C I 406 | Multicultural Foundations of School and Society: Introduction | 3 |
| SP ED 250 | Education of the Exceptional Learner in a Diverse Society | 3 |
| Total Credits | 18 | |
Secondary education students must complete a professional course sequence:
| C I 202 | Digital Learning in the 7-12 Classroom | 3 |
| C I 204 | Social Foundations of American Education | 3 |
| C I 333 | Educational Psychology | 3 |
| C I 406 | Multicultural Foundations of School and Society: Introduction | 3 |
| SP ED 401 | Teaching Secondary Students with Exceptionalities in General Education | 3 |
| Total Credits | 15 | |
Some secondary licensure areas also require C I 426 Principles of Secondary Education.
The department offers a minor in educational computing that may be earned by completing the following courses:
| C I 201 | Digital Learning in the PK-6 Classroom | 3 |
| or C I 202 | Digital Learning in the 7-12 Classroom | |
| COM S 107 | Applied Computer Programming | 3 |
| or COM S 207 | Fundamentals of Computer Programming | |
| CPR E 370 & MAT E 370 | Toying with Technology and Toying with Technology | 6 |
| C I 280A | Teacher Aide. Cr. 1 or 2 | 0.5-2 |
| C I 280B | Digital Learning. Cr. 1 or 2 (2 credits by permission only) | 0.5-2 |
| C I 302 | Principles and Practices of Digital Learning | 3 |
| C I 407 | Principles and Practices of Distance Learning | 3 |
| C I 454 | Emerging Topics in Digital Learning | 1-3 |
| Total Credits | 20-25 | |
The Department of Curriculum and Instruction offers courses that can lead to a reading endorsement for grades K-8 or grades 5-12. Students seeking a K-8 endorsement should see a Curriculum and Instruction academic advisor. The 5-12 endorsement is offered collaboratively with the English Department. Students seeking this endorsement should see an advisor in the English Department. Inquiries can be sent to the Licensure Analyst in the Student Services Office to receive a list of courses needed for an Iowa State University reading endorsement. Prerequisites for the reading endorsement courses are listed in the catalog course descriptions.
Early Childhood Education
The curriculum in early childhood education – unified is planned for students preparing to teach young children and work with their families. This program leads to careers in working with young children who are typically developing and those with special needs from birth through age eight. Graduates in this curriculum may teach in early childhood (preschool and primary) classrooms or home based programs, with emphasis on inclusive services. Graduates may be employed by either public or private agencies or schools. This curriculum has been approved by the Iowa Department of Education and meets requirements for the early childhood education - unified teacher license. The program is an interdepartmental major administered by the Department of Curriculum and Instruction and the Department of Human Development and Family Studies within the College of Human Sciences.
Early childhood education majors must satisfy a world languages requirement for graduation.
Students who enroll in early childhood education – unified must make application to and be accepted into the teacher education program prior to enrolling in advanced courses. All early childhood education students, including those seeking a double major, must meet general education requirements for teacher licensure. Iowa State University is in compliance with the Iowa Department of Education’s mandate for a performance-based system of teacher training. Following this same type of system, the State of Iowa has developed and implemented a competency system to evaluate the performance of all teachers. A detailed list of the twelve Iowa State University Teacher Education Standards and the eight State of Iowa Teaching Standards, along with other information about the University Teacher Education Program, can be found at www.teacher.hs.iastate.edu/, the teacher education website. Information is also available from the student’s academic advisor. Students in early childhood education – unified must meet the performance outcome standards for teacher licensure. Standards are assessed in coursework through artifacts such as assignments, projects, or practicum participation. These standards assessments are based on the early childhood content standards for endorsement 100 in the State of Iowa. These include competencies in (1) child growth, development, and learning, (2) developmentally appropriate learning environment and curriculum implementation, (3) health, safety, and nutrition, (4) family and community collaboration, and (5) professionalism. Pre-student teaching field experiences and student teaching experiences in at least two different settings is required. Students will receive both formative and summative evaluations of their progress toward meeting these outcomes throughout their program at Iowa State University
Elementary Education
For the undergraduate curriculum in elementary education, leading to the degree bachelor of science.
The curriculum in elementary education is planned for students preparing to teach at the elementary school level. This program leads to careers in working with school-aged children, kindergarten through sixth grade. Graduates in this curriculum may teach in elementary classrooms in either public or private school districts.
Endorsements in art, English/language arts, English as a Second Language (ESL), health, history, music, basic science, social studies, mathematics, special education (Instructional Strategist I: Mild/Moderate Disabilities K-8), and speech communication/theater are available for elementary education students. An endorsement for teaching world languages in elementary schools is available through the Department of World Languages and Cultures.
Elementary education majors must satisfy a world languages requirement for graduation. For detailed information.
Students who enroll in elementary education must make application to and be accepted into the teacher education program prior to enrolling in advanced elementary education courses. For admission and licensure requirements. Every student must meet the performance outcome standards for teacher licensure. These standards will be assessed in each course. Students will receive both formative and summative evaluations of their progress toward meeting these standards throughout their program at Iowa State University. A detailed explanation of the standards and assessment process may be found on the department’s website (www.ci.hs.iastate.edu/). The same information is also available from the student’s academic advisor.
Graduates of the elementary education program will be able to demonstrate through professional practice their understanding of academic disciplines, teaching and learning, the nature of the student, and how to adapt instruction for diversity. More specifically, graduates will be able to demonstrate their understanding of concepts and structures of disciplines, tools of inquiry, how students learn and develop, and the effects of individual differences on learning. Graduates will be able to demonstrate a broad range of instructional strategies, including knowledge of technology applicable to instruction. In their teaching, graduates will demonstrate the ability to stimulate active inquiry with collaboration and supportive interaction among their students. In appropriate settings graduates will demonstrate their ability to develop professional relationships with colleagues, parents, and agencies that support students and their learning.
Secondary Education
For specific requirements for each area of specialization, see Teacher Education and curricula for the college in which the chosen degree major is sought.
Students seeking recommendations for a license to teach in the secondary schools must be admitted to the teacher education program and pursue a program that includes the professional core:
| C I 202 | Digital Learning in the 7-12 Classroom | 3 |
| C I 204 | Social Foundations of American Education | 3 |
| C I 333 | Educational Psychology | 3 |
| C I 406 | Multicultural Foundations of School and Society: Introduction | 3 |
| C I 426 | Principles of Secondary Education | 3 |
| SP ED 401 | Teaching Secondary Students with Exceptionalities in General Education | 3 |
| Total Credits | 18 | |
Note: Students seeking licensure in agriculture and science do not take C I 426 Principles of Secondary Education. Students seeking a teaching license in physical education must see an advisor in the Department of Kinesiology in the College of Human Sciences. All students who are recommended by Iowa State University for teacher licensure must meet the requirements of the teacher education program and be recommended by the College of Human Sciences. Each student must meet the performance outcome standards for teacher licensure. Each standard will be assessed in every major. Students will receive both formative and summative evaluations of their progress toward meeting these outcomes throughout their program at Iowa State University. A detailed explanation of the standards and assessment process may be found at www.teacher.hs.iastate.edu. For more information, students should contact the academic advisor in their major. Each student will be enrolled in the department in which he or she plans to major, and must meet the graduation requirements of that department and the college in which it is located.
Graduate Study
The Department of Curriculum and Instruction offers work for the degrees Master of Science, Master of Education, and Doctor of Philosophy with a major in education and minor work to students taking major work in other departments. Within the education major in the Department of Curriculum and Instruction a student may earn an education degree with no area of specialization (master’s and doctorate) or specialize in elementary education (master’s only), historical, philosophical, and comparative studies in education (master’s only), special education (master’s only), or curriculum and instructional technology (master’s and doctorate). The specialization in elementary education (advanced study for licensed teachers) is designed to prepare candidates for teaching and curricular leadership positions in elementary settings. The specialization in historical, philosophical, and comparative studies in education is designed to provide graduate students experiences in analyzing educational problems and issues, critiquing policies that affect education in society, and making connections between educational practice and learning. The special education specialization is designed to prepare candidates as practitioners and researchers in the field of mild/moderate disabilities or behavioral disorders/learning disabilities. The specialization in curriculum and instructional technology is designed to prepare candidates as researchers and practitioners in the fields of curriculum and instructional technology.
