Addresses fundamental questions about the role of schooling and education and examines the role of race, class, sexuality, gender, language and ability in access to and quality of educational experiences. Twenty (20) hours of service learning is required.

Addresses principles of neurotypical and neurodiverse child and adolescent development while critically examining variables (gender, socioeconomic status, race, ethnicity, culture, and language) that impact physical, cognitive, social, emotional, and moral developmental outcomes. Examines evolution of policies, legal protections, and advocacy for learners requiring special services in general education settings. Requires 20 hours of service learning. ESSV1 course.

Educational implications of sports. Rules, organization, equipment and ethics. Individual/social psychological attributes of athletes/coaches/ programs. Use of psychology by coaches. Open to all students in the university.

Principles and problems of coaching team sports. All major team sports are reviewed. Open to all students in the university.

Introduces and provides opportunity for practice in the fundamental skills necessary for effective teaching in varied contexts of practice (K-12 schools, community agencies, businesses). Principles of Universal Design for Learning are incorporated into planning and implementing instructional practices. Requires 20 hours of field experience in program-specific appropriate classroom.

The second in a sequence of teaching practice courses focused on fundamental practices of teaching that are common to all grade levels, as well as teaching that occurs in other educational contexts. Focuses on creating positive and inclusive school environments and communities; developing productive relationships with students, colleagues, and families; resolving conflicts; recognizing signs and symptoms of mental health concerns; preventing violence; responding to crisis, and documenting incidents of concern in schools and other educational settings.

Considers developmentally appropriate instructional strategies, the application of teaching methods, and formative assessments in core content areas through the fine arts. Examines how children develop through the arts and how fine arts is used as a form of communication. Explores who gets access to integrative, project-based instruction and whether these opportunities foster progress towards addressing inequities.

The city of Milwaukee is the classroom for Museum Studies. Serves as a broad introduction to the history of exhibition, different types of museums and exhibition spaces, and the various professionals who make these institutions work. The roles different institutions have within our society, and specifically in Milwaukee, are considered through reading a variety of materials, discussion, site visits and student-directed exploration of course concepts.

Examines, via inquiry, how structural inequities in society are connected to educational inequities and analyzes how varying degrees of power, privilege and access shape what is and what is possible in education. Each term, the main lens for examination changes; however, the main concepts remain the same.

Third in a sequence. Presents fundamental practices of teaching that are common to all grade levels. Addresses two overlapping areas of teaching practice: using, creating and analyzing assessments for learning, and using knowledge of assessment of learners to differentiate accordingly for the needs of specific learners.

Connects teaching and learning theory and research knowledge to the practical setting of schools, specifically in area of social studies in the secondary school. Students explore how schools are organized and educational services are delivered, interact with students, develop an identity as an educator, and expand the necessary knowledge and skills required to work with students and educational professionals in a supervised school-based setting. Requires 40 hours of field experience in a social studies classroom.

Provides an opportunity to connect teaching and learning theory and research knowledge to the practical setting of schools, specifically in area of science in the secondary school. Students explore how schools are organized and educational services are delivered, interact with students, develop an identity as an educator, and expand the necessary knowledge and skills required to work with students and educational professionals in a supervised school-based setting. Requires 40 hours of field experience in a science classroom.

Provides an opportunity to connect teaching and learning theory and research knowledge to the practical setting of schools, specifically in area of English in the secondary school. Students explore how schools are organized and educational services are delivered, interact with students, develop an identity as an educator, and expand the necessary knowledge and skills required to work with students and educational professionals in a supervised school-based setting. Requires 40 hours of field experience in an English classroom.

Examines research-based theories and models of reading and writing and evidence-based instructional methods in literacy for students in grades four through nine. Focuses on developmental processes associated with becoming competent readers and writers, including word recognition, comprehension, vocabulary, fluency, motivation, writing, and disciplinary literacies. Provides practice in planning curriculum; analyzing and choosing texts, including multimodal and digital texts; and using instructional strategies and technologies to support students’ literacy development in the disciplines. Requires 10 hours of field experience in a middle school classroom.

