Course Descriptions

CED 549 - Technology Based Research and Statistics

(Credits: 3.00)

This course will help educators to read, understand and evaluate research. They will acquire knowledge of basic research design and guidelines for judging research quality. The course will provide an instruction to basic descriptive and inferential statistics. The emphasis will be on the roles such procedures play in interpreting research. The computer will be used to develop understanding of these statistics.

EDM 624 - Action Research Methodology

(Credits: 3.00)

This course provides an introduction to reading scholarly research and to research design in general, and focuses on action research methodology. Students will learn to identify, analyze, and summarize scholarly research. Students also will develop and conduct an initial literature review and proposal plan for the action research project associated with EDM 634. Students will develop an action research plan, write drafts of chapters one and three of the action research master’s thesis, and prepare to implement their action research plans in EDM 634. This action research project will serve as the foundation for the master’s thesis. Prerequisite: CED 549.

EDM 634 - Action Research Application

(Credits: 2.00)

This course provides an opportunity for teachers to engage in action research in their classrooms and schools. Students will engage in authentic research and write a formal five-chapter master's thesis. Passing EDM 634 is a requirement for the completion of the Master of Arts in Teaching degree. Prerequisite: EDM 624, IRB approval.

EMA 500 - Early Childhood-Middle Childhood and Middle Childhood-Early Adolescence Seminar I

(Credits: 2.00)

This course introduces teacher candidates to the profession of education, the InTASC Core Teaching Standards, and the Common Core Academic Standards. Teacher candidates will examine their paradigm of learning and teaching, attitudes and dispositions of effective teachers, and their role in a cohort learning model. Other topics that will be addressed include the concept of best practice and cognitive neuroscience in education. Prerequisite: Admission to MAT or MAIE program.

EMA 511 - EC-MC and MC-EA Fundamentals of Instruction and Assessment

(Credits: 3.00)

This course addresses the conceptual framework that guides the art and science of teaching. It introduces teacher candidates to current learning theory, a lesson planning format, and differentiated instruction and assessment strategies that are developmentally appropriate. Portfolio I, part of the MAT/MAIE/SED Portfolio Assessment System, is facilitated in this course as well. Prerequisite: Admission to MAT or MAIE program. Corequisite: EMA 550.

EMA 523 - Pre K-Primary Theories of Literacy and Learning

(Credits: 4.00)

This course focuses on the relationship between language and literacy development in pre-kindergarten/preschool through primary-grade-level students, and in elementary or secondary students who receive special education services and are in early levels of literacy development. Teacher candidates will learn how to plan and provide instruction in the areas of reading, writing, listening, and speaking and to assess student performance. A variety of contexts to facilitate the development of language and literacy will be explored. This course requires 15 hours of field experience. Prerequisite: Admission to MAT or MAIE program.

EMA 530 - Early Childhood-Middle Childhood and Middle Childhood-Early Adolescence Field Experience I

(Credits: 1.00)

Field Experience I provides an opportunity for teacher candidates to explore the teaching profession in a elemenatry/middle classroom setting. Teacher candidates will observe and participate in a variety of lessons and activities in the assigned placement. The goal of the observations is to identify the ten Interstate Teacher Assessment and Support Consortiums (InTASC) Standards in action and teach lessons during the required 35 hours of field experience. Prerequisite: Admission to MAT program. Corequisite: EMA 511. Lab Fee Required.

EMA 535 - EC-MC and MC-EA Classroom Management and Cultural Diversity

(Credits: 1.00)

This course prepares teacher candidates to create a learning environment that encourages positive social interaction and active engagement in learning among P-8 students with a wide range of academic, social, and emotional differences. Course instruction is grounded in the understanding and appreciation of diverse cultures with the goal of supporting teacher candidates in moving toward cultural proficiency. Instructional strategies and classroom techniques that promote student learning and classroom community will be explored. In addition, a wide variety of classroom management challenges and issues will be addressed using current research. Prerequisite: Admission to MAT program.