Students may also opt not to select an area of specialization. These students are asked to select a focus area for their graduate study. Focus areas include educational psychology, world language education, literacy education, mathematics education, multicultural education and international curriculum studies, and science education. See the Curriculum and Instruction web site at http://www.ci.hs.iastate.edu/ for more information on these focus areas.
A minor is available in curriculum and instructional technology at both the master’s and doctoral level. Information about the minors can be found on the web at http://www.ci.hs.iastate.edu/prspstud/grad/Grad2/Degrees.php.
A Master of Arts in Teaching degree program leading to teacher licensure (science only) is available to students who currently have a bachelor’s degree in science (or a closely related field). A teacher licensure program in mathematics education is also available to graduate students (Department of Curriculum and Instruction). Teacher licensure at the graduate level is also offered in agricultural education (College of Agriculture and Life Sciences) and family and consumer sciences (College of Human Sciences). The Department of Curriculum and Instruction provides the professional education coursework. Students in a graduate teacher licensure program must complete:
| SP ED 501 | Teaching Secondary Students with Exceptionalities in General Education | 3 |
| C I 505 | Using Technology in Learning and Teaching | 3 |
| C I 506 | Multicultural Foundations of School and Society: Advanced | 3 |
| C I 529 | Educational Psychology and the Secondary Classroom | 3 |
| H P C 504 | Studies in the Foundations of American Education | 3 |
| Total Credits | 15 | |
Mathematics licensure students also take C I 526 Principles of Secondary Education.
Graduate level teaching endorsements are offered through the Department of Curriculum and Instruction. Graduate students who seek a teaching endorsement in special education, but do not wish to pursue a master’s degree can incorporate those courses from a professional certificate program. Endorsement programs include Instructional Strategist I: Mild/Moderate Disabilities (K-8 or 5-12), or Instructional Strategist II: Behavior Disorders/Learning Disabilities, and special education consultant. A graduate level reading endorsement is also available.
Prerequisite to major graduate work in education is preparation substantially equivalent to the completion of one of the undergraduate curricula in education offered at Iowa State University, or graduate preparation in a discipline to be used as a teaching field in a community college or university, and adequate proof that the student ranks above average in scholastic ability and promise of professional competence.
The world language requirement, if any, for the Ph.D. degree will be determined by the student’s program of study committee. If no world language is required, the total program must consist of a minimum of 78 semester credits, at least 12 of which must be earned outside the education major, and at least 16 of which must be earned outside the area of specialization. Statistics and research methods may not be included in the 16 credits. Should world language be included, the program of study committee may adjust the minimum program requirement downward, but in no instance may the program of study be less than 72 semester credits. Students whose native language is not English may substitute competence in English. All applicants for the Ph.D. must submit Graduate Record Examination (GRE) scores.
Other graduate programs related to education (including General Graduate Studies) may be planned for students on the basis of previous education and experiences as well as future plans and needs. Students should refer to Agricultural Education and Studies, Family and Consumer Sciences Education, Kinesiology, Educational Leadership and Policy Studies, and General Graduate Studies or to graduate level course offerings within other departments.
Curriculum in Elementary Education
The curriculum in Elementary Education is planned for students preparing to teach in grades kindergarten through six. For additional information, see Index, Elementary Education.
Teaching endorsements in areas closely related to elementary education, including a special education endorsement in Instructional Strategist I: Mild/Moderate K-8, are available for elementary education majors. See Teacher Education, Courses and Programs, for information about specific endorsements.
Additional teaching endorsements, available at the graduate level to individuals who hold a valid Iowa teaching license, include the following: K-6 world language, reading, and special education (Instructional Strategist II: Behavior Disorders/Learning Disabilities, ages 5-21).
A minor in educational computing is available; see requirements under Curriculum and Instruction Courses and Programs.
Communication Proficiency
In order to meet graduation requirements, all students must have a C (2.0) or better for each of ENGL 150 Critical Thinking and Communication and ENGL 250 Written, Oral, Visual, and Electronic Composition.
U.S. Diversity and International Perspectives
In order to meet graduation requirements, all students must complete 3 cr. of course work in U.S. Diversity and 3 cr. in International Perspectives. See department for approved lists of courses.
World Language and Culture Requirement
Elementary education majors must satisfy a graduation requirement equivalent to the first year of university-level study in one world language (normally, completion of a two-semester sequence in any one world language). The requirement may be met by completion of three or more years of high school study in one world language.
Students who have completed three or more years of French, German, or Spanish in high school may not receive graded credit for 101/102 in those languages; test-out credit (T credit) may be obtained by passing an appropriate examination or by completing an advanced sequence (200-level or higher) in that language. If these students choose to take 101/102 on a remedial basis, they will be graded S-F. Certification in American Sign Language is recognized by the University and satisfies the world languages requirement for the curriculum in elementary education.
Total credits required: 128.5.
General Education*: 45.5
Communication skills:
| LIB 160 | Library Instruction | 0.5 |
| Select three of the following: | 9 | |
| Critical Thinking and Communication | ||
| Written, Oral, Visual, and Electronic Composition | ||
| Introduction to Interpersonal Communication | ||
| Conflict Management | ||
| Small Group Communication | ||
| Fundamentals of Public Speaking | ||
| Business and Professional Speaking | ||
| Communication in Classrooms and Workshops | ||
| Argumentation, Debate, and Critical Thinking | ||
| Persuasion | ||
| Total Credits | 9.5 | |
Social sciences:
| HD FS 102 | Individual and Family Life Development | 3 |
| or PSYCH 230 | Developmental Psychology | |
| American History/American Government | 3 | |
| Option | 3 | |
| Total Credits | 9 | |
Humanities:
Select 9 cr.
Mathematics:
| MATH 195 | Mathematics for Elementary Education I * | 3 |
| MATH 196 | Mathematics for Elementary Education II * | 3 |
| One course from the following | 3 | |
| Introduction to Probability and Matrices | ||
| Introduction to Mathematical Ideas | ||
| College Algebra | ||
| Trigonometry and Analytic Geometry | ||
| Discrete Mathematics for Business and Social Sciences | ||
| Survey of Calculus | ||
| Calculus I | ||
| Calculus and Mathematical Modeling for the Life Sciences I | ||
| Intermediate Topics for School Mathematics | ||
| Principles of Statistics | ||
| Total Credits | 9 | |
Biological/Physical Sciences:
| Biological Sciences | 3 | |
| Introduction to Biological Anthropology and Archaeology | ||
| Introductory Biology | ||
| Human Biology | ||
| Environmental Biology | ||
| Principles of Biology I | ||
| Fundamentals of Human Anatomy | ||
| Fundamentals of Human Physiology | ||
| Human Reproduction | ||
| Physcial Sciences | 3 | |
| The Sky and the Solar System | ||
| Stars, Galaxies, and Cosmology | ||
| Chemistry in Modern Society | ||
| College Chemistry | ||
| General Chemistry I | ||
| The Earth | ||
| Environmental Geology: Earth in Crisis | ||
| Introduction to Weather and Climate | ||
| Physics for the Nonscientist | ||
| The Physics of Common Experience | ||
| General Physics | ||
| Option | 3 | |
| Total Credits | 9 | |
Area of specialization**: 18 cr.
(Require 24 cr.; 9 cr. from an area specialization may be used to meet other requirements.)
Professional education**: 68 cr.
