Graduate degrees: M.A. in teaching and learning; M.A.T. in teaching and learning; M.S. in teaching and learning; Ph.D. in teaching and learning
Department of Teaching and Learning programs prepare graduates for positions in public schools, local and state education agencies, clinical settings, and institutions of higher education. All licensure programs are approved by the Iowa Department of Education.
Undergraduate students pursuing a major in elementary education must meet the GE CLAS Core requirements.
Undergraduate students pursuing a major in science education must meet the College of Liberal Arts and Sciences requirements for the Bachelor of Science degree, including the GE CLAS Core; see the College of Liberal Arts and Sciences Academic Policies Handbook.
The Department of Teaching and Learning offers, or jointly administers with departments in the College of Liberal Arts and Sciences, advanced degree programs in the following fields of professional interest: art education; developmental reading; English education; foreign language, second language, and English as a Second Language education; language, literacy, and culture; mathematics education; music education; science education; social studies education; special education; STEM education; and teaching, leadership, and cultural competency.
The department offers graduate degree programs in three major areas: elementary education, secondary education, and special education.
Elementary education programs:
art education (offered in the M.A. in teaching and learning);
developmental reading (offered in the M.A. in teaching and learning);
language, literacy, and culture (offered in the Ph.D. in teaching and learning); and
teaching, leadership, and cultural competency (offered in the M.A. in teaching and learning).
Secondary education programs:
art education (offered in the M.A. in teaching and learning);
developmental reading (offered in the M.A. in teaching and learning);
English education (offered in the M.A. and M.A.T. in teaching and learning);
foreign language and English as a Second Language (ESL) education (offered in the M.A., M.A.T., and Ph.D. in teaching and learning);
language, literacy, and culture (offered in the Ph.D. in teaching and learning);
mathematics education (offered in the M.A., M.A.T., and Ph.D. in teaching and learning);
science education (offered in the M.S., M.A.T., and Ph.D. in teaching and learning);
social studies education (offered in the M.A. and Ph.D. in teaching and learning);
special education (offered in the M.A. and Ph.D. in teaching and learning);
STEM education (offered in the M.S. in teaching and learning); and
teaching, leadership, and cultural competency (offered in the M.A. in teaching and learning).
The secondary education area also collaborates with the College of Liberal Arts and Sciences to offer an education option for graduate students earning an M.S. in mathematics; an M.A. and Ph.D. in music with a concentration in music education; and a combined B.A./M.A.T. in teaching and learning with a science education subprogram for undergraduates majoring in biology, chemistry, environmental sciences, or physics. In addition, the area offers an ESL endorsement for individuals who are enrolled in a Department of Teaching and Learning graduate degree program or who are licensed in-service teachers.
In addition, the M.A. in music is administered by the School of Music (College of Liberal Arts and Sciences) in cooperation with the College of Education. The concentration in music education provides students with deeper insights into music, the theory and practice of music education, and the role of music in the school curriculum.
The Ph.D. in music with concentration in music education prepares students for teaching, research, and administrative posts. Graduates find employment as college teachers of music education classes and activities; as band, chorus, and orchestra directors; and as administrators of music departments and schools of music. Some apply their skills in public schools as music supervisors, research and curriculum consultants, and directors of city or district school music programs. Doctor of Philosophy students whose concentration is music therapy enroll in the Ph.D. program with concentration in music education. Modifications in the curricular requirements are made to reflect the professional knowledge and skills required for positions such as college teaching or advanced clinical or research positions in music therapy. Both programs are administered by the School of Music (College of Liberal Arts and Sciences) in cooperation with the College of Education.
Special education program:
special education (offered in the M.A. and Ph.D. in teaching and learning).
Applicants for admission to University of Iowa graduate degree programs must meet the admission requirements of the Graduate College; see the Manual of Rules and Regulations of the Graduate College.
Undergraduate Programs of Study
Graduate Programs of Study
Undergraduate students must be admitted into the Teacher Education Program (TEP) to be able to register for certain courses, to participate in field experiences/practicums, and to student teach. The application for admission should be submitted to the College of Education Office of Student Services. The priority deadline for fall semester admission is March 1, with applications accepted on a rolling basis until May 1. The priority deadline for spring semester admission is October 1, with applications accepted on a rolling basis until December 1. The ideal time to apply is by the priority deadline, so that students who are admitted to the program can be cleared for advising and registration in a timely manner. Applications are only considered by the faculty when all requirements, including test score minimums, are complete. Faculty of each program area review applicants to their program. Some program areas may reach capacity for acceptance before the final deadlines. Applicants are notified of admission decisions by email following faculty review.