Examines the history, contexts, practices and complexities of secondary education and their intersection with adolescent development and learning in the disciplines. Addresses how language and literacies serve as tools for developing content knowledge, articulating thought, facilitating learning, and informing and shaping identities of adolescents. Focuses on development of skills for effective teaching in secondary schools, including interdisciplinary planning and teaching, collaborating in teams to support student learning, analyzing and reflecting on research-based instructional practices that work for adolescents, and facilitating discussions in the disciplines that are relevant to adolescents. Meets the DPI Act 31 requirement for secondary majors. Requires 30 hours of field experience in a high school classroom.

Application of current catechetical theory and educational strategies to the teaching of religion. Development of curriculum objectives and assessments. Analysis of instructional materials and other resources for teaching religion. Open to all students in the university.

Traces the history and philosophy of Catholic education in the United States, with emphasis on the identity, mission and culture of Catholic schools as interpreted by generations of Church leaders and scholars. Examines the current landscape of Catholic education from multiple perspectives and provides opportunities for discerning what makes a school Catholic.

Explores restorative justice as a way of life beginning in formal and informal educational contexts. Centers investigating and developing responses to inequity in relation to race/ethnicity and other marginalized identities and thoughtfully considers the indigenous roots of restorative practices.

Addresses knowledge of the educational and psychological needs of students with exceptionalities as described in IDEA (the special education law) and the DSM V. Students develop skills in choosing from a variety of research-based diagnostic, instructional and behavioral management methods and adaptations (including Universal Design and differentiation) for students with a variety of special needs. Twenty (20) hours of field experience are required.

Covers three bodies of knowledge regarding language: basic principles of sociolinguistics, the nature of learning a second language or a second dialect, and theories for teaching speakers of languages and dialects other than Standard English (e.g., bilingual education and/or English as a second language instruction). Each of these bodies of knowledge is contextualized in students' learning experiences and in teachers' classroom practices.

Study, application and practice of methods of delivering bilingual/bicultural instruction. Focuses on first and second language learning strategies and culturally responsive teaching methods that reflect the language and culture of students living in bilingual/bicultural contexts. Field experience required.

Examines foundational principles and practices of teaching literacy in grades K-3. Focuses on developmentally appropriate research-based models of reading and writing development, and evidence-based instructional methods. Also focuses on assessment tools for evaluating young children’s foundational literacy skills, phonics and word recognition, vocabulary, fluency, comprehension, and writing development. Introduces tiered instruction (Multi-Level Systems of Support/Response to Intervention). Addresses the multiple influences on children’s development to create environments and curate materials that are anti-racist, anti-biased, and challenging for all children. Requires 10 hours of field experience in a K-3 classroom.

Focuses on understanding writing processes and effective instructional strategies for supporting comprehension for children in grades K4-9.

Provides opportunities to develop social studies curricula and instructional strategies that help prepare children and adolescents for active citizenship in a democratic, multicultural, technological society. Emphasizes inquiry methods, social issues, and community exploration. Also meets the DPI Act 31 requirement for elementary majors.

Examines research-based theories and models of reading and writing processes and development and evidence-based instructional methods for students in grades four through nine. Addresses word recognition, comprehension, vocabulary, fluency, motivation and engagement, writing, and literature instruction with students in middle childhood and early adolescence. Prepares students to identify children for tiered instruction (Multi-Level Systems of Support/Response to Intervention). Requires 10 hours of field experience in an upper elementary classroom.

Prepares early childhood educators to enact core teaching practices supporting ambitious STEM instruction. Focuses on the importance of play and exploration and its connection to the development of early math and science thinking and skills. Topics include core teaching practices supporting ambitious STEM instruction: identifying a “Big Idea”; selecting worthwhile STEM tasks; using representations to model STEM concepts; eliciting and building on student thinking; facilitating whole class discussion. Emphasizes the role that counting and cardinality, operations and algebraic thinking, number and operations, geometry, and data and measurement play in predicting children’s later learning outcomes. Provides students multiple opportunities to integrate theory with practice through analysis and reflection on their own teaching in early childhood classrooms. Requires ten (10) hours of field experience in an early childhood classroom.