Required courses:
| C I 201 | Digital Learning in the PK-6 Classroom | 3 |
| C I 204 | Social Foundations of American Education | 3 |
| C I 245 | Strategies in Teaching | 2 |
| C I 268 | Strategies Practicum | 1 |
| C I 332 | Educational Psychology of Young Learners | 3 |
| C I 406 | Multicultural Foundations of School and Society: Introduction | 3 |
| HD FS 226 | Development and Guidance in Middle Childhood | 3 |
| HD FS 240 | Literature for Children | 3 |
| SP ED 250 | Education of the Exceptional Learner in a Diverse Society | 3 |
| Total Credits | 24 | |
Required methods:
| Choose 21 credits from the following: | ||
| C I 377 | The Teaching of Reading and Language Arts in the Primary Grades (K-3) | 4 |
| C I 468A | Primary Grades, Reading Language Arts. Cr. 1 | 1-2 |
| C I 378 | The Teaching of Reading and Language Arts in the Intermediate Grades (4-6) | 4 |
| C I 468B | Intermediate Grades, Reading Language Arts. Cr. 1 | 1-2 |
| C I 448 | Teaching Children Mathematics | 3 |
| C I 468C | Mathematics. Cr. 1 | 1-2 |
| C I 449 | The Teaching of Science | 3 |
| C I 468D | Science. Cr. 1 | 1-2 |
| C I 443 | The Teaching of Social Studies | 3 |
Related Methods:
| Choose 9 credits from the following: | ||
| H S 275 | Health Education in the Elementary School | 3 |
| ARTED 211 | Introduction to Art Education | 3 |
| MUSIC 265 | Music in Elementary Education | 3 |
| KIN 284 | Elementary and Pre-school Movement Education | 3 |
Student teaching:
| Choose 16 credits from the following: | ||
| C I 416A | Primary grades (K-3). | arr † |
| C I 416D | International Student Teaching - Primary grades. | arr † |
| C I 416B | Intermediate grades (4-6). | arr † |
| C I 416E | International Student Teaching - Intermediate grades. | arr † |
| SP ED 416 | Supervised Student Teaching (special education students only) | arr † |
| Total Credits | 0 † | |
| † Arranged with instructor. | ||
Orientation:
| C I 215 | Sophomore Orientation | 1 |
| or C I 315 | Transfer Orientation | |
*Refer to departmental curriculum sheet, available from adviser, for specific course requirements
**Must receive a C or above in each of the courses listed
Curriculum and Instruction (C I)
Courses primarily for undergraduate students
C I 201. Digital Learning in the PK-6 Classroom.
(2-2) Cr. 3.
F.S.Alt. SS., offered 2013.
Overview of ways to use educational technologies to support instruction in PK-6 settings. Focus on pedagogical approaches that integrate technologies to support learning in the content areas. Laboratory experiences include development of activities to use tool software, interactive multimedia, web page development, digital video and other technologies to facilitate learning and teaching.
C I 202. Digital Learning in the 7-12 Classroom.
(2-2) Cr. 3.
F.S.Alt. SS., offered 2012.
Overview of ways to use educational technologies to support instruction in 7-12 settings. Focus on pedagogical approaches that integrate technologies to support learning in the content areas. Laboratory experiences include development of activities to use tool software, interactive multimedia, web page development, digital video and other technologies to facilitate learning and teaching.
C I 204. Social Foundations of American Education.
(3-0) Cr. 3.
F.S.SS.
Goals of schooling, including the roles of teachers today; historical development of schools; educational reforms and alternative forms; and current philosophical issues. Human relations aspects of teaching and discussions about teaching as a career.
C I 208. Early Childhood Education Orientation.
(Cross-listed with HD FS). Cr. 1.
F.S.
Overview of early childhood education (birth-grade 3) teacher licensure requirements. Program planning and university procedures. Required of all students majoring in early childhood education.
Offered on a satisfactory-fail basis only.
C I 215. Sophomore Orientation.
Cr. 1.
F.S.
Review of elementary education requirements. Program planning. Required of all sophomores majoring in elementary education.
C I 216. Learning Community Orientation to Teacher Education.
(1-0) Cr. 1.
F.
Prereq: First semester freshman Elementary Education major or other majors interested in seeking pre-K to grade 12 teacher certification
Learning community for transition to university community life. Overview of pre-K to grade 12 teacher certification requirements in Iowa and other states. Program and career planning. Field Trip.
Offered on a satisfactory-fail basis only.
C I 219. Orientation to Teacher Education for Mathematics, Science and History/Social Sciences Majors.
Cr. 1.
F.S.
Prereq: Students seeking teacher licensure in mathematics, science or history/social sciences in grades 7-12
Overview of mathematics, science, and history/social sciences secondary education (grades 7-12), teacher licensure requirements in Iowa and other states. Program and career planning.
C I 245. Strategies in Teaching.
(2-0) Cr. 2.
F.S.
Prereq: 204; HD FS 220 or 221 or 226 (or concurrent enrollment in one of these courses); concurrent enrollment in C I 268; eligibility for admission to teacher education program
Introduction to elementary education teaching strategies, classroom management, and curriculum organization. Open to students in the elementary education curriculum or the early childhood education curriculum.
C I 268. Strategies Practicum.
(0-2) Cr. 1.
F.S.
Prereq: 204
Clinical experience, to be taken concurrently with 245.
Offered on a satisfactory-fail basis only.
C I 280. Pre-Student Teaching Experience.
(1-8) Cr. 0.5-2.
Repeatable. F.S.SS.
Prereq: 280A may be taken alone. For enrollment in 280B-I, 280A must be either a prerequisite or taken concurrently
Field experience in area educational settings. 2 1/2-hour blocks of time needed for field experience.
Offered on a satisfactory-fail basis only. C I 280 may be taken more than once for credit toward graduation.
A. Teacher Aide. Cr. 1 or 2
B. Digital Learning. Cr. 1 or 2 (2 credits by permission only)
C. Native American Tutoring. Cr. 1
D. Museum Education. Cr. 1
E. Multicultural Youth Experience. Cr. 1 or 2
F. International Student. Cr. 1 or 2 (Permission of instructor required)
I. Mild/Moderate Disabilities. Cr. 1 (concurrent with Sp Ed 330).
M. Secondary Science. Cr. 1 or 2
N. Cohort Field Experience. Cr. 1 (permission of department required)
O. Art Education Field Experience. Cr. 1 (Permission of department required)
C I 290. Independent Study.
Cr. 1-3.
Prereq: 6 credits in education, permission of department chair
C I 302. Principles and Practices of Digital Learning.
(2-2) Cr. 3.
F.S.
Prereq: 201 or 202, 245, 268
Advanced integration of educational technologies into K-12 teaching and learning; designing Web 2.0 classroom applications; implementing technology-based lessons with K-12 students; issues and trends in classroom technology use.
C I 315. Transfer Orientation.
Cr. 1.
F.S.
Overview of elementary education requirements, curricular opportunities, and university procedures. Program planning. Required of all transfer students majoring in elementary education.
Offered on a satisfactory-fail basis only.
C I 332. Educational Psychology of Young Learners.
(3-0) Cr. 3.
F.S.
Prereq: PSYCH 230 or HD FS 102, open only to majors in Early Childhood Education or Elementary Education
Psychological theory relevant to classroom learning, cognition, motivation, classroom management and assessment for children from birth to grade 6. Implications of theory for teaching children and for assessing learning in educational settings with young and grade school aged children.
C I 333. Educational Psychology.
(Cross-listed with PSYCH). (3-0) Cr. 3.
F.S.
Prereq: PSYCH 230 or HD FS 102, application to the teacher education program or major in psychology
Classroom learning with emphasis on theories of learning and cognition, and instructional techniques. Major emphasis on measurement theory and the classroom assessment of learning outcomes.
C I 347. Nature of Science.
(Dual-listed with 547). (3-0) Cr. 3.
Prereq: 280M; concurrent enrollment in 418 or instructor permission
The intersection of issues in the history, philosophy sociology, and psychology of science and their application to and impact on science teaching and learning, science teacher education, and science education research.
C I 377. The Teaching of Reading and Language Arts in the Primary Grades (K-3).
(4-0) Cr. 4.
F.S.SS.
Prereq: admission to teacher education program, C I 245, SP ED 250, HD FS 240, 226 (El Ed majors) or 221 (ECE majors); concurrent enrollment in 448, 468A, 468C (El Ed majors) or 438, 468F, 468G, SP ED 368, HD FS 343 (ECE majors)
Theories, teaching strategies, and instructional materials pertinent to teaching reading, writing, listening, and speaking to children in kindergarten through third grade.
C I 378. The Teaching of Reading and Language Arts in the Intermediate Grades (4-6).
(4-0) Cr. 4.
F.S.SS.
Prereq: 377; concurrent enrollment in 449, 468B, 468D
Theories and processes of literacy. Application through reading and writing across the curriculum, integration of language arts, literature-based instruction, and metacognitive strategies.
C I 395. Teaching Reading in Middle and Secondary Schools.
(Dual-listed with 595). (3-0) Cr. 3.
F.
Prereq: 204 and junior standing
Analysis and application of strategies to enhance students' literacy development in middle and secondary school settings.
C I 401. Middle School Student Growth and Development.
(3-0) Cr. 3.
Prereq: HD FS 102 or PSYCH 230
Study of the physical, emotional, mental characteristics, and social development of 10 to 15-year-old middle school students, with emphasis on implications for schools and teachers. Includes strategies for classroom management and working with parents. Issues of risk, resiliency, substance abuse, suicide, and sexuality will also be examined.