EMA 543 - Early Childhood-Middle Childhood and Middle Childhood-Early Adolescence Math Methods

(Credits: 1.00)

This course is designed to create competencies in mathematics methods for students preparing to teach in the P-8 classroom. Through reading, writing, and talking about mathematics as well as engaging in hands-on mathematics activities, teacher candidates will develop the skills necessary to successfully create, implement, and assess appropriate mathematics activities for P-8 grade levels. Prerequisite: Admission to MAT or MAIE program.

EMA 544 - Early Childhood-Middle Childhood and Middle Childhood-Early Adolescence Science Methods

(Credits: 1.00)

This course is designed to help teacher candidates develop competencies in instructional methods appropriate for science content for various P-8 grade levels. Teacher candidates will research and investigate aspects of science lessons including student thought process, set-up time, topic adjustment, evaluation processes, environmental education, and meeting national and state science standards. Prerequisite: Admission to MAT or MAIE program.

EMA 546 - Early Childhood-Middle Childhood and Middle Childhood-Early Adolescence Social Studies Methods

(Credits: 1.00)

This course is designed to develop competencies in instructional methods to successfully create and implement social studies lessons appropriate for various P-8 grade levels. Teacher candidates will research and investigate aspects of the social studies standards, including the topic of Wisconsin Indian treaties and tribal sovereignty, and become familiar with lesson and unit plan designs for the content area. Prerequisite: Admission to MAT or MAIE program.

EMA 547 - Early Childhood-Middle Childhood and Middle Childhood-Early Adolescence Fine Art Methods

(Credits: 1.00)

This course is designed to develop competencies in instructional methods to successfully create and implement fine arts lessons appropriate for students in grades P-8. Teacher candidates will research and investigate aspects of the fine arts standards and become familiar with lesson and unit plan designs for the content area. Special attention will be focused on research-based integration strategies that connect the other academic content areas with arts areas. Prerequisite: Admission to MAT or MAIE program.

EMA 550 - Early Childhood-Middle Childhood and Middle Childhood-Early Adolescence Portfolio I

(Credits: 1.00)

Portfolio 1 provides the teacher candidates/teachers an opportunity to demonstrate competency as it relates to the InTASC Teacher Standards and in the areas of planning, instruction, and assessment as defined by edTPA. Through the performance of and submission of oral, written and lesson planning, teacher candidates/teachers will provide evidence of their readiness for future field experiences. Portfolio I focuses on InTASC Model of Core Teacher Standards 2, 5, 9, and 10. Corequisite: EMA 511.

EMA 551 - EC-MC and MC-EA Advanced Methods and Assessment

(Credits: 4.00)

This course is designed to develop in-depth skills in teaching and assessment methods for the elementary and middle-level student in an inclusive classroom. Teacher candidates will develop lesson and unit plans which incorporate research-based methods, best practices in the content areas, adaptations for students with diverse learning needs, and current early instructional and official assessment practices. Course topics include essential teaching strategies that are foundational for teacher effectiveness, instructional models designed to reach specific learning objectives, backward design unit plans, facets of understanding, constructivist theory, media/technology literacy, and standards-based assessment designs. Field Experience II is facilitated through this course. Prerequisite: EMA 550.

EMA 563 - Upper Elementary/Middle Theories of Literacy and Learning

(Credits: 4.00)

The content of this course includes examination, discussion, and application of teacher and student strategies for promotion of word identification; fluency; comprehension; study skills; written expression; selection of appropriate literature, practice materials, and technology; formats for organizing classroom instruction; and procedures for assessing and monitoring learner progress. The emphasis for teacher candidates in this course is literacy learning and instruction for students in grades 4-8. This course requires 15 hours of field experience. Prerequisite: EMA 550.

EMA 575 - EC-MC and MC-EA Advanced Classroom Management

(Credits: 2.00)

This course prepares teacher candidates to create a learning environment that encourages positive social interaction and active engagement in learning among P-8 students with a wide range of academic, social, and emotional differences. Course instruction is grounded in the understanding and appreciation of diverse cultures with the goal of supporting teacher candidates in moving toward cultural proficiency. Conflict resolution, motivation theories, and the impact of teacher expectations will be explored, including instructional strategies and classroom techniques that promote student learning and classroom community. A variety of classroom management challenges and issues also will be addressed using current research. Prerequisite: EMA 550.

