Any experimental courses offered by EDUC can be found at: registrar.iastate.edu/faculty-staff/courses/explistings/
Courses
Courses primarily for undergraduates:
(2-2) Cr. 3. F.S.
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 web 2.0 tools, apps, multimedia, web page development, digital video and other technologies to facilitate learning and teaching.
(2-2) Cr. 3. F.S.
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, multimedia, web page development, digital video and other technologies to facilitate learning and teaching.
(3-0) Cr. 3. F.S.SS.
Introduction to the historical and contemporary landscape of schooling in the United States. Emphasis is placed on topics and tensions in the relationship between school and society (e.g. equity of access to education and competing purposes of education) and the implications of these topics and tensions for teaching and learning at the secondary level in public schools. For prospective teachers in an ISU Secondary Education teacher preparation program; open to students who are considering teaching and/or work in education as a career path. Students in Early Childhood and Elementary Education programs should take C I 205.
Cr. 3. F.S.
Introduction to the historical and contemporary landscape of schooling in the United States. Emphasis on topics and tensions in the relationship between school and society (e.g., equity of access to education and competing purposes of education) and the implications of these topics and tensions for teaching and learning in public schools.
(1-0) Cr. 1. F.
Prereq: All first semester freshman Elementary Education majors are automatically enrolled.
Learning Community for Elementary Education majors to help with their transition to university life. Offers an overview of K-8 teacher certification in Iowa as well as degree and career planning. With the help of guest speakers and peer mentors, students learn about elementary teaching as a profession and are introduced to a social justice orientation to teaching.
Offered on a satisfactory-fail basis only.
Cr. 1. F.S.
Prereq: Students seeking teacher licensure in mathematics, science family and consumer sciences, or history/social sciences in grades 5-12
Overview of mathematics, science, family and consumer sciences and history/social sciences secondary education (grades 5-12), teacher licensure requirements in Iowa and other states. Program and career planning.
Offered on a satisfactory-fail basis only.
(3-0) Cr. 3. F.S.
Prereq: EDUC 205; sophomore classification.
Introduction to the landscape of teaching including instructional planning, basic lesson design and assessment, and philosophies of classroom management that provide equitable learning opportunities for all students in culturally affirming ways. Open to students majoring in Elementary Education or Early Childhood Education.
(1-8) Cr. 0.5-2. Repeatable. F.S.
Prereq: EDUC 201 or EDUC 202. Permission of instructor needed for 2 credits
Pre-Student teaching experience in learning technologies in various educational settings with K-12 technology leaders. 2 1/2-hour blocks of time needed. Clinical Experience Level 1.
Offered on a satisfactory-fail basis only.
(1-8) Cr. 1-2. Repeatable. F.S.
Prereq: Restricted to students with admission to teacher education.
Pre-Student teaching experience in school settings. 1/2 day of time needed. Clinical Experience Level 2.
Offered on a satisfactory-fail basis only. EDUC 280 may be taken more than once for credit toward graduation.
(1-8) Cr. 1. Repeatable. F.S.
Prereq: EDUC 201 or EDUC 202.
Pre-Student teaching experience with technologies in various educational settings with K-12 technology leaders. 2 1/2-hour blocks of time needed. Clinical Experience Level 1.
Offered on a satisfactory-fail basis only. EDUC 280 may be taken more than once for credit toward graduation.
(1-8) Cr. 1. Repeatable. F.S.
Pre-Student teaching experience in Native American tutoring in school settings. 2 1/2 hour blocks of time needed. Clinical Experience Level 1.
Offered on a satisfactory-fail basis only. EDUC 280 may be taken more than once for credit toward graduation.
(1-8) Cr. 1. Repeatable. F.S.
Prereq: Completion of or concurrent enrollment in EDUC 280A.
Pre-Student teaching experience in museum settings. 2 1/2-hour blocks of time needed. Supervision level 1.
Offered on a satisfactory-fail basis only. EDUC 280 may be taken more than once for credit toward graduation.
(1-8) Cr. 1-2. Repeatable. F.S.
Prereq: EDUC 280A must be either a prerequisite or taken currently; permission of instructor for 2 credits.
Pre-Student teaching experience for multicultural youth in school settings. 2 1/2-hour blocks of time needed. Clinical Experience Level 1.
Offered on a satisfactory-fail basis only. EDUC 280 may be taken more than once for credit toward graduation.
(1-8) Cr. 1. Repeatable. F.
Prereq: Admission to teacher education; concurrent enrollment in SP ED 330 and SP ED 334.
Pre-Student teaching experience in mild/moderate disabilities in school settings. 2 1/2-hour blocks of time needed. Clinical Experience Level 1.
Offered on a satisfactory-fail basis only. EDUC 280 may be taken more than once for credit toward graduation.
Cr. 1. Repeatable. S.
Early field experience where students explore and develop an understanding of research-based instructional practices that could be implemented with middle level students to teach mathematical concepts. Clinical Experience Level 1.
Offered on a satisfactory-fail basis only. EDUC 280 may be taken more than once for credit toward graduation.
(Cross-listed with MUSIC). Cr. 0.5. Repeatable. S.
Pre-student teaching experience in music in school settings. Permission of Music coordinator required prior to enrollment. Clinical Experience Level 1.
Offered on a satisfactory-fail basis only. EDUC 280 may be taken more than once for credit toward graduation.
Cr. 0.5. Repeatable. F.S.
Pre-student teaching experience for secondary education students in school settings. 2 1/2 hour blocks of time needed. Clinical Experience Level 1.
Offered on a satisfactory-fail basis only. EDUC 280 may be taken more than once for credit toward graduation.
(1-8) Cr. 1-2. Repeatable. S.
Prereq: Permission of instructor for 2 credits.
Pre-student teaching experience in secondary science in school settings. 2 1/2-hour blocks of time needed. Clinical Experience Level 1.
Offered on a satisfactory-fail basis only. EDUC 280 may be taken more than once for credit toward graduation.
(1-8) Cr. 1. Repeatable. F.S.
Pre-student teaching experience for Preparing Tomorrow's Teachers learning community students in school settings. 2 1/2-hour blocks of time needed. Clinical Experience Level 1.