C I 402. Middle School Design, Curriculum, Instruction, and Assessment.
(3-0) Cr. 3.
Prereq: 401, admission to teacher education
Emphasis on the middle school components of interdisciplinary instruction, grade level teaming, differentiated instruction, methods, curriculum frameworks, teacher-based guidance, and assessment.
C I 403. Design and Development of Digital Learning Environments.
(2-2) Cr. 3.
F.S.
Prereq: 302
Application of principles of instructional design and cognitive theories to development of digital learning environments. Development of expertise with contemporary technologies and approaches to learning. Analysis and discussion of research related to effective use of multimedia in education.
C I 406. Multicultural Foundations of School and Society: Introduction.
(3-0) Cr. 3.
F.S.SS.
Prereq: 201 or 202, 332 or 333, junior classification, admission to teacher education program
Awareness and nature of cultural pluralism; need for multicultural education; multicultural concepts and theories; cultural groups - their perceptions, needs, and contributions; problems and issues regarding ethnocentrism, prejudice, and discrimination based on race, ethnicity, socioeconomic class, sex/gender, sexual identity, and language in the school environment; curriculum infusion and transformation, multicultural interaction, design and execution of teaching strategies.
Meets U.S. Diversity Requirement
C I 407. Principles and Practices of Distance Learning.
(Dual-listed with 507). (2-2) Cr. 3.
F.SS.
Prereq: 201 or 202; convenient access to the Web
Review of flexible and distance learning (FDL) cases in a variety of contexts and pedagogic styles, identification of underlying principles and frameworks for best practice in this field.
C I 416. Supervised Student Teaching - Elementary.
Cr. arr.
F.S.
Prereq: GPA 2.5; full admission to teacher education; senior classification; 378, 443, 448, 449; reservation required
Supervised teaching experience in the elementary grades.
A. Primary grades (K-3).
B. Intermediate grades (4-6).
C. World Language.
D. International Student Teaching - Primary grades.
E. International Student Teaching - Intermediate grades.
C I 417. Student Teaching.
(Dual-listed with 517). (Cross-listed with ENGL, WLC, MUSIC). Cr. arr.
F.S.
Prereq: GPA 2.5; Admission to teacher education, approval of coordinator during semester before student teaching
Evaluation of instruction, lesson planning, and teaching in the liberal arts and sciences.
A. Social Studies-Middle School
B. Physical Sciences
C. Mathematics
D. Biological Sciences
E. English and Literature (Same as Engl 417E)
G. World Language (Same as WLC 417G)
J. Earth Sciences
M. Science-Basic
N. International Student Teaching
P. Social Studies-High School
R. Music-Elementary (Same as Music 417R)
S. Music-Secondary (Same as Music 417S)
C I 418. Secondary Science Methods I: A Research-Based Framework for Teaching Science.
(Dual-listed with 518). (2-0) Cr. 2.
F.
Prereq: 280M; concurrent enrollment in 347 and 468J
Development of a research-based framework for teaching science that includes student goals, congruent student actions, the character and role of science inquiry, teaching behaviors and strategies, contemporary learning theories, and self evaluation.
C I 419. Secondary Science Methods II.
(Dual-listed with 519). (2-0) Cr. 2.
S.
Prereq: 418 or 518, undergraduate students must register concurrently for 468K
Advancing a research-based framework for teaching science in a variety of school settings, emphasizing the teacher's role, the development and revision of science curriculum, exceptional learners, content area reading strategies, management strategies, technology and student assessment.
C I 420. Bilingualism, Bilingual Education, and U.S. Mexican Youth.
(Dual-listed with 520). (3-0) Cr. 3.
F.
Prereq: 406
Introduction to research on bilingualism and examination of the social, historical, and political contexts of bilingual education in U.S. schools. Attention to policy environment, school program structure, mode of classroom instruction, family and community context, and attainment of bilingualism and biculturalism for U.S. Mexican youth.
C I 426. Principles of Secondary Education.
(Dual-listed with 526). (3-0) Cr. 3.
F.S.SS.
Prereq: 202, senior classification, admission to teacher education program
The curriculum, human relations, student evaluation, support services, classroom management, organization of schools, legal aspects of schools, professionalism, and career planning.
C I 433. Teaching Social Studies in the Primary Grades.
(2-0) Cr. 2.
F.S.
Prereq: 377, HD FS 221; concurrent enrollment in 439, SP ED 355, 455
Study, development, and application of current methods for providing appropriate social studies learning experiences for primary grade children. Instructional strategies, curriculum content, and formal and informal assessment strategies for diverse learners.
C I 438. Teaching Mathematics in the Primary Grades.
(2-0) Cr. 2.
F.S.
Prereq: HD FS 221; MATH 195 (minimum grade of C-), concurrent enrollment in 377, 468F, 468G, SP ED 368
Study, development, and application of current methods for providing appropriate mathematics learning experiences for primary grade children. Formal and informal assessment strategies and instructional methods for diverse learners.
C I 439. Teaching Science in the Primary Grades.
(2-0) Cr. 2.
F.S.
Prereq: 377, HD FS 221; concurrent enrollment in 433, 438, 468I, SP ED 355, 455
Study, development, and application of current methods for providing appropriate science learning experiences and processes for primary grade children. Formal and informal assessment strategies and instructional methods for diverse learners.
C I 443. The Teaching of Social Studies.
(3-0) Cr. 3.
F.S.SS.
Prereq: 377
Study, development, and application of current methods, curriculum materials, and assessment strategies for providing appropriate social studies learning experiences for primary and intermediate grade children.
C I 448. Teaching Children Mathematics.
(3-0) Cr. 3.
F.S.
Prereq: MATH 195 (minimum grade of C-), MATH 196 (minimum grade of C-); concurrent enrollment in 377, 468A, 468C
Study, development, and application of current methods for providing appropriate mathematical learning experiences for primary and intermediate children. Includes critical examination of factors related to the teaching and learning of mathematics.
C I 449. The Teaching of Science.
(3-0) Cr. 3.
F.S.
Prereq: 377, concurrent enrollment in 378, 468B, 468D, junior classification
Procedures for teaching science to children. Emphasis on developmental implications, teaching processes and methods, current programs, and assessment of learning in science.
C I 450. Ethnicity and Learning.
(Dual-listed with 550). (3-0) Cr. 3.
Alt. S., offered 2012.
Prereq: 332 or 333, 406
Examination of cultural relevance in education. Development and application of strategies and techniques for implementing multicultural goals and multiethnic perspectives in PreK-12 school classroom settings.
Meets U.S. Diversity Requirement
C I 452. Corrective Reading.
(Dual-listed with 552). (3-0) Cr. 3.
F.S.SS.
Prereq: 378 or equivalent; undergraduate students must register concurrently for SP ED 365, 436; graduate students must have a teaching license
Identification, analysis and correction of reading problems in five areas: print knowledge, integration of print knowledge, oral reading fluency, vocabulary, and comprehension.
C I 454. Emerging Topics in Digital Learning.
(2-2) Cr. 1-3.
Repeatable, maximum of 6 credits. F.S.SS.
Prereq: 201 or 202
Development and application of emerging technology topics related to digital learning. Series of 1-3 credit on-line learning modules on topics such as grant writing, interactive on-line tools, social networking, gaming technologies, technology leadership in schools, and web/graphic design. Required for the Digital Learning minor.
C I 456. Integrating Technology into the Reading and Language Arts Curriculum.
(Dual-listed with 556). (3-0) Cr. 3.
F.SS.
Prereq: 201 or 202, 377
Methods and strategies used to integrate technology into the reading and language arts curriculum. Use and evaluation of reading and language arts software for elementary classrooms.
C I 468. Supervised Practicum in Teaching.
Cr. 1-2.
F.S.SS.
Prereq: Admission to teacher education program
Observation, application of current methods, and instructional experiences with children in a supervised elementary classroom while engaged in other elementary methods courses.
Offered on a satisfactory-fail basis only.
A. Primary Grades, Reading Language Arts. Cr. 1
B. Intermediate Grades, Reading Language Arts. Cr. 1
C. Mathematics. Cr. 1
D. Science. Cr. 1
E. World Language. Cr. 1
F. Primary Grades, Literacy, Inclusive. Cr. 1
G. Primary Grades, Mathematics, Inclusive. Cr. 1
I. Primary Grades, Science, Inclusive. Cr. 1
I. Cr. 2
J. Secondary Science
K. Secondary Science II. Cr. 2.
R. Reading Endorsement (Permission of department required; concurrent enrollment in 378) Cr. 1.
C I 480. Field Experience for Secondary Teaching Preparation.
