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.
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 Educator Preparation program; open to students who are considering teaching and/or work in education as a career path.
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. Students in K-12 education, secondary, education, or a non-education major should take EDUC 204.
(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 Family and Consumer Sciences, History, Mathematics, Science and World Language and Cultures in grades 5-12.
Overview of mathematics, science, family and consumer sciences and history, and world language and cultures 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 the exploration of outside influences that impact schools, classroom structures (including classroom management systems) that help classrooms function efficiently and effectively, and instructional planning (basic lesson design and assessment) that addresses state standards and students’ needs. Open to students majoring in Elementary Education or Early Childhood Education.
Cr. 1. Repeatable, maximum of 2 times. S.
Prereq: Instructor permission required: Participants required to be accepted to international travel study program.
Orientation to the international travel study, offered during the semester preceding the trip.
(1-8) Cr. 0.5-2. Repeatable. F.S.
Pre-Student teaching experience in school settings. One, half day per week needed for school experience. Clinical Experience Level.
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: Admitted to the Educator Preparation Program
Pre-Student teaching experience in school settings. Two, half days per week needed for school experience. Clinical Experience Level 2 or 3.
Offered on a satisfactory-fail basis only. EDUC 280 may be taken more than once for credit toward graduation.
(1-8) Cr. 1. F.S.
Prereq: EDUC 201 or EDUC 203
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. S.
Pre-Student teaching experience in mild/moderate disabilities in school settings. One, half-day per week needed for school experience. 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. One, half-day per week needed for school experience. 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. 0.5-1. Repeatable. S.
Pre-student teaching experience for students in school settings. One, half-day per week needed for school experience. 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: Admitted to the Educator Preparation Program
Pre-student teaching experience in English as a Second Language. One, half-day per week needed for school experience.
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. 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.
Cr. 3. S.
Prereq: EDUC 201 or EDUC 203
Advanced integration of learning technologies into PK-12 educational contexts. Examine current trends in using learning technologies with PK-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, pursuing educator preparation 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: Admitted to the Educator Preparation Program (Secondary Science Education) or permission of instructor
The history, philosophy, and sociology of science, how scientific knowledge differs from other forms of knowledge, and the relationship of the Nature of Science to science teaching and learning.
Cr. 3. F.S.
Prereq: EDUC 201 or EDUC 203
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 computational thinking and problem-solving skills across STEM-related educational contexts.
(4-0) Cr. 4. F.S.SS.
Prereq: Admitted to the Educator Preparation 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 458.
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; admitted to the Educator Preparation Program
Theories and processes of literacy. Application through reading and writing across the curriculum, integration of language arts, literature-based instruction, and metacognitive strategies.
(1-8) Cr. 1-2. Repeatable. F.S.
Prereq: Admitted to Educator Preparation Program
Participation in a school setting. (S/F grading may be used in some offerings of some sections.).
Offered on a satisfactory-fail basis only.
(1-8) Cr. 1-2. Repeatable. F.S.
Prereq: Admitted to Educator Preparation Program
Pre-Student teaching experience in school setting. Two, half-days per week needed for school experience. Clinical Experience Level 2.
Offered on a satisfactory-fail basis only.
(1-8) Cr. 1-2. Repeatable, maximum of 2 times. F.S.
Prereq: Admitted to Educator Preparation Program.
Pre-student teaching experience in physical science, chemistry, or physics. Two, half-days per week needed for school experience. Clinical Experience Level 2.
Offered on a satisfactory-fail basis only. EDUC 380 may be taken more than once for credit toward graduation.
(1-8) Cr. 1-2. Repeatable, maximum of 2 times. F.S.
Prereq: Admitted to Educator Preparation Program.
Pre-student teaching experience in physical science, chemistry, or physics. Two, half-days per week needed for school experience. Clinical Experience Level 2.
Offered on a satisfactory-fail basis only. EDUC 380 may be taken more than once for credit toward graduation.