Offered on a satisfactory-fail basis only. EDUC 280 may be taken more than once for credit toward graduation.
(1-8) Cr. 1. Repeatable. F.S.
Pre-student teaching experience in art education in school settings. 2 1/2-hour blocks of time needed. Clinical Experience Level 1.
Offered on a satisfactory-fail basis only. EDUC 280 may be taken more than once for credit toward graduation.
(0-4) Cr. 1. Repeatable, maximum of 2 times. F.S.
Prereq: Admission to teacher education.
Pre-student teaching experience in English as a Second Language. 1/2 day of time needed. Clinical Experience Level 1.
Offered on a satisfactory-fail basis only. EDUC 280 may be taken more than once for credit toward graduation.
Cr. 1. Repeatable. F.S.
Pre-student teaching experience tutoring in a school setting focused on mathematics, literacy, and/or other content areas. Two, one-hour blocks of time per week needed. Clinical Experience Level 1.
Offered on a satisfactory-fail basis only.
Cr. 1-3.
Prereq: 6 credits in Education, permission of department chair
Independent study, under faculty supervision, of a topic in the field of education.
(2-2) Cr. 3. F.S.
Prereq: EDUC 201 or EDUC 202
Advanced integration of learning technologies into K-12 educational contexts. Examine current trends in using learning technologies with K-12 students; explore current applications used in formal and informal educational settings; and discuss issues focused on technology use in education. Required for Learning Technologies minor.
Cr. 1. F.S.
Offers an overview of Elementary Education requirements, university procedures, K-8 certification in Iowa as well as degree and career planning. With the help of guest speakers and peer mentors, students learn about elementary teaching as a profession and are introduced to a social justice orientation to teaching. Learning community required of all transfer students and change of major students pursuing Elementary Education.
Offered on a satisfactory-fail basis only.
(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 theories relevant to student development, learning, and motivation. Review of assessment principles and practices. Implications of theory for teaching children and for assessing learning in educational settings with primary and intermediate grade children.
(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
Psychological theories relevant to student development, learning, and motivation. Review of assessment principles and practices. Implications of theory for teaching children and for assessing learning in K-12 educational settings, with an emphasis on grades 5 – 12.
(Dual-listed with EDUC 547). (3-0) Cr. 3.
Prereq: EDUC 280M; concurrent enrollment in EDUC 418 or instructor permission
The intersection of issues in the history, philosophy, and sociology of science and their application to and impact on science teaching and learning, science teacher education, and science education research.
Cr. 3. F.S.
Prereq: EDUC 201 or EDUC 202
Integration of learning technologies into PK-12 STEM contexts with a focus on engineering design and computational thinking. Examine current trends and explore how technology can be used to design creative and innovative hands-on experiences that promote critical thinking and problem-solving skills across STEM -related educational contexts.
(4-0) Cr. 4. F.S.SS.
Prereq: Admission to teacher education program, EDUC 245, SP ED 250, HD FS 240 (ECE majors); concurrent enrollment in EDUC 405, EDUC 448, EDUC 468A, and EDUC 468C (EL ED majors) or EDUC 438, EDUC 468F, EDUC 468G, SP ED 368.
Theories, teaching strategies, and instructional materials pertinent to teaching reading, writing, listening, and speaking to children in kindergarten through third grade.
(4-0) Cr. 4. F.S.SS.
Prereq: EDUC 377; concurrent enrollment in EDUC 449, EDUC 468B, EDUC 468D, and EDUC 443
Theories and processes of literacy. Application through reading and writing across the curriculum, integration of language arts, literature-based instruction, and metacognitive strategies.
(Dual-listed with EDUC 595). (3-0) Cr. 3. F.S.
Prereq: EDUC 204 and junior classification.
Analysis and application of strategies to enhance students' disciplinary literacy development in middle and secondary school setting. Research paper related to a course topic.
Cr. 3. F.S.
Prereq: EDUC 201, EDUC 332, junior classification, admission to teacher education program.
Opportunity to expand understanding of issues related to educational and social justice at the levels of Self, Systems, and Teaching. Personal growth and awareness; education within a broader social and historical context; equity and justice-oriented teaching. Special attention is given to enacting culturally relevant teaching in grades PK through 6, along with curriculum transformation and social action in those grades. Restricted to those enrolled in Early Childhood and Elementary Education Programs. Elementary education majors should take EDUC 405 with Block 1 practicum.
Meets U.S. Diversity Requirement
(3-0) Cr. 3. F.S.SS.
Prereq: EDUC 201 or EDUC 202, EDUC 332 or EDUC 333, junior classification, admission to teacher preparation program. Restricted to those enrolled in Secondary and K-12 Education Programs.
Awareness and nature of social justice in relation to the educational system; need for cultural competence; multicultural concepts and theories; awareness of context of cultural groups - their history, perspective, needs, and contributions; problems and issues regarding prejudice, and discrimination based on race, ethnicity, socioeconomic class, gender, sexual identity and language in the school environment. Special attention to culturally relevant teaching in grades 7 through 12, along with curriculum transformation and social action in those grades.
Meets U.S. Diversity Requirement
(Dual-listed with EDUC 507). (2-2) Cr. 3. F.SS.
Prereq: EDUC 201 or EDUC 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. Required for the Learning Technologies minor.
(Dual-listed with EDUC 517). Cr. arr. Repeatable. F.S.
Prereq: Full admission to teacher education or licensed teacher; approval of coordinator during semester before student teaching
Evaluation of instruction, lesson planning, and teaching.
(Dual-listed with EDUC 517A). Cr. arr. Repeatable. 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.
(Dual-listed with EDUC 517B). Cr. arr. Repeatable. F.S.
Prereq: Full admission to teacher education, approval of coordinator during semester before student teaching
Evaluation of instruction, lesson planning, and teaching in physical sciences grades 5-12.
(Dual-listed with EDUC 517C). Cr. arr. Repeatable. F.S.
Prereq: Full admission to teacher education, approval of coordinator during semester before student teaching
Evaluation of instruction, lesson planning, and teaching in mathematics grades 5-12.
(Dual-listed with EDUC 517D). Cr. arr. Repeatable. F.S.