EMA 580 - Early Childhood-Middle Childhood and Middle Childhood-Early Adolescence Seminar II

(Credits: 1.00)

This course is designed to culminate the teacher candidate's experiences and learning from the MAT initial certification program. The course facilitates the production of Portfolio II: The Teacher Candidate Portfolio. Teacher candidates will link key assessments from previous coursework to the InTASC Teacher Standards and along with them the requirements for the edTPA, in order to demonstrate competencies for teaching and their readiness to student teach. This course also provides teacher candidates with an introduction to student teaching. Prerequisite: EMA 550. Corequisite: EMA 581.

EMA 581 - Early Childhood-Middle Childhood and Middle Childhood-Early Adolescence Portfolio II

(Credits: None)

Portfolio II is an opportunity for teacher candidates to demonstrate increased competency in the InTASC Teacher Standards and their preparedness in the areas of planning, instruction, and assessment as defined by edTPA. Through the submission of coursework aligned with the requirements of edTPA and written, oral and portfolio portions of Portfolio II, teacher candidates will provide evidence of their readiness for student teaching and edTPA assessment process. Prerequisite: EMA 550. Corequisite: EMA 580.

EMA 604 - Professional Development Seminar

(Credits: 3.00)

This course is to be taken concurrently with student teaching. The course includes student teacher support, development of the edTPA Portfolio and an introduction to professional development plans. Prerequisite: EMA 581 or EMA 583, Praxis II. Corequisite: Student teaching course.

INED 502 - Special Education Curriculum and Methods I

(Credits: 3.00)

This course provides an understanding of the processes, strategies and interpersonal dynamics involved in curricular development and improvement. It focuses on: analyzing and prescribing, modifying and delivering differentiated instruction in math, social studies, science and language arts for individuals with disabilities who receive instruction in general and/or specific education settings. This includes fundamentals of instruction and lesson planning in order to develop students' understanding of the key components within a lesson plan and how to address individual learning styles.

INED 504 - Curriculum and Methods II

(Credits: 3.00)

This course includes the study of objectives, curriculum content, methodologies, and instructional materials appropriate for elementary, middle, and secondary students with severe needs in the area of exceptional education. This course emphasizes social skills, personal living skills, self-determination skills, community-based instruction, and universal design. Candidates will develop assessment, instruction, and management skills necessary to educate persons with severe developmental disabilities. Areas of focus include mobility, self-help, socialization, cognition, communication, and pre-vocational skills. The course includes further instructional techniques and lesson planning. This course develops students' understanding of the key components within a lesson plan and how to address individual learning styles.

INED 508 - Individual Educational Assessment and Diagnosis

(Credits: 3.00)

This course focuses on formal and informal assessments used to evaluate students suspected of having disabilities. This course covers the administration, analysis and interpretation of individual and group assessment tools to evaluate all areas of disability. Emphasis is given to learning how best to use the information these tools offer while still being cognizant of their limits and potential abuse. Special emphasis is given to specific functional behavioral assessment strategies useful for diagnosing and teaching emotionally/behaviorally disturbed children and adolescents. Students will gain the technical prerequisites necessary to understand standardized assessments. The course requires students to critically analyze standardized tests, research alternative assessment measures, and practice administration, scoring and interpreting of a norm-referenced test in a written case study report.

INED 510 - Inclusive Field Experience II

(Credits: 1.00)

This pre-student teaching Inclusive Field Experience, MC-EA, provides an opportunity for the teacher candidate to explore the teaching profession in an actual classroom setting. The teacher candidate will observe and participate in a variety of classroom activities. The teacher candidate will complete 35 hours at the assigned field site and will deliver at least five instructional lessons related to the content in EMA 551. At least two of the five lessons must include students who are identified with special education needs. In the field experience, students also spend 15 course hours in field experiences related to the content in EMA 563 (Literacy). A $20 course fee is required. Corequisite: EMA 551.