Prepares elementary and middle school educators to enact core teaching practices supporting ambitious STEM instruction. Topics include core teaching practices supporting ambitious STEM instruction: identifying a “Big Idea;” selecting worthwhile STEM tasks; using representations to model STEM concepts; eliciting and building on student thinking; facilitating whole class discussion. Provides students multiple opportunities to integrate theory with practice through analysis and reflection on their own teaching in STEM classrooms. Requires 40 hours of field experience in a middle school STEM classroom.

Principles and methods of various classical and contemporary philosophies and their implications and applications in education. Attention to professional ethics and students' development of their own philosophies of education.

Examines the experiences of Latinx students through an educational context. Focuses on understanding the challenges that Latinx students face as well as how Latinx communities have resisted and transformed inequitable policies and practices. Students engage in a community-based research project in a school or community-based organization serving Latinx students in Milwaukee. Requires 20 hours of service learning.

Various topics in education as identified in the Schedule of Classes.

The culminating course in a set of three literacy courses focused on teaching, reading and writing. Provides elementary educators a supervised experience in the teaching of reading to struggling readers. Through the development and implementation of lesson plans, pre-service educators link literacy assessment and instruction. Implementation of tiered interventions. Seminars and small group tutoring sessions are included. Requires thirty (30) hours of tutoring.

Full day, full term of public or private school teaching, Monday through Friday. Regular on-site visitation by university faculty. Weekly seminar required. S/U grade basis. Fee.

Full day, full term of public or private school teaching, Monday through Friday. Regular on-site visitation by university faculty. Weekly seminar required. S/U grade basis. Fee.

Full day, full term of public or private school teaching, Monday through Friday. Regular on-site visitation by university faculty. Weekly seminar required. S/U grade basis. Fee.

Field experience in a community agency or educational organizational site for the purpose of furthering the student's integration of theory and practice in a professional setting. Placement is for a minimum of 120 hours per term under the supervision of site and university personnel in addition to five required 1.5-hour seminars. S/U grade assessment.

Continuation of experience from EDUC 4986. Placement is for a minimum of 120 hours per term of supervised practice at the same site as the previous term, in addition to five required 1.5-hour seminars. S/U grade assessment.

Faculty-supervised, independent study/research of a specific area or topic in Education. A final paper is required.

Examines, via inquiry, how structural inequities in society are connected to educational inequities and analyzes how varying degrees of power, privilege and access shape what is and what is possible in education. Each term, the main lens for examination changes; however, the main concepts remain the same.

Third in a sequence. Presents fundamental practices of teaching that are common to all grade levels. Addresses two overlapping areas of teaching practice: using, creating and analyzing assessments for learning, and using knowledge of assessment of learners to differentiate accordingly for the needs of specific learners.

Connects teaching and learning theory and research knowledge to the practical setting of schools, specifically in area of social studies in the secondary school. Students explore how schools are organized and educational services are delivered, interact with students, develop an identity as an educator, and expand the necessary knowledge and skills required to work with students and educational professionals in a supervised school-based setting. Requires 40 hours of field experience in a social studies classroom.

Provides an opportunity to connect teaching and learning theory and research knowledge to the practical setting of schools, specifically in area of science in the secondary school. Students explore how schools are organized and educational services are delivered, interact with students, develop an identity as an educator, and expand the necessary knowledge and skills required to work with students and educational professionals in a supervised school-based setting. Requires 40 hours of field experience in a science classroom.

Provides an opportunity to connect teaching and learning theory and research knowledge to the practical setting of schools, specifically in area of English in the secondary school. Students explore how schools are organized and educational services are delivered, interact with students, develop an identity as an educator, and expand the necessary knowledge and skills required to work with students and educational professionals in a supervised school-based setting. Requires 40 hours of field experience in an English classroom.