Prereq: Full admission to teacher education, approval of coordinator during semester before student teaching
Evaluation of instruction, lesson planning, and teaching in biological sciences grades 5-12.
Cr. arr. Repeatable.
Prereq: Minimum GPA of 2.5; Admission to teacher education, approval of coordinator during semester before student teaching.
Evaluation of instruction, lesson planning, and teaching in speech.
(Dual-listed with EDUC 517G). (Cross-listed with WLC). Cr. arr. Repeatable. F.S.
Prereq: Minimum GPA of 2.5; Admission to teacher education, approval of coordinator during semester before student teaching
Evaluation of instruction, lesson planning, and teaching in world languages, secondary grades.
(Dual-listed with EDUC 517J). Cr. arr. Repeatable. F.S.
Prereq: Full admission to teacher education, approval of coordinator during semester before student teaching
Evaluation of instruction, lesson planning, and teaching in earth sciences grades 5-12.
(Dual-listed with EDUC 517M). Cr. arr. Repeatable. F.S.
Prereq: Full admission to teacher education, approval of coordinator during semester before student teaching
Evaluation of instruction, lesson planning, and teaching in basic sciences grades 5-12.
(Dual-listed with EDUC 517N). Cr. arr. Repeatable. 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.
(Dual-listed with EDUC 517P). Cr. arr. Repeatable. 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.
(Dual-listed with EDUC 517R). (Cross-listed with MUSIC). Cr. arr. Repeatable. F.S.
Prereq: Minimum GPA of 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.
(Dual-listed with EDUC 517S). (Cross-listed with MUSIC). Cr. arr. Repeatable. F.S.
Prereq: Minimum GPA of 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.
Cr. arr. Repeatable. 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 English as a Second Language grades 7-12.
(Dual-listed with EDUC 518). (3-0) Cr. 3. F.
Prereq: EDUC 280M or EDUC 514; undergraduate students must register concurrently for EDUC 347 and EDUC 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.
(Dual-listed with EDUC 519). (3-0) Cr. 3. S.
Prereq: EDUC 418 or EDUC 518, undergraduate students must register concurrently for EDUC 468K
Advancing a research-based framework for teaching science in a variety of school settings; emphasizing the teacher's role, content area reading strategies, science safety and classroom management, issues in using technology, and student assessment.
(Dual-listed with EDUC 520). (Cross-listed with US LS). (3-0) Cr. 3. F.
Prereq: EDUC 405 or EDUC 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.
(Dual-listed with EDUC 522). Cr. 3. SS.
Multicultural and social justice focus on Iowa history; different theme each summer. Effective pedagogical and assessment strategies for integrating these themes into K-12 curriculum.
Meets U.S. Diversity Requirement
(Dual-listed with EDUC 526). (3-0) Cr. 3. F.S.SS.
Prereq: Senior classification and admission to teacher education program
Introduction to secondary education teaching strategies, lesson planning that provides equitable learning opportunities for all students, classroom management, legal aspects of schools, professional and ethical issues, current educational issues, professional learning communities, and social-justice oriented teaching.
(2-0) Cr. 2. F.S.
Prereq: EDUC 377, HD FS 224; concurrent enrollment in EDUC 439, SP ED 355, SP ED 455, and EDUC 468I
Emphasis is placed on providing equity and justice-oriented social studies learning experiences (e.g. curriculum content, instructional strategies, and assessment) for primary grade children.
(2-0) Cr. 2. F.S.
Prereq: MATH 195 (minimum grade of C-), MATH 196 (minimum grade of C-); concurrent enrollment in EDUC 377, EDUC 468F, EDUC 468G and SP ED 368
Develop an understanding of effective mathematics teaching practices situated in equitable pedagogies that support primary students' mathematical understanding.
(2-0) Cr. 2. F.S.
Prereq: EDUC 377, HD FS 224; concurrent enrollment in EDUC 433, EDUC 468I, SP ED 355, SP ED 455
Development and application of current methods in the teaching and learning of primary science. Emphasis is on research-based teaching practices, developmental implications, and providing appropriate science learning experiences in the early elementary grades.
(3-0) Cr. 3. F.S.SS.
Prereq: EDUC 377, concurrent enrollment in EDUC 378, EDUC 449, EDUC 468B and EDUC 468D (EL ED majors)
Emphasis is placed on providing equity and justice-oriented social studies learning experiences (e.g. curriculum content, instructional strategies, and assessment) for primary and intermediate grade children.
(3-0) Cr. 3. F.S.SS.
Prereq: MATH 195 (minimum grade of C-), MATH 196 (minimum grade of C-); concurrent enrollment in EDUC 377, EDUC 468A, EDUC 468C, and EDUC 405 (EL ED majors) or EDUC 377, EDUC 468F, EDUC 468G and SP ED 368 (ECE majors)
Develop an understanding of effective mathematics teaching practices situated in equitable pedagogies that support elementary students' mathematical understanding.
(3-0) Cr. 3. F.S.SS.
Prereq: EDUC 377, concurrent enrollment in EDUC 378, EDUC 468B, EDUC 468D and EDUC 443
Development and application of current methods in the teaching and learning of elementary science. Emphasis is on research-based teaching practices, developmental implications, and providing appropriate science learning experiences in the elementary grades.
(Dual-listed with EDUC 550). (3-0) Cr. 3. Alt. S., offered even-numbered years.
Prereq: EDUC 332 or EDUC 333; EDUC 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
(Dual-listed with EDUC 552). (3-0) Cr. 3. F.S.SS.
Prereq: EDUC 378 or equivalent
Identification, analysis and correction of reading problems in five areas: print knowledge, integration of print knowledge, oral reading fluency, vocabulary, and comprehension.
(2-2) Cr. 1-3. Repeatable, maximum of 6 credits. F.S.SS.
Prereq: EDUC 201 or EDUC 202
Development and application of emerging technology topics related to digital learning. Series of 1-3 credit on-line learning modules on current technology being used in education and topics being addressed. These modules extend learning opportunities from other courses and experiences. Required for the Learning Technologies minor.
(Dual-listed with EDUC 559). (3-0) Cr. 3. F.