In order to be considered for admission, students must complete a minimum of 30 s.h. of earned college credit. A cumulative g.p.a. of 2.50 is recommended but not mandatory. Some subject areas have additional admission criteria. A limited number of applicants are accepted into each TEP, so a 2.50 g.p.a. does not ensure admission. Admission decisions are based on grade-point average in the major and other criteria relevant to teaching success.
The application process includes submission of an application form, a writing sample, two letters of recommendation, and an Iowa criminal history check request form. Applicants are required to submit PRAXIS Core test scores in mathematics, reading, and writing. Applicants must have a Praxis Core Test Designated Institution Score Report with minimum scores of 156 in reading, 162 in writing, and 150 in mathematics. Applicants also must provide verification that they have completed a 10-hour preadmission clinical experience in a K-12 classroom setting.
Students should consult a College of Education advisor in their program area or contact the Office of Student Services for more information on admission criteria.
Graduate students who apply to the Graduate College for a teacher licensure program must apply separately for admission to the TEP. Priority deadlines for application to either program are October 1 or March 1 for admission to restricted course work in the following semester. Graduate and postbaccalaureate students may submit scores on the Graduate Record Exam (GRE) General Test instead of PRAXIS scores. Applicants must have a verbal reasoning and quantitative reasoning composite score of at least 300 on the revised GRE (at least 1080 on the old GRE) and an analytical writing score of at least 3.0.
A limited number of applicants are accepted into each Teacher Education Program, so meeting the Graduate College admission requirements does not ensure admission. Admission decisions are based on grade-point average in the undergraduate major and other criteria relevant to teaching. Upon admission to the TEP, students are assigned an education advisor.
Admission to Student Teaching
Admission to the student teaching semester requires a separate application. Applications must be submitted one year before the student teaching semester. Applicants' credentials and academic and professional progress are reviewed to ensure that a student is qualified for placement in the profession. Verification that a student meets all specific program area requirements is made when the student applies for student teaching.
Consult a College of Education advisor or the Office of Student Services for information about admission and requirements for student teaching in specific licensure programs.
A limited number of teaching assistantships are available for graduate students. Assignments vary. Some involve supervising undergraduate majors enrolled in practicums; some involve teaching sections of undergraduate methods courses and supervising student teachers; others consist primarily of research activities. Graduate assistants may register for a maximum of 12 s.h. of credit per semester, but they must register for at least 6 s.h. per semester.
All assistantships are awarded on a competitive basis. Applicants must have been admitted to regular status in the Graduate College and to an advanced program in the College of Education. For information about assistantships, consult the College of Education advisor in the appropriate field.
EDTL:1050 Opportunities in Education2 s.h.
Introduction for underrepresented students to the teaching profession and its widely varied opportunities; faculty, students, recipients of awards in education; tours of Iowa City schools; reflection on and personal integration of class learning experiences, consideration of future plans.
EDTL:1129 First-Year Seminar1 s.h.
Small discussion class taught by a faculty member; topics chosen by instructor; may include outside activities (e.g., films, lectures, performances, readings, visits to research facilities). Requirements: first- or second-semester standing.
EDTL:1133 Teaching as a Profession1 s.h.
Teaching as a profession in the American education system; examining motivations to become a teacher; historical perspectives; social, legal, and ethical issues; examining career paths in the field of education.
EDTL:2000 Big Ideas: Creativity for a Lifetime3 s.h.
Exploration of what senior artists can teach about creativity and aging; interdisciplinary project-based collaborative learning opportunities that consider role of arts and creativity across a lifespan; essential skills necessary to be professionals in numerous careers including health, social work, education, humanities, and the arts; integration of teamwork and opportunities for individual growth that allow for personal development; identification of ways for students to be more creative in their own lives and work. GE: Values and Culture. Same as ARTS:2000, ASP:2000, RHET:2000.
EDTL:2073 Finding Your Comfort Zone: Secrets to Success1 s.h.
Exploration of what students need to be successful and happy at the University of Iowa; insights into the unwritten "rules" of college life; student's questions answered and become more confident about how to gain a worthwhile learning experience and enjoy college life; students with disabilities or those interested in learning more about disabilities are encouraged to enroll.
EDTL:2122 Creativity, Imagination, Play, and Human Development through the Arts3 s.h.
Theories related to human development and visual arts; use of visual arts to make meaning from experience; ways to integrate visual arts into everyday life; cognitive and physical processes involved in making, understanding, and looking at visual art through studio experiences; theories of cognitive development; role of visual art in education; introduction to art production, history, criticism, and aesthetics. GE: Literary, Visual, and Performing Arts.