(1-8) Cr. 1-2. Repeatable, maximum of 2 times. F.S.
Prereq: Admitted to Educator Preparation Program.
Pre-student teaching experience in earth science. Two, half-days per week needed for school experience. Clinical Experience Level 2.
Offered on a satisfactory-fail basis only. EDUC 380 may be taken more than once for credit toward graduation.
(Cross-listed with MUSIC). (1-8) Cr. 1-2.
Prereq: Admission to Educator Preparation Program
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. 1. Repeatable, maximum of 2 times. F.S.
Prereq: Admitted to Educator Preparation Program.
Pre-student teaching experience in English as a Second Language. One, half-day per week needed for school experience. Clinical Experience Level 2.
Offered on a satisfactory-fail basis only. EDUC 380 may be taken more than once for credit toward graduation.
(Cross-listed with FCEDS). (0-2) Cr. 1-2. Repeatable. F.S.
Prereq: FCEDS 206; FCEDS 306; Admission to Educator Preparation program
Laboratory experience in foods, hospitality management, culinary, prostart, textiles, fashion design, housing, and human development related to family and consumer sciences courses taught at the secondary level. Planning, implementing, managing, and assessing laboratory lessons in family and consumer sciences. Includes 24 hours practicum: unsupervised. 1/2 day of time needed in schedule.
Offered on a satisfactory-fail basis only.
(Dual-listed with EDUC 595). (3-0) Cr. 3. F.S.SS.
Analysis and application of strategies to enhance students' disciplinary literacy development in middle and secondary school setting. Research paper related to a course topic for EDUC 595.
Cr. 3. F.S.
Prereq: EDUC 201, EDUC 332, junior classification, Admitted to the Educator Preparation Program: concurrent enrollment in EDUC 377, 448, 468A & 468C
Awareness and nature of social justice in relation to the educational system; deep exploration of justice in education at the levels of self, teaching, and systems; multicultural concepts and theories; awareness of context of cultural groups -their history, perspective, needs, and contributions; problems and issues regarding prejudice, discrimination, and oppression based on race, ethnicity, socioeconomic class, gender, sexual identity and language in the school environment. 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.
Meets U.S. Diversity Requirement
(3-0) Cr. 3. F.S.SS.
Prereq: EDUC 201 or EDUC 203, (or KIN 312 or KIN 471 for PETE candidates), EDUC 332 or EDUC 333, junior classification, admitted to the Educator 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
(3-0) Cr. 3. F.SS.
Prereq: EDUC 201 or EDUC 203.
Preparing educators to develop and sustain learning environments where their students are physically separated from them. Developing flexible and distance learning experiences where Pre- K-12 students expand their knowledge and improve their skills in curricular areas outside of the traditional classroom. Required for the Learning Technologies Minor.
Cr. arr. Repeatable. F.S.
Prereq: GPA 2.5; admitted to Educator Preparation Program; senior classification; successful completion of all methods courses
Supervised teaching experience in the elementary grades.
Cr. arr. Repeatable. F.S.
Prereq: GPA 2.5; admitted to Educator Preparation Program; senior classification; successful completion of all methods courses
Supervised teaching experience in the elementary grades.
Cr. arr. Repeatable. F.S.
Prereq: GPA 2.5; admitted to Educator Preparation Program; senior classification; successful completion of all methods courses
Supervised teaching experience in the elementary grades.
Cr. arr. Repeatable. F.S.
Prereq: GPA 2.5; admitted to Educator Preparation Program; senior classification; successful completion of all methods courses
Supervised teaching experience in the elementary grades.
Cr. arr. Repeatable. F.S.
Prereq: GPA 2.5; admitted to Educator Preparation Program; senior classification; successful completion of all methods courses
Supervised teaching experience in the elementary grades.
(Dual-listed with EDUC 517). Cr. arr. Repeatable. F.S.