Prereq: Admission into teacher education program; EDUC 377; prerequisite or concurrent enrollment in EDUC 378.
Research and discussion of issues surrounding the classroom use of literature for children and young adults including censorship, diversity, selection, critical literacy and the influences of technology.
Cr. 1-2. F.S.SS.
Prereq: Admission to teacher education program
Application of current methods, and instructional experiences with children in a supervised elementary, middle, or high school classroom while engaged in other methods courses. Clinical Experience Level 3.
Offered on a satisfactory-fail basis only.
Cr. 1. F.S.SS.
Prereq: Admission to teacher education program
Application of current methods and instructional experiences with children in a supervised K-3 elementary classroom while engaged in other elementary methods courses. Clinical Experience Level 3.
Offered on a satisfactory-fail basis only.
Cr. 1. F.S.SS.
Prereq: Admission to teacher education program
Application of current methods and instructional experiences with children in a supervised 3-6 elementary classroom while engaged in other elementary methods courses. Clinical Experience Level 3.
Offered on a satisfactory-fail basis only.
Cr. 1. F.S.SS.
Prereq: Admission to teacher education program
Application of current methods, and instructional experiences with children in a supervised K-3 elementary classroom while engaged in other elementary methods courses. Clinical Experience Level 3.
Offered on a satisfactory-fail basis only.
Cr. 1. F.S.SS.
Prereq: Admission to teacher education program
Application of current methods and instructional experiences with children in a supervised 3-6 elementary classroom while engaged in other elementary methods courses. Clinical Experience Level 3.
Offered on a satisfactory-fail basis only.
Cr. 1. F.
Prereq: Admission to teacher education program
Application of current methods, and instructional experiences with children in a supervised K-6 elementary classroom while engaged in other elementary methods courses. Clinical Experience Level 3.
Offered on a satisfactory-fail basis only.
Cr. 1. F.S.
Prereq: Admission to teacher education program
Application of current methods and instructional experiences with children in a supervised K-3 inclusive elementary classroom while engaged in other elementary methods courses. Clinical Experience Level 3.
Offered on a satisfactory-fail basis only.
Cr. 1. F.S.
Prereq: Admission to teacher education program
Application of current methods and instructional experiences with children in a supervised K-3 inclusive elementary classroom while engaged in other elementary methods courses. Clinical Experience Level 3.
Offered on a satisfactory-fail basis only.
Cr. 1. F.S.
Prereq: Admission to teacher education program
Application of current methods and instructional experiences with children in a supervised K-3 inclusive elementary classroom while engaged in other elementary methods courses. Clinical Experience Level 3.
Offered on a satisfactory-fail basis only.
Cr. 2. F.
Prereq: Admission to teacher education program
Application of current methods and instructional experiences with children in a supervised grade 5-12 science classroom while engaged in other elementary methods courses. Clinical Supervision Level 3.
Offered on a satisfactory-fail basis only.
Cr. 2. S.
Prereq: Admission to teacher education program
Application of current methods and instructional experiences with children in a supervised 5-12 science classroom while engaged in other elementary methods courses. Clinical Experience Level 3.
Offered on a satisfactory-fail basis only.
Cr. 1. F.S.SS.
Prereq: Admission to teacher education program. Permission of School of Education required; concurrent enrollment in EDUC 378
Application of current methods and instructional experiences with children in a supervised 3-6 elementary classroom while engaged in other elementary methods courses. Clinical Experience Level 3.
Offered on a satisfactory-fail basis only.
Cr. 1. Repeatable. F.S.
Prereq: Admission to teacher education program.
Future teachers learn about teaching as they connect theory, practice and classroom experiences. Learning is supported with video-based seminars focused on effective classroom practices.
Offered on a satisfactory-fail basis only.
(Cross-listed with MUSIC). Cr. 0.5-2. Repeatable. F.S.
Prereq: Admission to Teacher Education
Observation and participation in a variety of school settings after admission to the teacher education program. Permission of area coordinator required prior to enrollment. (S/F grading may be used in some offerings of some sections.).
(Cross-listed with HIST). Cr. 2. Repeatable, maximum of 2 times. F.
Prereq: Admission to Teacher Education
Supervised participation in a 5-12 school setting. Permission of History/Social Sciences coordinator required prior to enrollment. 1/2 day of time needed. Clinical Supervision Level 3.
Cr. 2. Repeatable, maximum of 2 times. F.S.
Prereq: Permission of area coordinator required prior to enrolllment
Observation and participation in a variety of school settings after admission to the teacher preparation program. Physical Sciences.
Cr. 0.5-2. Repeatable, maximum of 2 times. F.S.
Prereq: Admission to teacher education
Supervised participation mathematics in a 5-12 school setting. Permission of mathematics coordinator required prior to enrollment. 1/2 day of time needed. Clinical Experience Level 3.
Cr. 2. Repeatable, maximum of 2 times. F.S.
Prereq: Permission of area coordinator required prior to enrollment
Cr. 1-2. Repeatable, maximum of 2 times. F.S.
Prereq: Admission to teacher education
Supervised participation in a 5-12 school setting. Cross listed with English 480K. Permission of English coordinator required prior to enrollment. 1/2 day of time needed. Clinical Experience Level 3.
Cr. 1-2. Repeatable, maximum of 2 times. F.
Prereq: Admission to teacher education
Supervised participation in a 5-12 school setting. Permission of World Languages and Cultures coordinator required prior to enrollment. 1/2 day of time needed. Clinical Experience Level 3.
Cr. 2. Repeatable, maximum of 2 times. F.S.
Prereq: Permission of area coordinator required prior to enrollment
(Cross-listed with MUSIC). Cr. 1. Repeatable. F.S.
Prereq: Admission to teacher education
Participation in a K-12 school setting. Permission of Music coordinator required prior to enrollment. Clinical Experience Level 2.
Offered on a satisfactory-fail basis only.
(0-4) Cr. 2. Repeatable, maximum of 2 times.
Prereq: EDUC 280S, ENGL 219/LING 219; ENGL 220/LING 220; ENGL 511/LING 511; admission to teaching education.
Supervised participation in a school setting. Permission of ESL area coordinator required prior to enrollment. 1/2 day of time needed. Clinical experience level 3.