Cr. 0.5-2.
Repeatable, maximum of 2 times. F.S.
Prereq: Permission of area coordinator required prior to enrollment
Observation and participation in a variety of school settings after admission to the teacher preparation program. (S/F grading may be used in some offerings of some sections.).
A. History/Social Sciences (Same as HIST 480A)
C. Mathematics
K. Music (Same as MUSIC 480K)
M. Middle School
C I 486. Methods in Elementary School World Language Instruction.
(Cross-listed with WLC, LING). (3-0) Cr. 3.
F.
Prereq: 24 credits in a world language at 300 level and above
Planning, implementation, and assessment of standards-based, student-centered, and thematic instruction in the elementary (K-8) classroom. Special emphasis on students' communicative skills, cultural knowledge, and content learning.
Nonmajor graduate credit.
C I 487. Methods in Secondary School World Language Instruction.
(Cross-listed with WLC, LING). (3-0) Cr. 3.
F.
Prereq: 25 credits in a world language, admission to the teacher education program
Theories and principles of contemporary world language learning and teaching. Special emphasis on designing instruction and assessments for active learning.
C I 490. Independent Study.
Cr. 1-3.
F.S.SS.
Prereq: GPA of 2.5 or more for preceding semester
A. Music Education. (Same as Music 490A.)
C. Curriculum Construction
D. Principles of Education
E. Methods of Teaching
F. Educational Psychology
G. Digital Learning
H. Honors
J. Multicultural Education
K. History/Social Sciences
M. Mathematics Education
N. World Language
O. Foundations of Education
C I 494. Practice and Theory of Teaching Literature in the Secondary Schools.
(Cross-listed with ENGL). (3-0) Cr. 3.
F.S.
Prereq: ENGL 310, 397, 9 other credits in English beyond 250, PSYCH 333, admission to teacher education program
Portfolio review. Current theories and practices in the teaching of literature to secondary school students. Integrating literary study and writing. Preparation and selection of materials. Classroom presentation. Unit planning. (Taken concurrently with C I 280, Cr. 2, and Sp Ed 450).
C I 495B. Teaching Speech.
(Cross-listed with SP CM). (3-0) Cr. 3.
F.
Prereq: SP CM 313; 9 credits in speech communication; minimum grade point average of 2.5 in speech communication courses
Problems, methods, and materials related to teaching speech, theatre, and media in secondary schools.
C I 497. Teaching Secondary School Mathematics.
(Cross-listed with MATH). (3-0) Cr. 3.
F.
Prereq: 15 credits in college mathematics; if in a teacher licensure program, concurrent enrollment in C I 426 or 526
Theory and methods for teaching mathematics in grades 7-12. Includes critical examination of instructional strategies, curriculum materials, learning tools, assessment methods, National Standards in Mathematics Education, and equity issues.
C I 498. Methods of Teaching History/Social Sciences.
(Cross-listed with HIST). (3-0) Cr. 3.
F.S.
Prereq: Concurrent enrollment in 480A; Admission to teacher education and 30 credits in subject-matter field
Theories and processes of teaching and learning secondary history/social sciences. Emphasis on development and enactment of current methods, assessments, and curriculum materials for providing appropriate learning experiences.
Courses primarily for graduate students, open to qualified undergraduate students
C I 501. Foundations of Digital Learning.
(3-0) Cr. 3.
F.SS.
Prereq: Graduate classification
Educational philosophies and theories of instructional technology. Application of research to the production and use of instructional technology for learning and teaching. Equipment operation.
C I 503. Designing Effective Learning Environments.
(3-0) Cr. 3.
F.
Prereq: 501
Introduction to theories and models of instructional design. Design decision-making based on the analysis of performance problems and instructional inputs. Practical experience with the design and development of instruction and evaluation principles.
C I 504. Evaluating Digital Learning Environments.
(Cross-listed with HCI). (3-0) Cr. 3.
S.
Prereq: 501
Principles and procedures for analysis, review, and evaluation of instructional technology interventions and products. Methods for planning, organizing, and conducting evaluative studies are addressed.
C I 505. Using Technology in Learning and Teaching.
(3-0) Cr. 3.
F.S.SS.
Prereq: Graduate classification
Teaching and learning using computers. Selection and evaluation of software and hardware for teaching and learning. Research on computers. Tool software. Telecommunications. Trends in computer-based instruction.
C I 506. Multicultural Foundations of School and Society: Advanced.
(3-0) Cr. 3.
F.S.SS.
Prereq: 6 graduate credits in education
Theories, legal bases, and principles of multicultural education. Pluralism and contributing cultures in the United States; presence and contributions of cultural group diversity with implications for educational programs, curriculum development, classroom instruction, materials utilization and development; problems and issues regarding ethnocentrism, prejudice, and discrimination based on race, ethnicity, socioeconomic class, sex/gender, sexual identity, and language in the school environment; curriculum infusion and transformation, multicultural interaction, design and execution of teaching strategies and techniques; inquiry and research on multicultural education issues.
C I 507. Principles and Practices of Distance Learning.
(Dual-listed with 407). (2-2) Cr. 3.
F.SS.
Prereq: 501, convenient access to the Web
Review of flexible and distance learning (FDL) cases in a variety of contexts and pedagogic styles, identification of underlying principles and frameworks for best practice in this field.
C I 508. Algebra in the K-12 Classrooms.
(3-0) Cr. 3.
F.
Prereq: 448, 497, or graduate status
Focus on Algebraic concept explorations and associated procedures. Use of research-based strategies and appropriate technologies to apply fundamental ideas of patterning, coordinate graphing, and relationships among variables into K-12 classrooms. Additional topics facilitate critical examination of K-12 curriculum, pedagogy, and assessment.
C I 509. Geometry in the K-12 Classrooms.
(3-0) Cr. 3.
S.
Prereq: 448, 497, or graduate status
Euclidean and non-Euclidean geometry explorations with a focus on pedagogical issues in the K-12 classroom. Use of research-based strategies and appropriate technologies to teach geometry in K-12 classrooms. Additional topics from discrete mathematics, history and philosophy of geometry and fractal geometries.
C I 511. Technology Diffusion, Leadership and Change.
(3-0) Cr. 3.
S.
Prereq: Admission to graduate study, 501 or equivalent and 505 or equivalent
Introduction to practices and principles of technology diffusion, leadership and strategic change in education. Frameworks and strategies for professional development and organizational change; current issues such as the digital divide.
C I 512. Research Trends in Digital Learning.
(3-0) Cr. 3.
F.
Prereq: Admission to graduate study and at least two courses in research and foundations of instructional technology
Critical review of current research trends to uncover underlying educational technology. Engagement with current projects' techniques and analyses for qualitative and quantitative approaches, including the application of technology for the dissemination of scholarship. Designed as a capstone course to consolidate graduate students' knowledge of current research in curriculum and instructional technology for students in M.S. and Ph.D. programs.
C I 513. Mathematical Problem Solving in K-12 Classrooms.
(3-0) Cr. 3.
F.
Prereq: 6 credits of mathematics, 448 or 497 or 597 or permission of instructor
Strategies for improving problem solving skills across all strands of mathematics (e.g., geometry, algebra, number theory) will be emphasized. Issues surrounding the appropriate role of problem solving in K-12 mathematics classrooms will also be discussed, including distinctions among teaching "about," "for," and "through" problem solving.
C I 514. Introduction to the Purposes and Complexities of Science Teaching.
(1-2) Cr. 2.
SS.
Prereq: Admission to M.A.T. program
Introduction to critical issues facing science education, science education goals reflecting contemporary purposes of schooling, and how people learn science.
C I 515. Action Research in Education.
(3-0) Cr. 3.
S.
Prereq: Admission to graduate study, one course in research methods, educational inquiry, statistics, educational psychology, or instructional design
Philosophy and methods of conducting and communicating action research focused on improving educational practices. Designed specifically for practicing teachers.
C I 516. Antiracist Curriculum Development and Implementation.
(2-2) Cr. 3.
Alt. S., offered 2013.
Prereq: 9 credits in education
Introduction to historical, sociological, philosophical and pedagogical foundations of antiracist/multicultural education. Examination of causes of racism, other forms of discrimination, and intergroup conflict from different theoretical perspectives and experiential exercises.