Prereq: Admitted to Educator Preparation Program 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; Admitted to Educator Preparation Program, 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: Admitted to Educator Preparation Program, 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: Admitted to Educator Preparation Program, 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: Admitted to Educator Preparation Program, 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; Admitted to Educator Preparation Program, 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; Admitted to Educator Preparation Program, 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: Admitted to Educator Preparation Program, 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: Admitted to Educator Preparation Program, 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; Admitted to Educator Preparation Program, 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; Admitted to Educator Preparation Program, 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; Admitted to Educator Preparation Program, 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; Admitted to Educator Preparation Program; 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; Admitted to Educator Preparation Program, 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 280L or EDUC 514; undergraduate students must register concurrently for EDUC 280A; graduate students must register concurrently for EDUC 591D. Admitted to the Educator Preparation Program.
Develop an understanding of research-based practices for effective and equitable science teaching that align with state and national standards. Emphasis is on the character and role of science inquiry, teaching behaviors and strategies, and actively engaging students in self-evaluation and evidence-based inquiry learning experiences.
(Dual-listed with EDUC 519). (3-0) Cr. 3. S.
Prereq: EDUC 418 or EDUC 518, undergraduate students must register concurrently for EDUC 480B, 480D, or 480J; graduate students must register concurrently for EDUC 517B, 517D, 517J or 517P.
Advancing a research-based framework for effective and equitable science teaching rooted in the idea that students need opportunities to make sense of phenomena, and grapple with scientific ideas using authentic science and engineering practices while observing science safety.
(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 Spanish/English education in the U.S. Attention to policy environment, school program structure, mode of classroom instruction, family and community context, and attainment of bilingualism and biculturalism for Latinx youth.
Meets U.S. Diversity Requirement
(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.
(Dual-listed with EDUC 526). (3-0) Cr. 3. F.S.SS.
Prereq: Senior classification and admitted to Educator Preparation 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 405, SP ED 458, and EDUC 468I ; Admitted to Educator Preparation Program
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. Admitted to the Educator Preparation Program.
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 405. Admitted to the Educator Preparation Program.
Development and application of effective methods of science teaching that align with standards and best practices. Emphasis is on research-based, equitable teaching practices that provide 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; Admitted to the Educator Preparation Program.
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; admitted to Educator Preparation Program
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. Admitted to the Educator Preparation Program.
Development and application of effective methods of science teaching that align with standards and best practices. Emphasis is on research-based, equitable teaching practices that provide 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.
Cr. 1. Repeatable, maximum of 6 credits. F.S.SS.
Prereq: EDUC 201 or EDUC 203
Development and application of emerging technology topics related to digital learning. Series of 1 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 Learning Technologies Minor.
(Dual-listed with EDUC 559). (3-0) Cr. 3. F.S.SS.
Prereq: Admitted to Educator Preparation Program; EDUC 377 and 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.
Meets U.S. Diversity Requirement
Cr. 1-2. F.S.SS.
Prereq: Admitted to Educator Preparation 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: Admitted to Educator Preparation 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: Admitted to Educator Preparation 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: Admitted to Educator Preparation 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: Admitted to Educator Preparation 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.
Prereq: Admitted to Educator Preparation 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: Admitted to Educator Preparation 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: Admitted to Educator Preparation 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.SS.
Prereq: Admitted to Educator Preparation Program; 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. 2. Repeatable, maximum of 4 credits. F.S.
Prereq: Admitted to Educator Preparation Program, successful completion of a Level 2 or Level 3 field experience required.
Application of current methods and instructional experiences with children in a supervised elementary classroom outside of Iowa while engaged in other elementary methods courses. Clinical Experience Level 3.
Offered on a satisfactory-fail basis only.
(Dual-listed with EDUC 575). Cr. 1-6. Repeatable, maximum of 3 times. SS.
Prereq: EDUC 275 Program leader should have accepted participating students to the international travel study. Students enrolled in EDUC 575 (graduate level) must have completed 6 graduate credits to be eligible for the course.