Examines research-based theories and models of reading and writing and evidence-based instructional methods in literacy for students in grades four through nine. Focuses on developmental processes associated with becoming competent readers and writers, including word recognition, comprehension, vocabulary, fluency, motivation, writing, and disciplinary literacies. Provides practice in planning curriculum; analyzing and choosing texts, including multimodal and digital texts; and using instructional strategies and technologies to support students’ literacy development in the disciplines. Requires 10 hours of field experience in a middle school classroom.

Examines the history, contexts, practices and complexities of secondary education and their intersection with adolescent development and learning in the disciplines. Addresses how language and literacies serve as tools for developing content knowledge, articulating thought, facilitating learning, and informing and shaping identities of adolescents. Focuses on development of skills for effective teaching in secondary schools, including interdisciplinary planning and teaching, collaborating in teams to support student learning, analyzing and reflecting on research-based instructional practices that work for adolescents, and facilitating discussions in the disciplines that are relevant to adolescents. Meets the DPI Act 31 requirement for secondary majors. Requires 30 hours of field experience in a high school classroom.

Application of current catechetical theory and educational strategies to the teaching of religion. Development of curriculum objectives and assessments. Analysis of instructional materials and other resources for teaching religion. Open to all students in the university.

Traces the history and philosophy of Catholic education in the United States, with emphasis on the identity, mission and culture of Catholic schools as interpreted by generations of Church leaders and scholars. Examines the current landscape of Catholic education from multiple perspectives and provides opportunities for discerning what makes a school Catholic.

Explores restorative justice as a way of life beginning in formal and informal educational contexts. Centers investigating and developing responses to inequity in relation to race/ethnicity and other marginalized identities and thoughtfully considers the indigenous roots of restorative practices.

Addresses knowledge of the educational and psychological needs of students with exceptionalities as described in IDEA (the special education law) and the DSM V. Students develop skills in choosing from a variety of research-based diagnostic, instructional and behavioral management methods and adaptations (including Universal Design and differentiation) for students with a variety of special needs. Twenty (20) hours of field experience are required.

Covers three bodies of knowledge regarding language: basic principles of sociolinguistics, the nature of learning a second language or a second dialect, and theories of effective methods for teaching speakers of languages and dialects other than Standard English (e.g., bilingual education and/or English as a second language instruction). Each of these bodies of knowledge will be contextualized in students' learning experiences and in teachers' classroom practices.

Study, application and practice of methods of delivering bilingual/bicultural instruction. Focuses on first and second language learning strategies and culturally responsive teaching methods that reflect the language and culture of students living in bilingual/bicultural contexts. Field experience required.

Focuses on understanding writing processes and effective instructional strategies for supporting comprehension for children in grades K4-9.

Provides opportunities to develop social studies curricula and instructional strategies that help prepare children and adolescents for active citizenship in a democratic, multicultural, technological society. Emphasizes inquiry methods, social issues, and community exploration. Also meets the DPI Act 31 requirement for elementary majors.

Prepares elementary and middle school educators to enact core teaching practices supporting ambitious STEM instruction. Topics include core teaching practices supporting ambitious STEM instruction: identifying a “Big Idea;” selecting worthwhile STEM tasks; using representations to model STEM concepts; eliciting and building on student thinking; facilitating whole class discussion. Provides students multiple opportunities to integrate theory with practice through analysis and reflection on their own teaching in STEM classrooms. Requires 40 hours of field experience in a middle school STEM classroom.

Principles and methods of various classical and contemporary philosophies and their implications and applications in education. Attention to professional ethics and students' development of their own philosophies of education.

Examines the experiences of Latinx students through an educational context. Focuses on understanding the challenges that Latinx students face as well as how Latinx communities have resisted and transformed inequitable policies and practices. Students engage in a community-based research project in a school or community-based organization serving Latinx students in Milwaukee. Requires 20 hours of service learning.

Various topics in education as identified in the Schedule of Classes.

The culminating course in a set of three literacy courses focused on teaching, reading and writing. Provides elementary educators a supervised experience in the teaching of reading to struggling readers. Through the development and implementation of lesson plans, pre-service educators link literacy assessment and instruction. Implementation of tiered interventions. Seminars and small group tutoring sessions are included. Requires thirty (30) hours of tutoring.