EDTL:2210 Full STEAM Ahead: The Role of Art in Science, Technology, Engineering, and Math3 s.h.
Examination of artists' contributions to STEM and how innovations in STEM have shaped art; readings from art history, historical texts, technological advances, and scientific, engineering, and mathematics journals; how a discovery in one area can have a ripple effect across fields, and how to make diverse connections to content areas in teaching and research.
EDTL:2821 Oral Interpretation3 s.h.
Weekly performances to develop and define communication skills for professional careers in teaching and business; poetry, prose, monologue, storytelling, duo interpretation, reader's theatre, and demonstration speeches. Same as COMM:2821.
EDTL:2963 Monsters, Victims, and Villains: Changing Perceptions3 s.h.
Introduction to implementation of performance opportunities for special populations (defined as those with cognitive or physical disability) and underrepresented populations; students gain skills necessary to create radical opportunities for and implementation of performances including individuals with disabilities in theatre, dance, and music; students from different backgrounds experience collaborative artistic excellence while redefining audience expectations; historic background for perceptions of disability. GE: Diversity and Inclusion. Same as THTR:2605.
EDTL:3001 Introduction to Museum Studies3 s.h.
Overview of museum history, function, philosophy, collection, and curatorial practices; governance and funding issues; exhibition evaluation and audience studies; examples from Museum of Art, Museum of Natural History, Old Capitol Museum, and Medical Museum. GE: Social Sciences. Same as ANTH:3001, MUSM:3001, SIED:3001.
EDTL:3002 Technology in the Classroom2-3 s.h.
EDTL:3026 Workshop for Secondary School Journalism/Communication Teachers1-3 s.h.
Workshops on journalism/mass media curriculum, audio/video production, photojournalism, publication design, journalistic writing techniques, advising student publications. Same as JMC:3210.
EDTL:3059 Introduction to Education and the Regents Alternative Pathway to Iowa Licensure Program4 s.h.
Foundational knowledge and understanding of educational practices for teacher intern candidates in the Regents Alternative Pathway to Iowa Licensure (RAPIL) program; topics include students as learners, the instructional process, and assessment. Requirements: admission to the RAPIL program.
EDTL:3060 Learning and Instruction for Today's Classrooms4 s.h.
First course in the Regents Alternative Pathway to Iowa Licensure program. Requirements: admission to the RAPIL program.
EDTL:3061 Instructional Planning, Strategies, and Assessment4 s.h.
EDTL:3062 Learning Communities3 s.h.
EDTL:3063 Creating Classrooms Conducive to Teaching and Learning3 s.h.
EDTL:3064 Intern Seminar on Critical Issues in Education3 s.h.
Sixth course in the Regents Alternative Pathway to Iowa Licensure program. Prerequisites: EDTL:3062 and EDTL:3063 and EDTL:3059 and EDTL:3060 and EDTL:3061. Requirements: admission to the RAPIL program.
EDTL:3065 Methods in Teaching in the Secondary Classroom3 s.h.
Learn, identify, and implement effective content-specific secondary teaching methods with focus on active student engagement; students develop and enhance instructional planning/pedagogy with special emphasis on content-specific secondary teaching methods, including reading in content area; describe and implement process of pre-, formative, and summative assessment strategies, appropriately aligning them in the instructional design of secondary content lessons; taking specific steps toward improving professional dispositions. Prerequisites: EDTL:3060 and EDTL:3061 and EDTL:3062 and EDTL:3063.
EDTL:3071 Secondary Classroom Management2-3 s.h.
Characteristics of the classroom environment and their implications for organization and management; concepts and principles teachers can use when thinking about managerial tasks in the classroom; for prospective middle and secondary school teachers. Prerequisites: EDTL:3090. Requirements: admission to TEP.
EDTL:3090 Orientation to Secondary Education1 s.h.
Overview, including options for student teaching, classroom observation, lesson planning, classroom management, performance indicators, INTASC standards, blood borne pathogens, professional ethics.
EDTL:3091 Secondary Education Program Orientation and Classroom Management1,3 s.h.
Overview including opportunities, policies and procedures, requirements and expectations, and services associated with the Teacher Education Program; characteristics of the classroom environment and their implications for organization and management; concepts and principles teachers can use when thinking about managerial tasks in the classroom; for prospective middle and secondary school teachers.
EDTL:3095 Teaching Reading in Secondary Content Areas1,3 s.h.
Integration of reading strategies into secondary content areas for teacher candidates in secondary education.