Seminar-based course for undergraduate and graduate students to develop a better understanding around global issues related to teaching, learning, curriculum, and educational policy through international travel study. 1 to 6 week duration involving study in a country other than the US.
Cr. 0.5-2. Repeatable. F.S.
Prereq: Admitted to Educator Preparation Program
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: Admitted to Educator Preparation Program
Supervised participation in a 5-12 school setting. Permission of History/Social Sciences coordinator required prior to enrollment. Two, half-days per week needed for school experience. Clinical Supervision Level 3.
Cr. 2. Repeatable, maximum of 2 times. F.S.
Prereq: Admitted to Educator Preparation Program
Supervised participation in a 5-12 school setting. Permission of program coordinator required prior to enrollment. Two, half-days per week needed for school experience. Clinical Supervision Level 3.
Cr. 0.5-2. Repeatable, maximum of 2 times. F.S.
Prereq: Admitted to Educator Preparation Program
Supervised participation mathematics in a 5-12 school setting. Permission of mathematics coordinator required prior to enrollment. Two, half-days per week needed for school experience. Clinical Experience Level 3.
Cr. 2. Repeatable, maximum of 2 times. F.S.
Prereq: Admitted to Educator Preparation Program
Supervised participation in a 5-12 school setting. Permission of program coordinator required prior to enrollment. Two, half-days per week needed for school experience. Clinical Supervision Level 3.
Cr. 1-2. Repeatable, maximum of 2 times. F.S.
Prereq: Admitted to Educator Preparation Program
Supervised participation in a 5-12 school setting. Permission of English coordinator required prior to enrollment. Two, half-days per week needed for school experience. Clinical Experience Level 3.
Cr. 1-2. Repeatable, maximum of 2 times. F.
Prereq: Admitted to Educator Preparation Program
Supervised participation in a 5-12 school setting. Permission of World Languages and Cultures coordinator required prior to enrollment. Two, half-days per week needed for school experience. Clinical Experience Level 3.
Cr. 2. Repeatable, maximum of 2 times. F.S.
Prereq: Admitted to the Educator Preparation Program
Supervised participation in a 5-12 school setting. Permission of program coordinator required prior to enrollment. Two, half-days per week needed for school experience. Clinical Supervision Level 3.
(Cross-listed with MUSIC). Cr. 1-2. Repeatable. F.S.
Prereq: Admission to Educator Preparation Program
Participation in a K-12 school setting. Permission of Music coordinator required prior to enrollment. Clinical Experience Level 3.
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; Admitted to Educator Preparation Program
Supervised participation in a school setting. Permission of ESL area coordinator required prior to enrollment. Two, half-days per week needed for school experience. Clinical experience level 3.
Offered on a satisfactory-fail basis only.
Cr. 2. Repeatable, maximum of 4 credits. F.S.
Prereq: Admitted to Educator Preparation Program, successful completion of a Level 2 or Level 3 field experience.
Supervised participation in a 5-12 school setting outside of Iowa. Permission of content program coordinator required prior to enrollment. Clinical Experience Level 3.
Offered on a satisfactory-fail basis only.
(Cross-listed with FCEDS). (0-4) Cr. 2. Repeatable. F.S.
Prereq: FCEDS 206; FCEDS 306; FCEDS 380V; admission to Educator Preparation program
Laboratory experience in foods, textiles, and human development related to family and consumer sciences exploratory programs. Planning, implementing, managing and assessing laboratory lessons in family and consumer sciences. Includes 48 hours practicum and supervised individual teaching. 1/2 day of time needed in schedule.
Offered on a satisfactory-fail basis only.
(Dual-listed with EDUC 581). (3-0) Cr. 3. Alt. F., offered odd-numbered years.
Introduction to philosophy of education. Emphasis is placed on historical and contemporary debates about the nature and purposes(s) of education in a just society. Possible topics include questions such as: When is one justified in claiming to know or to have learned? Who is morally responsible for a learner's education or schooling? What is a just distribution of educational opportunities? How might one teach philosophically?.