C I 517. Student Teaching.
(Dual-listed with 417). Cr. arr.
F.S.
Prereq: Full admission to teacher education, approval of coordinator during semester before student teaching
Supervised student teaching in the liberal arts at the secondary level.
B. Physical Sciences
C. Mathematics
D. Biological Sciences
J. Earth Sciences
M. Science - Basic
C I 518. Science Methods I: A Research-Based Framework for Teaching Science.
(Dual-listed with 418). (2-0) Cr. 2.
F.
Prereq: 514; concurrent enrollment in 547 and 591D
Development of a research-based framework for teaching science that includes student goals, congruent student actions, the character and role of science inquiry, teaching behaviors and strategies, contemporary learning theories, and self-evaluation.
C I 519. Secondary Science Methods II.
(Dual-listed with 419). (2-0) Cr. 2.
S.
Prereq: 418 or 518, concurrent enrollment in 591D
Advancing a research-based framework for teaching science in a variety of school settings; emphasizing the teacher's role, the development and revision of science curriculum, exceptional learners, content area reading strategies, management strategies, technology, and student assessment.
C I 520. Bilingualism, Bilingual Education, and U.S. Mexican Youth.
(Dual-listed with 420). (3-0) Cr. 3.
F.
Prereq: 506
Introduction to research on bilingualism and examination of the social, historical, and political contexts of bilingual education in U.S. schools. Attention to policy environment, school program structure, mode of classroom instruction, family and community context, and attainment of bilingualism and biculturalism for U.S. Mexican youth.
C I 523. Teaching Mathematics to Struggling Elementary Learners.
(3-0) Cr. 3.
SS.
Prereq: 438 or 448
Instructional methods and assessment techniques for elementary students struggling to learn mathematics. Emphasis on current research and practices for at-risk students and students with disabilities.
C I 524. Design and Development of Media.
(2-0) Cr. 2.
S.
Prereq: 501; graduate classification
Principles of the design and production of instructional media; visual development and the creation of various traditional media and emerging technologies. Laboratory experiences in the production of several instructional media.
C I 526. Principles of Secondary Education.
(Dual-listed with 426). (3-0) Cr. 3.
F.S.SS.
Prereq: 6 credits in education
The curriculum, human relations, student evaluation, support services, classroom management, organization of schools, legal aspects of schools, professionalism and career planning.
C I 529. Educational Psychology and the Secondary Classroom.
(3-0) Cr. 3.
SS.
Prereq: Bachelor's degree; admission into a graduate level teacher licensure program
Analysis of psychological research theory related to learning, cognition, motivation, individual differences, and teaching techniques. Student and classroom assessment to facilitate positive learning outcomes. Adaption and differentiation of instruction to meet individual learners' needs. This course can only be used for teacher licensure programs. It is not acceptable for use in meeting the non-licensure M.Ed., M.S. or Ph.D. requirements.
C I 533. Educational Psychology of Learning, Cognition, and Memory.
(Cross-listed with PSYCH). (3-0) Cr. 3.
F.
Prereq: 333 or teacher licensure
Learning, cognition, and memory in educational/training settings.
C I 541. How People Learn: Implications for Teaching Science.
(3-0) Cr. 3.
Prereq: Bachelor's degree
Current learning theories within science education and their application to science classrooms. Examination of models which assist the implementation of these theories of learning.
C I 546. Advanced Pedagogy in Science Education.
(3-0) Cr. 3.
S.SS.
Prereq: Bachelor's degree
Critical examination of pedagogy, emphasizing teacher behaviors and strategies, methods of self-assessment, action research, and current issues and trends in science education.
C I 547. Nature of Science.
(Dual-listed with 347). (3-0) Cr. 3.
F.
Prereq: Concurrent enrollment in 518 or permission of instructor
The intersection of issues in the history, philosophy, sociology, and psychology of science and their application to and impact on science teaching and learning, science teacher education, and science education research.
C I 548. Restructuring Science Activities.
(3-0) Cr. 3.
S.SS.
Prereq: Admission to teacher education or teaching license
Modification of laboratory activities and other everyday science activities so they are more congruent with how students learn, the nature of science, and the National Science Education Standards.
C I 550. Ethnicity and Learning.
(Dual-listed with 450). (3-0) Cr. 3.
Alt. S., offered 2012.
Prereq: Graduate classification and completion of 506 or permission of instructor
Examination of cultural relevance in education. Development and application of strategies and techniques for implementing multicultural goals and multiethnic perspectives in PreK-12 school classroom settings.
Meets U.S. Diversity Requirement
C I 551. Foundations of Reading and Language Arts.
(3-0) Cr. 3.
Alt. F., offered 2011.
Prereq: Teaching license
Analyzing, discussing, and researching the theory and practice of current literacy issues.
C I 552. Corrective Reading.
(Dual-listed with 452). (3-0) Cr. 3.
F.S.SS.
Prereq: 378 or equivalent; undergraduate students must register concurrently for SP ED 365, 436; graduate students must have a teaching license
Identification, analysis, and correction of reading problems in five areas: print knowledge, integration of print knowledge, oral reading fluency, vocabulary, and comprehension.
C I 553. Reading for Adolescents with Mild/Moderate Disabilities.
(3-0) Cr. 3.
SS.
Prereq: Teaching license
Instructional strategies for enhancing the comprehension and retention of students with mild/moderate disabilities, in conjunction with content-area reading material.
C I 554. Reading and Responding to Children's Literature.
(3-0) Cr. 3.
Alt. F., offered 2012.
Prereq: Senior status or teaching license
Research and discussion of issues surrounding the classroom use of literature for children and young adults including censorship, diversity, selection, and the influences of technology.
C I 555. Literacy, Leadership, and Advocacy.
(3-0) Cr. 3.
S.
Prereq: Graduate Standing
Examination of the roles of literacy specialists/coaches in diverse pre-K-12 schools and communities. Particular focus placed on current theories, research, standards, and policies relative to literacy processes and instruction, including culturally responsive literacy; processes of successful literacy coaching; and methods of supporting teachers and other school personnel in planning, implementing, and evaluating literacy instruction for all students.
C I 556. Integrating Technology into the Reading and Language Arts Curriculum.
(Dual-listed with 456). (3-0) Cr. 3.
F.SS.
Prereq: Teaching license
Methods and strategies used to integrate technology into the reading and language arts curriculum. Use and evaluation of reading and language arts software for elementary classrooms.
C I 567. Teaching Mathematics to Struggling Secondary Learners.
(Cross-listed with SP ED). (3-0) Cr. 3.
Prereq: Secondary teaching experience
Instructional methods and assessment techniques for secondary students struggling to learn mathematics. Particular emphasis on current research, practices, and trends in mathematics interventions for at-risk students and students with disabilities.
C I 570. Toying with Technology for Practicing Teachers.
(Cross-listed with M S E). (2-0) Cr. 2.
SS.
Prereq: C I 201
A project-based, hands-on learning course. Technology literacy, appreciation for technological innovations, principles behind many technological innovations, hands-on experiences based upon simple systems constructed out of LEGOs and controlled by small microcomputers. Other technological advances with K-12 applications will be explored. K-12 teachers will leave the course with complete lesson plans for use in their classrooms.
C I 578. Pedagogy, Equality of Opportunity, and the Education of Blacks in the United States.
(3-0) Cr. 3.
Prereq: Graduate or senior level status or permission of instructor
This course takes a nonlinear, reflective view of the historical, social, economic, political, and legal contexts of the education of African Americans in the U.S. Educational theories and philosophies, Critical Race Theory and Black Feminist Thought form the framework for investigating broad-based, multiple issues of education for African Americans in the U.S. as they are situated in the prevailing dominant views.
C I 588. Supervised Tutoring in Reading.
(2-2) Cr. 3.
F.S.SS.
Prereq: Graduate status, teaching license and concurrent enrollment in or completion of one course in corrective reading; diagnosis and correction of reading problems
Using formal and informal diagnostic procedures to plan and implement individualized reading instruction. Field experience in tutoring and a related research project.
C I 590. Special Topics.
Cr. 1-3.
F.S.
Prereq: 9 graduate credits in education
A. Curriculum
B. Digital Learning
C. Science Education
D. Secondary Education
F. Multicultural Education
G. Mathematics Education
I. Elementary Education
J. World Language Education
K. Educational Psychology
M. Literacy Education
C I 591. Supervised Field Experience.
(0-2) Cr. 1-6.
F.S.SS.