EDTL:3103 Assessment for Instructional Planning and Practice3 s.h.
Fundamentals of using assessment data to make instructional planning decisions that preservice educators need in their advanced course work and classrooms; practical application with curriculum-based procedures; emphasis on classroom-based procedures used to make educational decisions to plan instruction for students, particularly those who are experiencing academic difficulty. Requirements: admission to TEP.
EDTL:3114 Parent-Child Relationships3 s.h.
Roles and relationships within and between families, culture, society; identify (family) resources and concerns based on children's development, abilities.
EDTL:3120 Methods and Materials: Music for the Classroom Teacher2 s.h.
Development of music skills, techniques, knowledge of methods and materials for teaching music to young children; for elementary education majors. Requirements: admission to TEP.
EDTL:3123 Reading and Responding to Children's Literature3 s.h.
Reading and teaching of children's literature; becoming more knowledgeable readers of children's literature; using children's literature in elementary classroom for aesthetic, personal, social, and critical purposes; wide range of literary texts in different genres and multiple ways readers might experience these texts given particular teaching approaches; ways in which readers interact with texts and with each other to make meaning as they read and discuss literature. Requirements: admission to elementary TEP.
EDTL:3127 Methods and Materials: Physical Education, Health, and Wellness2-3 s.h.
Methods, curriculum. Requirements: admission to TEP.
EDTL:3130 Adaptive Physical Education for the Elementary Classroom Teacher2 s.h.
Create and deliver quality, inclusive physical education for students with mental, physical, or emotional disabilities; identify and evaluate the needs of disabled students, plan units and lessons with appropriate modifications for all learners, write an IEP, comply with IDEA in a physical education setting. Prerequisites: EDTL:3127.
EDTL:3131 Movement Education2 s.h.
Movement education as a basis for psychomotor and cognitive development in children; summary of basic growth and motor development; in-depth instruction on theory and application of movement education curriculum, and practice on design and execution of movement education lessons.
EDTL:3139 American Government and Civics for the Elementary Classroom Teacher3 s.h.
Foundations and processes of American government as related to development of civic literacy in elementary students and their teachers; founding documents, legal precedents, social and economic changes throughout American history; research-based teaching and learning processes from social studies education. Requirements: admission to TEP.
EDTL:3141 Elementary School Mathematics: Number and Operations3 s.h.
Problem-solving approach to current trends in math education and process of teaching math; current math content knowledge assessed at start and end of course; opportunities to strengthen number and operations content knowledge; how children in grades K-5 think about and learn math; core ideas of learning, teaching, planning, and assessing number and operations concepts and skills; research-based pedagogical strategies that help children develop math concepts and procedures. Requirements: admission to TEP.
EDTL:3142 Elementary School Mathematics: Geometry and Measurement3 s.h.
Problem-solving approach to current trends in math education; current math content knowledge assessed at start and end of course; opportunities to strengthen geometry and measurement content knowledge; how children in grades K-5 think about and learn math; core ideas of learning, teaching, planning, and assessing geometry and measurement concepts and skills; research-based pedagogical strategies that help children in elementary school develop math concepts and procedures. Requirements: admission to TEP.
EDTL:3143 Methods of Elementary Art and Field Experiences3 s.h.
Application of studio methods to teaching children in Saturday Children's Art Class Program. Same as ARTE:3143.
EDTL:3146 Elementary School Mathematics: Data/Probability and Algebra3 s.h.
Problem-solving approach to current trends in math education and process of teaching math; current math content knowledge assessed at start and end of course; opportunities to strengthen data analysis/probability and algebra content knowledge; how grade K-5 children think about and learn math; core ideas of learning, teaching, planning, and assessing data/probability and algebra concepts and skills; research-based pedagogical strategies that help children develop math concepts and procedures. Requirements: admission to TEP.
EDTL:3154 Teaching and Learning in the Earth Sciences3 s.h.
Meaningful and practical learning experiences to foster elementary science learning environments that engage learners in scientific practices and understanding of earth sciences; essential concepts in earth sciences; instruction to promote elementary student learning; learning, teaching, subject matter, curriculum, and assessment. Prerequisites: EDTL:3002 and EDTL:3190. Requirements: admission to TEP.
EDTL:3158 Teaching and Learning in the Biological Sciences3 s.h.
Meaningful and practical learning experiences to foster elementary science learning environments that engage learners in scientific practices and understanding of biological sciences; essential concepts in biological sciences; instruction to promote learning of essential concepts; learning, teaching, subject matter, curriculum, and assessment. Prerequisites: EDTL:3190 and EDTL:3002. Requirements: admission to TEP.