(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; Department Permission
Theories and principles of contemporary world language learning and teaching. Special emphasis on designing instruction and assessments for active learning. Admission to teacher education required.
(Dual-listed with EDUC 588). (2-2) Cr. 3. F.S.SS.
Prereq: EDUC 488: EDUC 378 or equivalent; concurrent enrollment in EDUC 452. EDUC 588: Graduate status; concurrent enrollment in EDUC 552.
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: 12 credits in MUSIC; Department Permission
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 SP CM). (3-0) Cr. 3. F.
Prereq: 9 credits in SP CM; minimum GPA of 2.5 in SP CM 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. Admitted to the Educator Preparation Program.
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 Educator Preparation Program
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 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. S.SS.
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.
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.SS.
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.
(3-0) Cr. 3. F.
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 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.
(Cross-listed with HCI). Cr. 3. S.
Prereq: 12 Graduate Credits
Theories, principles and best practices of utilizing games in educational environments. Topics include the theoretical foundations of learning games and game play, identity development in online environments, and assessment of learning in and out of games.
(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: Graduate Classification
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. S.
Prereq: 6 credits of mathematics
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: Admitted to Educator Preparation Program 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; Admitted to Educator Preparation Program, 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: Admitted to Educator Preparation Program, 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: Admitted to Educator Preparation Program, 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: Admitted to Educator Preparation Program, 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; Admitted to Educator Preparation Program, 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: Admitted to Educator Preparation Program, 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: Admitted to Educator Preparation Program, 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; Admitted to Educator Preparation Program, 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; Admitted to Educator Preparation Program, 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; Admitted to Educator Preparation Program, 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; Admitted to Educator Preparation Program; 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 280L or EDUC 514; undergraduate students must register concurrently for EDUC 280A; graduate students must register concurrently for EDUC 591D. Admitted to the Educator Preparation Program.
Develop an understanding of research-based practices for effective and equitable science teaching that align with state and national standards. Emphasis is on the character and role of science inquiry, teaching behaviors and strategies, and actively engaging students in self-evaluation and evidence-based inquiry learning experiences.
(Dual-listed with EDUC 419). (3-0) Cr. 3. S.
Prereq: EDUC 418 or EDUC 518, undergraduate students must register concurrently for EDUC 480B, 480D, or 480J; graduate students must register concurrently for EDUC 517B, 517D, 517J or 517P.
Advancing a research-based framework for effective and equitable science teaching rooted in the idea that students need opportunities to make sense of phenomena, and grapple with scientific ideas using authentic science and engineering practices while observing science safety.
(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 Spanish/English education in the U.S. Attention to policy environment, school program structure, mode of classroom instruction, family and community context, and attainment of bilingualism and biculturalism for Latinx youth.
Meets U.S. Diversity Requirement
Cr. 3. SS.
Prereq: Admission into graduate program secondary mathematics or science education
Provides future secondary teachers with opportunities to explore learning theories and approaches for teaching mathematics and science, especially those related to constructivism and social constructivism. Opportunities to understand how students learn mathematics and science and how to assess secondary students’ understanding in these content areas. Includes 12-hours (2 full days) of classroom observation in a nearby middle or high school and may include other practical experiences in teaching math and science.
(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.
(Dual-listed with EDUC 426). (3-0) Cr. 3. F.S.SS.
Prereq: Senior classification and admitted to Educator Preparation 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. SS.
Study of sociocultural learning theories, including how knowledge is constructed through interactions and how learning is embedded in these interactions. Examination of how particular sociocultural approaches to learning can inform responsive teaching and responsive research, and impact opportunities for educational equity.
(3-0) Cr. 3.
Examination of theories of learning and motivation in science and mathematics and their application to teaching and current research in science and mathematics education.
(3-0) Cr. 3. Alt. S., offered odd-numbered years.
Advanced examination of effective and equitable science teaching, emphasizing teacher behaviors and strategies, methods of self-evaluation, and current issues and trends in science education.