First semester seminar designed to challenge and support new teachers as they select, implement and critically evaluate teaching methods and instructional materials within the context of the teaching assignments.

General middle school methods in the areas of learner-centered teaching, pedagogical strategies, supportive learning environment, lesson planning and assessment practices. Students investigate and study diverse learners, communication skills, critical reflection and social justice through the perspective of the middle school philosophy.

Application of major theories of learning to instructional planning and assessment. Use of technologies to enhance learning and assessment.

Explores application of concepts, issues, processes, theories, and techniques of instructional design in a variety of electronic learning contexts including instructional modules, Web-based courses, computer graphics, and educational software.

Research-based methods and techniques for building effective online learning communities, including facilitation of structured dialogue and interaction, reflection, critical thinking, collaboration, and active engagement in the learning process.

Survey of recent research developments and theoretical frameworks in the field, focusing on current cognitive and social constructivist theories. Students design individual research projects in areas of interest.

Critical study of research and instructional use of emerging Web technologies in K-12 schools, higher education, and other learning environments.

An examination of the interaction among biological, psychological, social, and cultural factors that influence human development. Educational implications of these issues.

Teaching reading, language arts, and literature from a developmental perspective for the lower elementary levels. Emphasis on developing the relationship among the three areas as well as developing experience in administering reading tests, diagnosing, and remediating reading problems.

Mathematical content and processes for elementary teachers using a problem-solving approach. Integrates mathematics content with teaching methods and learning theory for the lower elementary/middle school levels.

Mathematical content and processes for elementary teachers using a problem-solving approach. Integrates mathematics content with teaching methods and learning theory for the upper elementary/middle school levels.

Curriculum development, instructional strategies and the application of teaching methods in elementary science, social studies and fine arts.

Offered as an experimental course to evaluate and determine if a course should be incorporated into the regular curriculum of a program, or courses in the approval process pipeline, but not yet officially approved. Once the same course has been offered twice as a Special Topic, it cannot be offered again until it moves through the curriculum approval process and is approved with a regular curriculum course number.

Full day, full term of public or private school teaching, Monday through Friday. Regular on-site visitation by university faculty. Weekly seminar required. S/U grade basis.

Full day, full term of public or private school teaching, Monday through Friday. Regular on-site visitation by university faculty. Weekly seminar required. S/U grade assessment.

Addresses topics of child and adolescent development, exceptional needs and diversity. While participating in projects at informal science institutions (ISIs), scholars observe adolescents interacting with STEM activities. Provides a foundation to understand adolescent development, and to recognize and support students with exceptional needs and from diverse backgrounds. The scholars reflect on observations of inquiry instructional approaches that are often difficult to find in many school settings. Opportunities to observe students from diverse backgrounds and with exceptional needs in these settings allow scholars to consider theory in context. Includes required field experience.

Integrated teaching that includes general teaching methods, STEM teaching methods and literacy in the content areas of math and science for students in grades 6-12. Topics include: lesson and unit planning, instructional strategies, differentiation, classroom management, learning theory, pedagogical content knowledge and strategies for incorporating literacy skills in STEM content instruction. Scholars are provided multiple opportunities to merge theory with practice through analysis and reflection on their own teaching, as well as that in their site classrooms. Requires field experience.

In compliance with Wisconsin State Licensure requirements, scholars serve as student teachers under the direction of an assigned STEM classroom cooperating teacher and a university supervisor at a high-needs school for the entire secondary school semester. Scholars serve alongside their cooperating teacher, initially shadowing them and gradually assuming full responsibility for the teaching day. Topics include: theories of learning, analyzing assessment data and pedagogical practices. Requires field experience (student teaching).

Scholars are prepared for professional practice in education; they work closely with school personnel to resolve a current educational challenge and conduct collaborative research toward generating solutions to a challenge in their partner institution. This research applies STEM educational theory to a real-world challenge, helping to synthesize learning while assisting the institution in applying current educational theory to resolving existing problems. Instruction also includes current issues in educational policy pertaining to STEM education, legal issues facing teachers, and the rights of students and families as they pertain to education. Requires field experience (research partnerships).