EDTL:3159 Teaching and Learning in the Chemical/Physical Sciences3 s.h.
Meaningful and practical learning experiences that foster elementary science learning environments and engage learners in scientific practices and understanding of physical sciences; essential concepts in physical sciences; instruction to promote student learning of essential concepts; learning, teaching, subject matter, curriculum, and assessment. Prerequisites: EPLS:3000 and PSQF:1075 and EDTL:3190 and EDTL:3002. Requirements: admission to TEP.
EDTL:3160 Literacy Learning and Teaching I3 s.h.
Theoretical foundations and practical skills to become reflective professionals who can design and implement effective reading and language arts instruction; authentic formative assessment for economically, academically, culturally, racially, and linguistically diverse children in grades K-3; for preservice elementary teachers. Prerequisites: EDTL:3190 and EDTL:3002. Requirements: admission to elementary TEP.
EDTL:3161 Social Studies for the Elementary Classroom Teacher3 s.h.
Individual growth and change due to environment, economy, and technology; focus on developing teacher's understanding of social and behavioral sciences and how they relate to geography, history, and government in student's growth toward democratic citizenship; emphasis on need to develop intellectually stimulating curricula based on Iowa Core in behavioral science; lesson and curriculum development from research-based best practices in teaching social studies and driven by Iowa Core goals and objectives; technology as a teaching tool and focus of investigation in today's society. Prerequisites: EDTL:3002 and EDTL:3190. Requirements: admission to elementary TEP.
EDTL:3163 Methods: Elementary School Mathematics2-3 s.h.
EDTL:3164 Literacy Learning and Teaching II3 s.h.
Theoretical foundations and practical skills to become reflective professionals who can design and implement effective reading and language arts instruction; authentic formative assessment for economically, academically, culturally, racially, and linguistically diverse children in grades 3-6; for preservice elementary teachers. Prerequisites: EDTL:3190 and EDTL:3002. Requirements: admission to elementary TEP.
EDTL:3165 Elementary Science Methods I3 s.h.
Meaningful and practical learning experiences to foster elementary science learning environments that engage learners in scientific practices and understanding of biological and chemical sciences; essential concepts; instruction to promote elementary student learning; learning, teaching, subject matter, curriculum, and assessment.
EDTL:3166 Elementary Science Methods II3 s.h.
Meaningful and practical learning experiences to foster elementary science learning environments that engage learners in scientific practices and understanding of physical and earth/space sciences; essential concepts; instruction to promote elementary student learning; learning, teaching, subject matter, curriculum, and assessment.
EDTL:3168 History for the Elementary Classroom Teacher3 s.h.
Development of historical literacy in elementary students and their teachers; connecting children to the past using family histories; interactions and patterns in world history; diverse perspectives in U.S. history; using primary sources to investigate state and local history. Requirements: admission to TEP.
EDTL:3170 Elementary Classroom Management1-3 s.h.
EDTL:3172 Elementary Reading Practicum3-4 s.h.
Experience in teaching literacy to elementary students; opportunity to learn from an experienced teacher within a functioning classroom; supervisor with classroom experience mentors and supports students at practicum site; on-site practicum experiences preceded by on-campus seminar experience with practicum coordinator and supervisors; for preservice teachers. Prerequisites: EDTL:3002 and EDTL:3190.
EDTL:3174 Elementary Math Practicumarr.
Experience in teaching mathematics to elementary students; opportunity to learn from an experienced teacher within a functioning classroom; supervisor with classroom experience mentors and supports students at practicum site; on-site practicum experiences preceded by on-campus seminar experience with practicum coordinator and supervisors; for preservice teachers. Prerequisites: EDTL:3002 and EDTL:3190. Corequisites: EDTL:3163 and EDTL:3170.
EDTL:3175 Elementary Social Studies/Science Practicum2 s.h.
Experience in teaching social studies and science to elementary students; opportunity to learn from an experienced teacher within a functioning classroom; mentoring and support from supervisor with classroom experience at practicum site; onsite practicum experiences preceded by on-campus seminar with practicum coordinator and supervisors; assignments designed to enrich and augment onsite experiences and tied to student's current methods courses; for preservice teachers. Requirements: admission to TEP.
EDTL:3180 Drama in the Classroom3 s.h.
Theories of community, culture, identity in relation to language arts teaching and learning; emphasis on incorporating multiple literacies, both oral and print, into language arts curricula; action research involving oral literacy. Same as THTR:3610.
EDTL:3190 Orientation to Elementary Education1-2 s.h.