Prereq: 15 graduate credits in special area
Supervised on-the-job field experience in special area.
B. World Language Education
C. Elementary Education
D. Secondary Education
F. Multicultural Education.
G. Mathematics Education.
M. Literacy
C I 593. Workshops.
Cr. 1-3.
F.S.
Prereq: 9 graduate credits in education
A. Curriculum
B. Digital Learning
C. Science Education
D. Secondary Education
F. Multicultural Education
G. Mathematics Education
I. Elementary Education
J. World Language Education
K. Educational Psychology
M. Literacy Education
C I 594. Contemporary Curriculum Theory and Principles.
(3-0) Cr. 3.
F.
Prereq: Graduate standing
Theoretical and historical perspectives of contemporary curriculum; social, cultural, and epistemological aspects of curriculum theory; political, critical-race, feminist, economic, and postmodernist approaches to understanding curriculum and schooling in the U.S.
C I 595. Teaching Reading in Middle and Secondary Schools.
(Dual-listed with 395). (3-0) Cr. 3.
F.
Prereq: Graduate status and teaching license
Analysis and application of strategies to enhance students' literacy development in middle and secondary school settings. Research paper related to a course topic.
C I 596. Curriculum Problems and Inquiry.
(3-0) Cr. 3.
S.
Prereq: Graduate standing
Analysis of contemporary problems of schooling and curriculum; use of qualitative inquiry to study diverse school policies and social problems influencing public education. Emphasis on strategies for teaching for social justice.
C I 597. Teaching Secondary School Mathematics.
(3-0) Cr. 3.
F.
Prereq: 15 credits in college mathematics; if in a teacher licensure program, concurrent enrollment in C I 426 or 526
Theory and methods for teaching mathematics in grades 7-12. Includes critical examination of instructional strategies, curriculum materials, learning tools, assessment methods, National Standards in Mathematics Education, and equity issues.
C I 599. Creative Component.
Cr. 1-3.
F.S.SS.
Prereq: 9 graduate credits in education
A. Curriculum
B. Digital Learning
C. Science Education
D. Secondary Education
F. Multicultural Education
G. Mathematics Education
I. Elementary Education
J. World Language Education
K. Educational Psychology
M. Literacy Education
Courses for graduate students
C I 603. Advanced Learning Environments Design.
(Cross-listed with HCI). (3-0) Cr. 3.
S.
Prereq: 503
Exploration of advanced aspects of the instructional design process. Application of analysis, design, development and production, evaluation, implementation, and project management principles. Focus on the production and use of instructional technology with an emphasis on the instructional design consulting process. Theory and research in instructional technology provides the foundation for design decisions.
C I 610. Digital Learning in Teacher Education.
(2-0) Cr. 2.
F.
Prereq: 505
Research on using technology in teacher education programs. Application examples studied. Field component involving relating material from class to a teacher education situation.
C I 611. Philosophical Foundations of Digital Learning.
(3-0) Cr. 3.
Prereq: 12 graduate credits in curriculum and instruction
Exploration of philosophies of science that serve as foundations for research and practice in instructional technology, including positivism, post-positivism, interpretivism/constructivism, and critical theory. The roles of language, nature of truth and reality, and acceptable ways of knowing are explored in terms of their implications for instructional technology design, delivery, research, and scholarship.
C I 612. Socio-psychological Foundations of Digital Learning.
(3-0) Cr. 3.
Prereq: 12 graduate credits in curriculum and instruction
Exploration of theories of learning and associated instructional models that are the foundation for research and practice in education and educational technology, including behaviorism, information processing theory, and cognitive science. Emphasis on cognitive and social constructivist paradigms and the creation and use of constructivist learning environments supported by technology.
C I 615. Seminar.
(0-2) Cr. 1.
F.S.
Selected topics in curriculum and instruction; an analysis of research potential; evaluation of impact upon the profession; implications for additional research.
A. Curriculum
B. Digital Learning
C. Science Education
D. Secondary Education
F. Multicultural Education
G. Mathematics Education
I. Elementary Education
J. World Language Education
K. Educational Psychology
M. Literacy Education
C I 671. Discourse in Classrooms.
(Cross-listed with LING). (3-0) Cr. 3.
Alt. F., offered 2012.
Prereq: graduate classification
Explores both foundational and current literature on discourse in K-12 classrooms; focuses on both discourse as a classroom phenomenon and discourse as an analytic tool for doing research in classrooms; and provides a close look at enacted and hidden curricula through an examination of interactions and communication patterns.
C I 690. Advanced Special Topics.
Cr. arr.
Repeatable.
Prereq: 9 graduate credits in education
A. Curriculum
B. Digital Learning
C. Science Education
D. Secondary Education
F. Multicultural Education
G. Mathematics Education
I. Elementary Education
J. World Language Education
K. Educational Psychology
M. Literacy Education
C I 699. Research.
Cr. arr.
Repeatable.
Prereq: 9 graduate credits in education
A. Curriculum
B. Digital Learning
C. Science Education
D. Secondary Education
F. Multicultural Education
G. Mathematics Education
I. Elementary Education
J. World Language Education
K. Educational Psychology
M. Literacy Education
Historical, Philosophical, and Comparative Studies in Education (H P C)
H P C 504. Studies in the Foundations of American Education.
(3-0) Cr. 3.
F.
Prereq: Admission to graduate licensure program in teacher education or permission of instructor
An exploration of the social, historical, and philosophical context of American education today. Emphasis is given to reflection on the varying perspectives on the goals of schooling, roles of teachers, curricular and pedagogical issues, and educational policy and reform proposals. Note: This course does not meet the requirements of the M.Ed., M.S., or Ph.D. core.
H P C 581. Philosophy of Education.
(3-0) Cr. 3.
SS.
Prereq: Graduate classification
The bases of American educational theory and practice. Philosophical analysis of the viewpoints on education of selected individuals and groups.
H P C 584. Classics of Educational Philosophy.
(3-0) Cr. 3.
S.
Prereq: Graduate classification
Intensive study of influential statements of educational purpose, organization, curriculum, practice, and problems in the development of Western education.
H P C 585. Comparative Education: Traditions.
(3-0) Cr. 3.
Prereq: Graduate classification
Analysis of the cultural traditions of education outside the United States. Emphasis is given to an examination of the principles upon which selected national educational systems have been built. Special attention given to noneuropean traditions.
H P C 588. History of American Education.
(3-0) Cr. 3.
Prereq: Graduate classification
Historical analysis of selected educational policies, such as equal educational opportunity, governance, discipline, and teacher education. Biographies, school records, and government reports are examined. Antecedents to current issues are stressed.
H P C 590. Special Topics.
Cr. 1-5.
F.S.
Prereq: 9 graduate credits in education
A. History of Education
B. Philosophy of Education
C. Comparative Education
H P C 591. Supervised Field Experience.
Cr. 1-6.
Prereq: 6 graduate credits in special area
Supervised on-the-job field experience in special areas.
H P C 599. Creative Component.
Cr. 1-3.
F.S.
H P C 615. Seminar.
(1-3) Cr. 1-3.
Repeatable.
B. Philosophy of Education
C. Comparative Education
H P C 690. Advanced Special Topics.
Cr. 1-3.
Repeatable. F.S.
Advanced special topics.
H P C 699. Research.
Cr. arr.
Repeatable.
Special Education (Sp Ed)
Courses primarily for undergraduate students
SP ED 250. Education of the Exceptional Learner in a Diverse Society.
(3-0) Cr. 3.
F.S.
Prereq: C I 204
An overview of students with diverse learning needs, including legal foundations. Emphasis on early identification; educational programming, services and strategies; and preparation for community living in a heterogeneous society.
Meets U.S. Diversity Requirement
SP ED 330. Introduction to Instruction for Students with Mild/Moderate Disabilities.
(3-0) Cr. 3.
F.
Prereq: 250, concurrent enrollment in C I 280I, 377
Educational services and programming for students with mild/moderate disabilities examined from an historical perspective. Current trends, issues, impact of federal and state laws, and identification procedures. Characteristics of students with mild/moderate disabilities.
SP ED 334. Teaching Exceptional Learners in the General Classroom.
(3-0) Cr. 3.
F.
Prereq: Concurrent enrollment in SP ED 330
Evidence-based teaching strategies and instructional accommodations for inclusive education. Emphasis on managing challenging behavior.
SP ED 355. Classroom Assessment in Inclusive Primary Settings.