Offered on a satisfactory-fail basis only.
(Dual-listed with EDUC 581). (3-0) Cr. 3. Alt. F., offered odd-numbered years.
Introduction to Western philosophy of education. Emphasis is placed on enduring debates about the purposes(s) of education in a just society. Readings include classic and contemporary texts.
(Cross-listed with LING, WLC). (3-0) Cr. 3. F.
Prereq: 25 credits in a world language
Planning, implementation, and assessment of standards-based, student-centered, and thematic instruction in the elementary (K-8) classroom. Special emphasis on K-8 students' communicative skills, cultural knowledge, and content learning.
(Cross-listed with LING, WLC). (3-0) Cr. 3. F.
Prereq: 25 credits in a world language, admission to the teacher education program, OPI
Theories and principles of contemporary world language learning and teaching. Special emphasis on designing instruction and assessments for active learning.
(Dual-listed with EDUC 588). (2-2) Cr. 3. F.S.SS.
Prereq: Concurrent enrollment in or completion of one course in corrective reading; diagnosis and correction of reading problems; graduate status required for EDUC 588
Using formal and informal diagnostic procedures to plan and implement individualized reading instruction. Field experience in tutoring and a related research project.
Cr. 1-3. F.S.SS.
Prereq: GPA of 2.5 or more for preceding semester
(Cross-listed with MUSIC). Cr. arr. Repeatable. F.S.SS.
Prereq: Permission of instructor; 12 credits in music, approval of department head
Independent Study in Music.
Cr. 1-3. F.S.SS.
Prereq: GPA of 2.5 or more for preceding semester
Cr. 1-3. F.S.SS.
Prereq: GPA of 2.5 or more for preceding semester
Cr. 1-3. F.S.SS.
Prereq: GPA of 2.5 or more for preceding semester
Cr. 1-3. F.S.SS.
Prereq: GPA of 2.5 or more for preceding semester
Cr. 1-3. F.S.SS.
Prereq: GPA of 2.5 or more for preceding semester
Cr. 1-3. F.S.SS.
Prereq: GPA of 2.5 or more for preceding semester
Cr. 1-3. F.S.SS.
Prereq: GPA of 2.5 or more for preceding semester
Cr. 1-3. F.S.SS.
Prereq: GPA of 2.5 or more for preceding semester
Cr. 1-3. F.S.SS.
Prereq: GPA of 2.5 or more for preceding semester
Cr. 1-3. F.S.SS.
Prereq: GPA of 2.5 or more for preceding semester
Cr. 1-3. F.S.SS.
Prereq: GPA of 2.5 or more for preceding semester
Cr. 1-3. F.S.SS.
Prereq: GPA of 2.5 or more for preceding semester
Cr. 1-3. F.S.
Prereq: GPA of 2.5 or more for preceding semester
(Cross-listed with ENGL). (3-0) Cr. 3. F.S.
Prereq: ENGL 310, ENGL 397, 9 other credits in English beyond ENGL 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).
(Cross-listed with SP CM). (3-0) Cr. 3. F.
Prereq: C I 301; 9 credits in speech communication; minimum GPA of 2.5 in speech communication courses
Problems, methods, and materials related to teaching speech, theatre, and media in secondary schools.
(Cross-listed with MATH). (3-0) Cr. 3. F.
Prereq: 15 credits in college mathematics. If in a teacher licensure program, concurrent enrollment in EDUC 426 or EDUC 526.
Develop an understanding of instructional planning, lesson implementation, and assessment in grades 5-12 mathematics, with a focus on reform-based mathematics, equity, and conceptual understanding.
(Cross-listed with HIST). (3-0) Cr. 3. F.S.
Prereq: Concurrent enrollment in HIST 480A; Admission to teacher education and 30 credits in subject-matter field
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 undergraduates:
(3-0) Cr. 3. F.SS.
Prereq: Graduate classification
Educational philosophies and theories of teaching, learning, and learning technologies. Understanding of how people learn with, and through, educational technology, in many settings. Overview of significant topics in educational technology. Major learning theories, including recent debates in how educators conceive of learning; teaching and learning with technology; new literacies practices; and critical theory.
Cr. 3. Repeatable, maximum of 1 times. S.
Prereq: EDUC 448 or EDUC 497/EDUC 597 for degree students. Classroom teaching experience for non-degree students and in-service teachers
Understanding the needs of various English language learners, learn to use ELLs’ language and culture as a resource in mathematics classrooms, and implement research-based instructional strategies that are effective to teach mathematics for ELLs. For pre–service/in–service teachers and others who will work or currently works with English language learners (ELLs).
(3-0) Cr. 3. F.
Prereq: EDUC 501
Application of 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.
(Cross-listed with HCI). (3-0) Cr. 3. S.
Prereq: EDUC 501
Principles and procedures to plan, design, and conduct effective evaluation studies (formative, summative, usability) in different settings are studied. Opportunities to engage in real or simulated evaluation projects of substantial scope are provided. Create evaluation instruments, develop methods with which to evaluate a product or program, conduct try-outs or usability sessions, analyze the data, report the findings, and recommendations are some of the course activities.
(3-0) Cr. 3. F.S.SS.
Prereq: Graduate classification
Teaching and learning using educational technology. Selection and evaluation of digital tools for teaching and learning. Research on instructional technology. Tool software. Trends in computer-based instruction.
(3-0) Cr. 3. F.
Prereq: 6 graduate credits in Education
Engage with justice-oriented multicultural frameworks for transformative education and education research, understand equity in education in historical and contemporary contexts, develop principled approaches to critical self-reflection, interpret educational situations in justice-oriented ways, and counter inequities in education through curriculum, pedagogy, and research.
(Dual-listed with EDUC 407). (2-2) Cr. 3. F.SS.
Prereq: EDUC 201 or EDUC 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. Required for the Learning Technologies minor.
(3-0) Cr. 3. S.
Prereq: 6 credits of mathematics; credit or concurrent enrollment in EDUC 448 or EDUC 497 or EDUC 597
Focus on Algebraic reasoning, concepts, and associated procedures in K-12 classrooms, especially middle level. Using algebra and algebraic reasoning to solve a real-life problem. Attention is given to algebraic habits of mind, generalization, representation, and transition from arithmetic algorithms to algebra.