Overview of elementary education expectations, including options for student teaching; classroom observation, lesson planning, performance indicators, INTASC standards, classroom management, information about mandatory child abuse reporting, blood-borne pathogens, professional ethics.
EDTL:3204 Art Education Studio and Field Components3 s.h.
Art training related to processes of elementary and secondary school art teaching; studio methods applied to teaching children and adolescents. Requirements: concurrent enrollment in EDTL:3290 for Teacher Education Program student.
EDTL:3205 Methods of Secondary Art and Field Experience3 s.h.
Art education theory and methods at secondary levels; art curriculum, unit, and lesson planning; evaluation, motivation, instructional materials; observational techniques.
EDTL:3212 Tasting Art: How the Senses Enhance Our Experience of Art3 s.h.
Investigates how artists initiate sensory reactions in viewers through close looking at objects, careful reading of historical and contemporary texts, and producing art; examining how diverse fields such as social studies, science, math, literature, psychology, philosophy, and cultural studies have informed artists' interpretations of their environments; how to bring art into a variety of content areas to enrich the learner's understanding; how to analyze art, art history, art criticism, aesthetics, and art production.
EDTL:3215 The Museum of Today and Tomorrow: How Museums Enhance the K-12 Classroom3 s.h.
What do museums have to offer teachers? How are they relevant to social studies, math, English, and science teachers? Students are put in charge of answering these questions and build their knowledge about art and innovative teaching strategies in the K-12 classroom and museum, practice designing lessons around a work of art, and apply their knowledge about art and curriculum into interactive online modules; students work directly with art on campus in the Lindquist Art Collection in the College of Education and the University of Iowa Museum of Art. Same as MUSM:3215.
EDTL:3290 Introduction and Practicum: Art2-3 s.h.
Practice of learning from an experienced art teacher in an art classroom and setting; observations in an art classroom side-by-side with experience and insight gained through participating and teaching in the Saturday Art Workshop Program. Requirements: admission to TEP.
EDTL:3375 Teaching and Performing Shakespeare3 s.h.
Students work through Shakespeare's most frequently taught plays—Romeo and Juliet, Macbeth, A Midsummer Night's Dream, Hamlet, and The Tempest—by focusing on various learning strategies and resources; each play is taught in a different method, using a different edition, and through distinct teaching resources, most notably on the difference between the page (close reading, archival skills, historical analysis) and the stage (watching, reviewing, and, most importantly, producing drama).
EDTL:3382 Language and Learning2-3 s.h.
How language reflects and constructs learners' identities and cultures; readings related to oral and written language, native and second language development, linguistic diversity; discussion of the relationship of language theory to schools of language instruction. English majors and English and Creative Writing majors may apply this course to the following area and/or period requirement. AREA: Literary Theory and Interdisciplinary Studies. Same as ENGL:3190.
EDTL:3393 Reading and Teaching Adolescent Literature3 s.h.
Reading and evaluation of literature suitable for junior and senior high school students. English majors and English and Creative Writing majors may apply this course to the following area and/or period requirement. AREA: Literary Theory and Interdisciplinary Studies. Same as ENGL:3191.
EDTL:3532 Introduction and Practicum: Mathematics3 s.h.
Experience designing and teaching lessons with varied instructional intent and use of multiple instructional strategies; study and practice methods of managing classroom learning environment; significant time spent in cooperating schools, on-campus meetings. Requirements: admission to TEP.
EDTL:3534 Methods: Middle School Mathematics3 s.h.
Subject matter content, teaching and assessment techniques for grades 5-9 math; how students learn mathematics; mathematics curricular planning for all students.
EDTL:3610 Introduction and Practicum: Music2 s.h.
Experience observing and assisting music teachers and students in elementary or secondary schools; six hours per week in the school plus on-campus class meetings. Requirements: admission to TEP.
EDTL:3620 Methods and Materials: General Music3 s.h.
EDTL:3635 Instrumental Conducting3 s.h.
EDTL:3640 Choral Methods3 s.h.
Organization, implementation of effective choral music programs for all ages. Same as MUS:3640.
EDTL:3645 Choral Conducting and Literature3 s.h.
Advanced skills appropriate to choral conducting, analysis, literature selection studied and implemented to develop a secure approach to choral art; students preparing to teach in the elementary or secondary schools must register under EDTL:3645. Prerequisites: MUS:3625. Same as MUS:3645.
EDTL:3650 Instrumental Methods and Materials3 s.h.
Elementary and secondary instrumental music methods course required for K-12 music teacher certification. Same as MUS:3650.