INED 520 - Inclusive Field Experience III

(Credits: 1.00)

This pre-student teaching field experience provides an opportunity for teacher candidates to explore the teaching profession in an actual classroom setting. Teacher candidates will observe and participate in a variety of classroom activities, will complete 35 hours at the assigned field site and will deliver at least three instructional lessons working within a special education program with students with individualized education plans.

INED 530 - Behavior Interventions for Individuals with Disabilities

(Credits: 2.00)

This course provides the student with understanding of common behavior problems of children and adolescents identified at-risk due to emotional behavioral disabilities (EBD). The focus of the course is on the development of positive behavior support strategies for preventing and reducing disciplinary problems due to inappropriate and/or aggressive behaviors in students who demonstrate challenging behaviors.

The course will include, but is not limited to the following:
• Understanding of and demonstrate of a variety of behavioral, cognitive, environmental, social and applied behavioral analytical models applied to individual and group behavioral interventions for pupils identified with learning and behavioral problems (CD, LD and EBD).
• Examining and understanding of personal attitudes, beliefs and behaviors that positively or negatively influence student behavior.
• Understanding of and ability to apply assessment-based intervention planning methodologies to determine a functional analysis of a student’s behavior, develop and test a hypothesis, assess the validity of the hypothesis, design an intervention, collect data on the intervention and adjust the plan accordingly
• Understanding of and ability to apply a variety of interventions for specific behavior problems.

INED 532 - Transition, Transition Services, Transition Planning

(Credits: 1.00)

This focuses on collaboration and communication skills enabling teachers to work jointly with parents to plan, implement and evaluate transition programs for students with special needs. It also emphasizes transition planning in relation to laws, regulations, IEPs and self-determination. Students will understand that transition is a lifelong process.

The course will focus on the following:
• transition models, issues and best practices to plan and implement a transition process for student with special education needs and their families,
• issues related to the transition K-12 process in the classroom, school, home and community,
• determination of “best practices” that should be used with students/parents to develop the skills and knowledge that will assist them in the transition process, and
• knowledge of methods of assisting students to self-advocate.
• Identification of the components of the annual IEP that integrates background information and assessment results as required in a transition IEP

INED 534 - Autism and Communication Disorders

(Credits: 2.00)

This course provides an in-depth understanding of individuals who have the diagnosis of an autism spectrum disorder. Characteristics are reviewed and discussed in the context of the student's unique educational needs and implications for inclusive educational practices. Components of successful inclusive programs are reviewed. Students will become acquainted with ways to design and implement positive support strategies, communication, and accommodations for students with communication delays. In addition students will develop an understanding of language development, the importance of communication in the learning environment, and communication strategies, including the use of augmentative/alternative communication systems that can be used with individuals with disabilities. Furthermore, this course focuses on understanding how to implement appropriate communication strategies.

INED 536 - Individual Education Plans

(Credits: 1.00)

Writing an effective IEP (Individualized Education Plan) involves gathering information and writing about an individual student in order to develop a plan for the student that meets federal and state guidelines. The IEP serves as a guide for teachers and parents and lists students' needs, a plan for instruction, and information for coordination of programming and services. The course explores how to incorporate academic content standards in to an IEP. Specific focus will be given to the completion of the annual IEP.

INED 592 - Student Teaching Middle Childhood-Early Adolescence

(Credits: 3.00 - 10.00)

This course provides teacher candidates opportunities to student teach in a 1-8 regular education setting and special education setting under supervision within the teacher candidate’s targeted area(s) of certification. The course focuses on the practices and roles of the beginning classroom teacher in a diverse, global world. Student teaching consists of a 20-week placement in an inclusive setting or two 10-week placements: one in a regular education setting and one in a special education setting in a school setting(s) matching the teacher candidate’s area of certification. Student teachers will follow the hours of operation and academic calendar of their school placement(s). A University supervisor assigned by the site coordinator will evaluate student teachers. Teacher candidates will demonstrate competency based on the InTASC Model Core Teaching Standards, Association for Childhood Education International-Elementary Education Standards (ACEI), and CEC domain areas. Prerequisite: EMA 581, Praxis II, Foundations of Reading Test. Corequisite: EMA 604.