(3-0) Cr. 3. F.
Prereq: 6 credits of mathematics; credit or concurrent enrollment in EDUC 448 or EDUC 497 or EDUC 597
Explore the fundamental mathematical theory underlying the content area of geometry and measurement through research-based pedagogies in K-12 classrooms. An investigative approach involving problem solving, reasoning and proof, connections, and communication are emphasized.
(3-0) Cr. 3. S.
Prereq: Admission to graduate study, EDUC 501 or equivalent and EDUC 505 or equivalent
Principles and practices of technology diffusion, leadership and school change. Coursework focuses on technology diffusion broadly and implications on educational contexts. Leadership frameworks and strategies for professional development and organizational change are examined, as well as new literacy practices, critical theory, and current debates in the field.
(3-0) Cr. 3. F.
Prereq: Admission to graduate study and at least two courses in research and foundations of instructional technology
Critical review and synthesis of current research trends in educational technology. Designed for students to synthesize knowledge of issues in research, and methods of conducting research in practice.
(3-0) Cr. 3. F.
Prereq: 6 credits of mathematics; credit or concurrent enrollment in EDUC 448 or EDUC 497 or EDUC 597
Develop problem solving strategies across all strands of mathematics. Issues surrounding the appropriate role of problem solving in K-12 mathematics classrooms are discussed, including distinctions among teaching "about," "for," and "through" problem solving. Emphasis on task modification and mathematical modeling.
(1-2) Cr. 1-4. 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.
(3-0) Cr. 3. S.
Prereq: Admission to graduate study.
Methods of conducting and communicating action research focused on improving educational practices. Develop first cycle of action plan with purpose of investigating an educational setting. Learn to identify problems to investigate, select appropriate research methods, collect and analyze data, and draw conclusions from research.
(3-0) Cr. 3. Alt. S., offered odd-numbered years.
Prereq: 9 credits in Education
Introduction to historical, sociological, philosophical and pedagogical foundations of antiracist/multicultural education. Examination of causes of racism, and other forms of discrimination from different theoretical perspectives and experiential exercises.
(Dual-listed with EDUC 417). Cr. arr. Repeatable. F.S.
Prereq: Full admission to teacher education or licensed teacher; approval of coordinator during semester before student teaching
Evaluation of instruction, lesson planning, and teaching.
(Dual-listed with EDUC 417A). Cr. arr. Repeatable. 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.
(Dual-listed with EDUC 417B). Cr. arr. Repeatable. F.S.
Prereq: Full admission to teacher education, approval of coordinator during semester before student teaching
Evaluation of instruction, lesson planning, and teaching in physical sciences grades 5-12.
(Dual-listed with EDUC 417C). Cr. arr. Repeatable. F.S.
Prereq: Full admission to teacher education, approval of coordinator during semester before student teaching
Evaluation of instruction, lesson planning, and teaching in mathematics grades 5-12.
(Dual-listed with EDUC 417D). Cr. arr. Repeatable. F.S.
Prereq: Full admission to teacher education, approval of coordinator during semester before student teaching
Evaluation of instruction, lesson planning, and teaching in biological sciences grades 5-12.
(Dual-listed with EDUC 417G). (Cross-listed with WLC). Cr. arr. Repeatable. F.S.
Prereq: Minimum GPA of 2.5; Admission to teacher education, approval of coordinator during semester before student teaching
Evaluation of instruction, lesson planning, and teaching in world languages, secondary grades.
(Dual-listed with EDUC 417J). Cr. arr. Repeatable. F.S.
Prereq: Full admission to teacher education, approval of coordinator during semester before student teaching
Evaluation of instruction, lesson planning, and teaching in earth sciences grades 5-12.
(Dual-listed with EDUC 417M). Cr. arr. Repeatable. F.S.
Prereq: Full admission to teacher education, approval of coordinator during semester before student teaching
Evaluation of instruction, lesson planning, and teaching in basic sciences grades 5-12.
(Dual-listed with EDUC 417N). Cr. arr. Repeatable. 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.
(Dual-listed with EDUC 417P). Cr. arr. Repeatable. 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.
(Dual-listed with EDUC 417R). (Cross-listed with MUSIC). Cr. arr. Repeatable. F.S.
Prereq: Minimum GPA of 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.
(Dual-listed with EDUC 417S). (Cross-listed with MUSIC). Cr. arr. Repeatable. F.S.
Prereq: Minimum GPA of 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.
(Dual-listed with EDUC 418). (3-0) Cr. 3. F.
Prereq: EDUC 280M or EDUC 514; undergraduate students must register concurrently for EDUC 347 and EDUC 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.
(Dual-listed with EDUC 419). (3-0) Cr. 3. S.
Prereq: EDUC 418 or EDUC 518, undergraduate students must register concurrently for EDUC 468K
Advancing a research-based framework for teaching science in a variety of school settings; emphasizing the teacher's role, content area reading strategies, science safety and classroom management, issues in using technology, and student assessment.
(Dual-listed with EDUC 420). (3-0) Cr. 3. F.
Prereq: EDUC 405 or EDUC 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.
(Dual-listed with EDUC 422). Cr. 3. SS.
Multicultural and social justice focus on Iowa history; different theme each summer. Effective pedagogical and assessment strategies for integrating these themes into K-12 curriculum.
Meets U.S. Diversity Requirement
(Dual-listed with EDUC 426). (3-0) Cr. 3. F.S.SS.
Prereq: Senior classification and admission to teacher education program
Introduction to secondary education teaching strategies, lesson planning that provides equitable learning opportunities for all students, classroom management, legal aspects of schools, professional and ethical issues, current educational issues, professional learning communities, and social-justice oriented teaching.
(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.
(Cross-listed with PSYCH). (3-0) Cr. 3. F.
Major theories of learning and cognition in educational settings. Emphasis on behavioral, cognitive, constructivist, and sociocultural theories and their implications for educational policy and practice.
(3-0) Cr. 3.
Prereq: Bachelor's degree
Current theories of learning and motivation in science and mathematics education and their application to classrooms. Examination of teaching models congruent with learning theory and current research in science and mathematics education.