EDTL:3905 Teaching Deaf and Hard of Hearing Students3-4 s.h.
Issues in d/Deaf education; management techniques, communication strategies, teaching strategies, instructional materials, hands-on activities, assessments, parent involvement; use of technology, ethnic and cultural diversity, classroom management, pre-reading techniques, literacy development, educational program options. Taught in English and/or American Sign Language. Requirements: for 4 s.h. option—concurrent enrollment in ASL:2002, if not taken as a prerequisite. Same as ASLE:3905.
EDTL:3915 Introduction: Strategist I (Elementary)1-2 s.h.
Teaching students with mild disabilities in elementary resource placements; current trends and issues, basic and theoretical approaches, implications of federal and state statutes, multidisciplinary team approaches to providing appropriate educational programming; students complete a practicum with an elementary special education teacher. Requirements: admission to TEP.
EDTL:3963 Inclusive Theatre3 s.h.
Introduction to implementation of performance opportunities for special populations (defined as those with cognitive or physical disability) and underrepresented populations. Same as THTR:3605.
EDTL:3976 Reading Intervention for Students At Risk3 s.h.
Reading instructional approaches for students at risk for, or with reading disabilities; students enrolled in lab apply content while working with a reading disability student; use of effective teaching principles and research-based practices for designing and delivering instruction in reading (including oral and silent reading), vocabulary development, reading fluency, comprehension. Requirements: admission to TEP.
EDTL:4021 Science for High Ability Students1 s.h.
Unique challenges and opportunities confronted by teachers of students with above average ability and interest in science; theory and practice; development of program outlines for science programs.
EDTL:4022 Math Programming for High Ability Students1 s.h.
Unique challenges and opportunities confronted by teachers of high-ability students; theory and practice, development of program outlines for implementation. Same as PSQF:4122.
EDTL:4024 Differentiating Projects with Technology1 s.h.
Use of digital tools to enrich student presentations; PowerPoint slide shows, presentations uploaded to World Wide Web, interactive multimedia presentations via HyperStudio.
EDTL:4025 Differentiated Instruction for the Gifted1 s.h.
Program options for K-12 gifted students; student abilities and needs linked with various curriculums; case studies, school materials.
EDTL:4026 Reading for High-Ability Students1 s.h.
Purposes and methods of reading instruction, with focus on developmentally appropriate needs of high-ability readers; genres of literature, enriched and accelerated reading curricula, role of reading in social and emotional development of gifted students.
EDTL:4028 Differentiating through Advanced Technology1 s.h.
Multimedia and web-based tools and utilities that enrich classroom learning and facilitate presentations made by technologically advanced students; production and editing of digital video, computer graphics, advanced web-publishing and communication techniques; skill development.
EDTL:4029 Developing Leadership Skills for Gifted and Talented Students, K-121 s.h.
EDTL:4032 Middle School Curriculum and Methods3 s.h.
Junior high and middle school development compared; characteristics of exemplary programs, disciplinary and interdisciplinary trends; variety of teaching methods (group and individual); hands-on activities. Requirements: admission to TEP.
EDTL:4065 Social Studies for High-Ability Learners1-2 s.h.
Intersection of unique challenges presented by talented students and challenges of designing, implementing, and assessing quality inquiry-based social studies instruction; background in social studies or social studies education not required.
EDTL:4066 Curriculum Concepts in Gifted Education3 s.h.
Analyzing and refining understanding of curriculum in context of: needs of gifted and talented students, rationale for and implementation of curriculum differentiation, and curriculum principles for and applications to gifted and talented; designed for preservice and inservice educators, as well as those interested in curriculum development, design, and delivery.
EDTL:4067 Conceptions of Talent Development3 s.h.
Students review conceptions of talent development and explore possibilities for appropriate programming in specific fields across various stages in life; traditional opportunities in gifted education programs; stages of development in early childhood; development of knowledge and skills in addition to and beyond organized educational programs.
EDTL:4072 Thinking Skills1 s.h.
Factors involved in teaching thinking skills as a total concept; the relationship of critical and creative thinking; review of published programs.
EDTL:4073 Programming/Curriculum for High Ability Students1 s.h.
Programming and curriculum for K-12 students identified as gifted or highly able; in-class differentiations, special projects for pull-out programs, facilitating research projects, mentoring in advanced programming.
EDTL:4074 Differentiation at the Secondary Level1 s.h.
Importance of differentiation for gifted learners in middle school and high school; differentiation through advanced placement programs as well as broader perspectives on differentiation; essentials for differentiation understood and applied to a lesson that will be implemented with students.