(Dual-listed with EDUC 347). (3-0) Cr. 3.
Prereq: Admitted to the Educator Preparation Program (Secondary Science Education) or permission of instructor
The history, philosophy, and sociology of science, how scientific knowledge differs from other forms of knowledge, and the relationship of the Nature of Science to science teaching and learning.
(3-0) Cr. 3. SS.
Prereq: Admitted to Educator Preparation Program 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.
(3-0) Cr. 3. Alt. F., offered irregularly.
Prereq: Teaching license
Analyzing, discussing, and researching the theory and practice of current literacy issues.
(Cross-listed with SP ED). (3-0) Cr. 3. F.S.
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 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; successful 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.S.SS.
Prereq: Admitted to Educator Preparation Program; EDUC 377 and 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.
Meets U.S. Diversity Requirement
(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.
Cr. 3. S.
Prereq: Graduate classification
Guided by frameworks of critical literacies and sociocultural theories of disciplinary literacy, students investigate the specialized and unique histories, discourses, practices, norms, and skills of select disciplines/programs/fields. Course is intended/differentiated for graduate students from various disciplines/programs/fields. Students will design their own inquiry-based critical disciplinary literacy research project.
(Dual-listed with EDUC 475). Cr. 1-6. Repeatable, maximum of 3 times. SS.
Prereq: EDUC 275 Program leader should have accepted participating students to the international travel study. Students enrolled in EDUC 575 (graduate level) must have completed 6 graduate credits to be eligible for the course.
Seminar-based course for undergraduate and graduate students to develop a better understanding around global issues related to teaching, learning, curriculum, and educational policy through international travel study. 1 to 6 week duration involving study in a country other than the US.
(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 Blacks 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 Blacks in the U.S. as they are situated in the prevailing dominant views.
(3-0) Cr. 3. SS.
Prereq: Admitted to graduate Educator Preparation Program
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 philosophy of education. Emphasis is placed on historical and contemporary debates about the nature and purposes(s) of education in a just society. Possible topics include questions such as: When is one justified in claiming to know or to have learned? Who is morally responsible for a learner's education or schooling? What is a just distribution of educational opportunities? How might one teach philosophically?.
(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.
(3-0) Cr. 3. S.
Prereq: Graduate status
General introduction to the disciplinary tools of social and cultural studies to examine historical and contemporary inequalities and attempts to disrupt them in U.S. schools. Required for all TLLP doctoral students.
(Dual-listed with EDUC 488). (2-2) Cr. 3. F.S.SS.
Prereq: EDUC 488: EDUC 378 or equivalent; concurrent enrollment in EDUC 452. EDUC 588: Graduate status; concurrent enrollment in EDUC 552.
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. 0.5-6. Repeatable, maximum of 3 times. F.S.SS.
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. 0.5-6. F.S.SS.
Prereq: 15 graduate credits in special area
Supervised on-the-job field experience in special area.
(0-2) Cr. 0.5-6. 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. 0.5-6. 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. 0.5-6. F.S.SS.
Prereq: 15 graduate credits in special area
Supervised on-the-job field experience in special area.
(0-2) Cr. 0.5-6. 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.SS.
Analysis and application of strategies to enhance students' disciplinary literacy development in middle and secondary school setting. Research paper related to a course topic for EDUC 595.
(3-0) Cr. 3. F.
Prereq: 15 credits in college mathematics; Admitted to the Educator Preparation Program.
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.
(Cross-listed with HCI). (3-0) Cr. 3. F.
Prereq: 12 graduate credits
Increase understanding of how social media is changing traditional concepts of identity, literacy, citizenship and more. Develop an online social presence through active social media participation.
(3-0) Cr. 3. F.
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 educational 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 educational 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.
(3-0) Cr. 3.
Prereq: Graduate Status.
Current conceptualizations and research regarding motivation in educational contexts from Pre-K through college. Understanding historical development of a body of research, including critical examination of inclusivity. Implications for education and practice.
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