(3-0) Cr. 3. S.SS.
Prereq: Bachelor's degree
Advanced examination of pedagogy, emphasizing teacher behaviors and strategies, methods of self-assessment, action research, and current issues and trends in science education.
(Dual-listed with EDUC 347). (3-0) Cr. 3.
Prereq: EDUC 280M; concurrent enrollment in EDUC 418 or instructor permission
The intersection of issues in the history, philosophy, and sociology of science and their application to and impact on science teaching and learning, science teacher education, and science education research.
(3-0) Cr. 3. 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 national standards.
(Dual-listed with EDUC 450). (3-0) Cr. 3. Alt. S., offered even-numbered years.
Prereq: EDUC 332 or EDUC 333; EDUC 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
(3-0) Cr. 3. Alt. F., offered irregularly.
Prereq: Teaching license
Analyzing, discussing, and researching the theory and practice of current literacy issues.
(Dual-listed with EDUC 452). (3-0) Cr. 3. F.S.SS.
Prereq: EDUC 378 or equivalent
Identification, analysis and correction of reading problems in five areas: print knowledge, integration of print knowledge, oral reading fluency, vocabulary, and comprehension.
(Cross-listed with SP ED). (3-0) Cr. 3. SS.
Prereq: Teaching license or senior status
Instructional strategies for enhancing the fluency, vocabulary and comprehension of adolescents with reading difficulties. Attention to content-area reading materials and strategies.
(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.
(3-0) Cr. 3. F.
Prereq: Graduate standing
Critical examination of the topics central to the study of reading comprehension, including processes, development, contexts, motivation, teaching and learning, and assessment. Reading and discussion of research literature in reading comprehension and comprehension instruction.
(Dual-listed with EDUC 459). (3-0) Cr. 3. F.
Prereq: Admission into teacher education program; EDUC 377; prerequisite or concurrent enrollment in EDUC 378.
Research and discussion of issues surrounding the classroom use of literature for children and young adults including censorship, diversity, selection, critical literacy and the influences of technology.
(3-0) Cr. 3. F.S.
Prereq: Graduate standing
Critical examination of current policy initiatives and reform efforts that affect how literacy is viewed, assessed, and practiced, as well as how literacy professionals are prepared for their roles in public schools and colleges.
(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.
(3-0) Cr. 3. F.
Prereq: Graduate Standing
Designed to increase awareness and understanding of critical issues surrounding the evolving concept of literacy and examine the effect that technology has on the literacy we use every day, teach in our schools, and need in order to function as 21st century citizens.
(3-0) Cr. 3. S.
Prereq: Graduate Status
Examination of the definition and origin of the "digital divide" and its relationship to the histories of racism, sexism, classism, and imperialism/globalization. Exploration of the historical, political, sociological, and economic factors that engender global inequities. Exploration and analysis of research-based alternative approaches to alleviating technology inequities in educational settings.
(3-0) Cr. 3.
Prereq: Graduate or senior level status or permission of instructor
Examination 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.
(3-0) Cr. 3. SS.
Prereq: Admission to graduate licensure program in teacher education or permission of instructor
Introduction to the historical and contemporary landscape of schooling in the United States. Emphasis is placed on topics and tensions in the relationship between school and society (e.g. equity of access to education and competing purposes of education) and the implications of these topics and tensions for teaching and learning in public schools. Designed for students in a graduate licensure program.
(Dual-listed with EDUC 481). (3-0) Cr. 3. Alt. F., offered odd-numbered years.
Introduction to Western philosophy of education. Emphasis is placed on enduring debates about the purposes(s) of education in a just society. Readings include classic and contemporary texts.
(3-0) Cr. 3.
Prereq: Graduate classification
Examination of the history of public schools in the United States. Historicizes the development of an educational system marked by both profound expectations and extreme inequalities. Readings include primary and secondary materials.
(Dual-listed with EDUC 488). (2-2) Cr. 3. F.S.SS.
Prereq: Concurrent enrollment in or completion of one course in corrective reading; diagnosis and correction of reading problems; graduate status required for EDUC 588
Using formal and informal diagnostic procedures to plan and implement individualized reading instruction. Field experience in tutoring and a related research project.
Cr. 1-3. F.S.
Prereq: 9 graduate credits in Education
Cr. 1-3. F.S.
Prereq: 9 graduate credits in Education
Cr. 1-3. F.S.
Prereq: 9 graduate credits in Education
Cr. 1-3. F.S.
Prereq: 9 graduate credits in Education
Cr. 1-3. F.S.
Prereq: 9 graduate credits in Education
Cr. 1-3. Repeatable. F.S.
Prereq: 9 graduate credits in Education
Cr. 1-3. F.S.
Prereq: 9 graduate credits in Education
Cr. 1-3. F.S.
Prereq: 9 graduate credits in Education
Cr. 1-3. F.S.
Prereq: 9 graduate credits in Education
Cr. 1-3. F.S.
Prereq: 9 graduate credits in Education
Cr. 1-3. F.S.
Prereq: 9 graduate credits in Education
Cr. 1-3. F.S.
Prereq: 9 graduate credits in Education
(0-2) Cr. 1-4. Repeatable, maximum of 3 times. F.S.
Prereq: 15 graduate credits in special area; admission to teacher education.
Supervised pre-student teaching experience in secondary schools. Supervision level 3.
(0-2) Cr. 1-6. F.S.SS.
Prereq: 15 graduate credits in special area
Supervised on-the-job field experience in special area.
(0-2) Cr. 1-4. Repeatable. F.S.
Prereq: 15 graduate credits in specialty area; admission to teacher education
Supervised pre-student teaching experience in secondary science education. Supervision level 3.
(0-2) Cr. 1-4. Repeatable. F.S.
Prereq: 15 graduate credits in specialty area; admission to teacher education
Supervised pre-student teaching experience in mathematics education. Supervision level 3.
(0-2) Cr. 1-6. F.S.SS.
Prereq: 15 graduate credits in special area
Supervised on-the-job field experience in special area.
(0-2) Cr. 1-4. Repeatable, maximum of 3 times. F.S.