(2-0) Cr. 2.
F.S.
Prereq: Concurrent enrollment in 455; C I 433, 438, 439, 468G, 468I
Examination and application of strategies for determining special educational needs, planning and evaluating instructional programs, and monitoring student progress.
SP ED 365. Classroom Assessment for Special Education.
(3-0) Cr. 3.
S.
Prereq: 330
Formal and informal diagnostic instruments. Determination of special education needs. Planning, adaptation, and formative evaluation of instructional programs for students with mild/moderate disabilities.
SP ED 368. Teaching in Inclusive Primary Settings.
(1-0) Cr. 1.
F.S.
Prereq: Concurrent enrollment in C I 377, 468F
Federal and state law. Service delivery models. Issues related to providing instruction that meets the needs of diverse learners in inclusive primary settings.
SP ED 401. Teaching Secondary Students with Exceptionalities in General Education.
(2-2) Cr. 3.
F.S.
Overview of characteristics and needs of exceptional children/youth and appropriate service delivery options. Legal foundations for special education. Emphasis on co-teaching models, differentiated instruction, accommodations for instruction and assessment, and collaboration among professionals and parents.
SP ED 416. Supervised Student Teaching.
Cr. arr.
F.S.
Prereq: Full admission to teacher education, senior classification, elementary education major; 330, 334, 365, 436, 439; C I 280, 452
Reservation required.
SP ED 436. Instructional Methods for Students with Mild/Moderate Disabilities.
(3-0) Cr. 3.
S.
Prereq: C I 245, concurrent enrollment in 365
Evidence-based instructional strategies/techniques in academic areas and materials for individual instruction and classroom management for elementary students with mild/moderate disabilities.
SP ED 455. Instructional Methods for Inclusive Primary Settings.
(2-0) Cr. 2.
F.S.
Prereq: Concurrent enrollment in 355; C I 433, 438, 439, 468G, 468I
Evidence-based instructional strategies and techniques in academic areas that support the learning of students with diverse learning needs. Emphasis on accommodations and alternative teaching strategies to meet individual student needs.
SP ED 459. Field Experience - Students with Mild/Moderate Disabilities.
(0-2) Cr. 1.
F.
Prereq: 365, 436, concurrent enrollment in 460
Observation and involvement with students with mild/moderate disabilities in school settings.
Offered on a satisfactory-fail basis only.
SP ED 460. Special Education Seminar.
(1-0) Cr. 1.
F.
Prereq: 436, concurrent enrollment in 459
Application of evidence-based instructional strategies/techniques in academic and behavioral areas with students who have mild/moderate disabilities. Discussion of professional practices.
SP ED 464. Collaborative Partnerships in Special Education.
(3-0) Cr. 3.
F.
Prereq: SP ED 365, 436
Collaborative skills used in education of students with mild/moderate disabilities. Includes collaboration between general and special education teachers, parents, paraeducators, and other education professionals and agencies.
SP ED 490. Independent Study.
Cr. 1-5.
F.S.
Prereq: 12 credits in elementary education, permission of department chair
Courses primarily for graduate students, open to qualified undergraduate students
SP ED 501. Teaching Secondary Students with Exceptionalities in General Education.
(3-0) Cr. 3.
SS.
Prereq: Baccalaureate degree
Overview of characteristics and needs of exceptional children/youth and appropriate service delivery options. Legal foundations for special education. Emphasis on co-teaching models, differentiated instruction, accommodations for instruction and assessment, and collaboration among professionals and parents.
SP ED 510. Foundations in Mild/Moderate Disabilities.
(3-0) Cr. 3.
S.
Prereq: 501 or equivalent
Historical and legal foundations for special education. Characteristics, prevalence, and etiology of mild/moderate disabilities. Historical and contemporary models of programming for students with disabilities.
SP ED 511. Foundations of Behavior Disorders and Learning Disabilities.
(3-0) Cr. 3.
S.
Study of theory, characteristics, and special education service delivery models to students with moderate/severe behavior/learning disabilities in the public schools and residential settings.
SP ED 515. Assessment of Children and Youth with Disabilities.
(3-0) Cr. 3.
F.
Prereq: 510 or 511
Formal and informal methods of assessment for identification/eligibility, IEP development, and progress monitoring. Formative evaluation of academic and behavioral skills, including curriculum-based measurement and functional behavioral assessment.
SP ED 517. Research in Special Education.
(2-0) Cr. 2.
SS.
Prereq: RESEV 550, SP ED 515
Critical review of recent research in education and related behavioral sciences as applied to education of students with disabilities. Examination of multiple research methodologies.
SP ED 520. Evidence-based Practices for Mild/Moderate Disabilities.
(3-0) Cr. 3.
Prereq: 510, 515
Evidence-based instructional methods for meeting the academic and behavioral needs of students with mild/moderate disabilities. Includes methods, strategies, and behavior management techniques appropriate for students with mild or moderate disabilities.
SP ED 530. Evidence-based Practices in Behavior Disorders.
(3-0) Cr. 3.
S.
Prereq: 511, 515
Current research on evidence-based interventions designed to improve the behavior and social skills of students with moderate/severe behavior disorders. Particular emphasis on positive behavioral supports and behavior change strategies.
SP ED 540. Evidence-based Practices in Learning Disabilities.
(3-0) Cr. 3.
S.
Prereq: 511, 515
Current research on evidence-based interventions designed to improve the academic performance of students with moderate/severe learning disabilities. Particular emphasis on methods for improving reading, written expression, and mathematics, as well as performance in content-area instruction.
SP ED 553. Teaching Struggling Adolescent Readers.
(Cross-listed with C I). (3-0) Cr. 3.
SS.
Prereq: Teaching license
Instructional strategies for enhancing the fluency, vocabulary and comprehension of struggling adolescent readers. Attention to content-area reading materials and strategies.
SP ED 555. Career Education and Transition for Youth with Disabilities.
(2-0) Cr. 2.
SS.
Prereq: 510 or 511
Examination of the academic, personal, social, employability, and daily living skills needed for a satisfactory adult life. Exploration of curricula, programs, and services to meet these needs.
SP ED 560. Classroom Management/Behavior Support.
(3-0) Cr. 3.
F.
Prereq: Teaching license
Emphasis on positive behavioral supports and understanding behavior and its context through a functional behavioral approach. Design and development of carefully planned behavioral intervention programs for groups and individual students in general and special education settings.
SP ED 564. Collaborative Consultation.
(3-0) Cr. 3.
F.
Prereq: 515, 520 or 530 or 540
Models of consultation. Characteristics and methods to promote effective collaboration with families, paraprofessionals, other school personnel, and representatives of other agencies. Includes specific attention to IEP development as a collaborative process.
SP ED 565. Role of the Consultant.
(1-0) Cr. 1.
Prereq: 564
Explore role of the educational consultant in different settings (state department, area education agency, school district, private). Examine roles in relationship to models (mental health, collaborative, organization).
SP ED 567. Teaching Mathematics to Struggling Secondary Learners.
(Cross-listed with C I). (3-0) Cr. 3.
Prereq: Secondary teaching experience
Instructional methods and assessment techniques for secondary students struggling to learn mathematics. Particular emphasis on current research, practices, and trends in mathematics interventions for at-risk students and students with disabilities.
SP ED 570. Systems-level Supports for Youth with Behavior and Learning Disabilities.
(3-0) Cr. 3.
SS.
Prereq: 511
Overview of support systems (education, juvenile justice, mental health, communities) that serve students with special education needs. Working with and supporting families.
SP ED 590. Special Topics.
Cr. 1-5.
F.S.
Prereq: 15 credits in education, permission of department chair
SP ED 591. Supervised Field Experience.
(0-2) Cr. 1-6.
F.S.
Prereq: 15 graduate credits in special area, admission to the graduate program in special education
Supervised on-the-job field experience in special areas.
G. Mild/Moderate Disabilities, K-8;
H. Mild/Moderate Disabilities, 5-12;
K. Behavior Disorders/Learning Disabilities, Ages 5-21
SP ED 599. Creative Component.
Cr. 1-5.
F.S.SS.
Prereq: 15 credits in education
Courses for graduate students
SP ED 615. Seminar.
(1-0) Cr. 1.
Repeatable, maximum of 2 credits.
Selected topics in special education. Analysis of current special education research. Evaluation of impact upon the profession. Implications for additional research.
SP ED 699. Research.
Cr. arr.
Prereq: 15 credits in education