Prereq: 15 graduate credits in special area.
Supervised on-the-job field experience in special area.
Cr. 1-3. F.S.
Prereq: 9 graduate credits in Education
Cr. 1-3. F.S.
Prereq: 9 graduate credits in Education
Cr. 1-3. F.S.
Prereq: 9 graduate credits in Education
Cr. 1-3. F.S.
Prereq: 9 graduate credits in Education
Cr. 1-3. F.S.
Prereq: 9 graduate credits in Education
Cr. 1-3. Repeatable. F.S.
Prereq: 9 graduate credits in Education
Cr. 1-3. F.S.
Prereq: 9 graduate credits in Education
Cr. 1-3. F.S.
Prereq: 9 graduate credits in Education
Cr. 1-3. F.S.
Prereq: 9 graduate credits in Education
Cr. 1-3. F.S.
Prereq: 9 graduate credits in Education
Cr. 1-3. F.S.
Prereq: 9 graduate credits in Education
Cr. 1-3. F.S.
Prereq: 9 graduate credits in Education
(3-0) Cr. 3. F.
Prereq: Graduate standing
Theoretical and historical perspectives of contemporary curriculum; social, cultural, and epistemological aspects of curriculum theory; diverse philosophical positions and approaches to understanding curriculum as it relates to educational settings.
(Dual-listed with EDUC 395). (3-0) Cr. 3. F.S.
Prereq: EDUC 204 and junior classification.
Analysis and application of strategies to enhance students' disciplinary literacy development in middle and secondary school setting. Research paper related to a course topic.
(3-0) Cr. 3. F.
Prereq: 15 credits in college mathematics; and either in a teacher licensure program or in the process of applying, concurrent enrollment in EDUC 426 or EDUC 526
Develop an understanding of instructional planning, lesson implementation, and assessment in grades 5-12 mathematics, with a focus on reform-based mathematics, equity, and conceptual understanding.
Cr. 1-3. F.S.SS.
Prereq: 9 graduate credits in Education
Creative Component.
Cr. 1-3. F.S.SS.
Prereq: 9 graduate credits in Education
Cr. 1-3. F.S.SS.
Prereq: 9 graduate credits in Education
Cr. 1-3. F.S.SS.
Prereq: 9 graduate credits in Education
Cr. 1-3. F.S.SS.
Prereq: 9 graduate credits in Education
Cr. 1-3. F.S.SS.
Prereq: 9 graduate credits in Education
Cr. 1-3. F.S.SS.
Prereq: 9 graduate credits in Education
Cr. 1-3. F.S.SS.
Prereq: 9 graduate credits in Education
Cr. 1-3. F.S.SS.
Prereq: 9 graduate credits in Education
Cr. 1-3. F.S.SS.
Prereq: 9 graduate credits in Education
Cr. 1-3. F.S.SS.
Prereq: 9 graduate credits in Education
Cr. 1-3. F.S.SS.
Prereq: 9 graduate credits in Education
Courses for graduate students:
(3-0) Cr. 3. S.
Prereq: EDUC 601
Opportunities to learn about a variety of faculty research in the School of Education, engage faculty in conversation about their research, and continue reflecting on the theory and practice of educational inquiry.
Offered on a satisfactory-fail basis only.
(Cross-listed with HCI). (3-0) Cr. 3. S.
Prereq: EDUC 503
Exploration of advanced aspects of the learning environments design process. Application of analysis, design, development and production, evaluation, implementation, and project management principles. Theory and research in educational technology provides the foundation for design decisions. Focus on current trends in learning environment design and the production and use of educational technology.
(2-0) Cr. 2. F.
Prereq: EDUC 505
Research on using technology in teacher education programs. Application examples studied. Field component involving relating material from class to a teacher education situation.
(3-0) Cr. 3.
Prereq: 12 graduate credits in Education
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.
(3-0) Cr. 3.
Prereq: 12 graduate credits in Education
Examining socio-psychological theories of educational technology, their historical development, and their implications for the research and design of learning and instructional environments. Emphasis on cognitive and social constructivist paradigms and the creation and use of learning environments supported by technology.
(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.
(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.
(0-2) Cr. 1. F.S.
Selected topics in educational technology; an analysis of research potential; evaluation of impact upon the profession; implications for additional research.
(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.
(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.
(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.
(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.
(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.
(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.
(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.
(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.
(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.
Cr. arr. Repeatable.
Prereq: 9 graduate credits in Education
Cr. arr. Repeatable.
Prereq: 9 graduate credits in Education
Cr. arr. Repeatable.
Prereq: 9 graduate credits in Education
Cr. arr. Repeatable.
Prereq: 9 graduate credits in Education
Cr. arr. Repeatable.
Prereq: 9 graduate credits in Education
Cr. arr. Repeatable.
Prereq: 9 graduate credits in Education
Cr. arr. Repeatable.
Prereq: 9 graduate credits in Education
Cr. arr. Repeatable.
Prereq: 9 graduate credits in Education
Cr. arr. Repeatable.
Prereq: 9 graduate credits in Education
Cr. arr. Repeatable.
Prereq: 9 graduate credits in Education
Cr. arr. Repeatable.
Prereq: 9 graduate credits in Education
Cr. arr. Repeatable.
Prereq: 9 graduate credits in Education
Cr. arr. Repeatable.
Prereq: 9 graduate credits in Education
Cr. arr. Repeatable.
Prereq: 9 graduate credits in Education
Cr. arr. Repeatable.
Prereq: 9 graduate credits in Education
Cr. arr. Repeatable.
Prereq: 9 graduate credits in Education
Cr. arr. Repeatable.
Prereq: 9 graduate credits in Education
Cr. arr. Repeatable.
Prereq: 9 graduate credits in Education
Cr. arr. Repeatable.
Prereq: 9 graduate credits in Education
Cr. arr. Repeatable.
Prereq: 9 graduate credits in Education
Cr. arr. Repeatable.
Prereq: 9 graduate credits in Education
Cr. arr. Repeatable.
Prereq: 9 graduate credits in Education
Cr. arr. Repeatable.
Prereq: 9 graduate credits in Education
Cr. arr. Repeatable.
Prereq: 9 graduate credits in Education