EDTL:4081 ePortfolio Design and Production1-2 s.h.
Experience producing an ePortfolio and uploading it to the internet; practical experience using digital tools, content and design related to ePortfolio production; experience using a web browser, accessing the internet, and using a digital camera or scanner. Requirements: able to perform basic computer functions and use a World Wide Web browser. Same as EALL:4081, EPLS:4081, PSQF:4081, RCE:4081.
EDTL:4085 Current Readings and Research in Gifted Education1 s.h.
Research in the field of gifted education and talent development; applications of research to ensure best practices in providing services and programs for high-ability learners.
EDTL:4087 Seminar: Curriculum and Student Teaching1-3 s.h.
Discussions, role-playing, group and individual reports, analysis of critical incidents, classroom management, videotapes of student classroom performance pertinent to participants' student teaching experiences. Requirements: student teaching.
EDTL:4089 Elementary School Special Subject Area Student Teachingarr.
Supervised teaching experience in a single subject in grades 1-6.
EDTL:4091 Observation and Laboratory Practice in the Secondary Schoolarr.
Student teaching experience in performing the duties of regular classroom teachers under supervision of experienced personnel in secondary schools.
EDTL:4092 Observation and Laboratory Practice in the Secondary Schoolarr.
Continuation of EDTL:4091.
EDTL:4096 Topics in Teaching and Learningarr.
EDTL:4137 Introduction to Educating Gifted Students3 s.h.
Fundamental issues such as curriculum, counseling, family issues, gender and minority issues. Same as RCE:4137.
EDTL:4153 Gifted and General Education Collaboration1 s.h.
Need for differentiated learning experiences throughout the school day for gifted students; how classroom teachers and gifted/talented resource teacher collaborate to provide appropriate instructional services to gifted students; collaborative models, planning process, and recommendations for both direct and indirect services. Requirements: internet access.
EDTL:4171 Diversity and Exceptionalities in Literacy Instruction3 s.h.
Elaborates on content from EDTL:3160 and EDTL:3164; issues in theoretically sound reading and writing assessment, instruction in K-8 classrooms where local, state, and national goals play increasing roles; reading and writing processes; teaching and learning of reading and writing; focus on role of language and conversation in learning, content area reading instructional strategies, classroom-based reading and writing assessment, special issues in teaching, and learning with textbooks. Prerequisites: EDTL:3190 and EDTL:3002.
EDTL:4187 Effective Teaching Strategies for the Elementary Teacher: Student Teaching Seminar3 s.h.
Provides student teachers with a structured, consistent forum to critically examine and engage in professional dialogue related to the process of becoming a teacher; draws on personal classroom experiences as well as theories and ideas about education studied throughout the teacher education program; guided by the InTASC Model Core Teaching Standards and the Iowa Teaching Standards, students study and discuss principles of effective teaching practice that lead to improved student achievement; as students work through components of planning, instruction, assessment, and lesson reflection, they complete a Teacher Performance Assessment (edTPA). Requirements: elementary education major in student teaching semester.
EDTL:4188 Practicum in Teaching and Curriculum Development in Gifted Education1-6 s.h.
Experience in developing course materials for classes offered through the Belin-Blank Center for Gifted Education. Same as RCE:4188.
EDTL:4189 Practicum in Gifted/Talented Education1 s.h.
Experience developing course materials for classes offered through the Belin-Blank Center for Gifted Education.
EDTL:4190 Supervised Teaching in the Elementary School: Interactive Phasearr.
Student teaching at the elementary level (K-9). Corequisites: EDTL:4091. Requirements: application to the Office of Teacher Education and Student Services.
EDTL:4191 Supervised Teaching in the Elementary School: Pre- and Post-Active Phasearr.
Corequisites: EDTL:4190. Requirements: application to the Office of Teacher Education and Student Services.
EDTL:4192 Special Area Student Teachingarr.
Supervised teaching and observation in specific areas of elementary curriculum.
EDTL:4193 Independent Studyarr.
Requirements: senior standing.
EDTL:4199 Program Models in Gifted Education3 s.h.
Development and refinement of preservice and inservice educators' understanding of academic programs; needs of gifted and talented students, including diverse and often underrepresented groups of students; rationale for and implementation of a comprehensive program model for gifted students. Requirements: internet access.
EDTL:4210 Museum Without Walls: Museum, Art Education, and Community Engagement in the Digital Age3 s.h.
Collaborative work to recreate one exhibition from the University of Iowa Museum of Art that took place before the flood of 2008; creation of content that contributes to a virtual museum experience; introduction to digital tools commonly used in design of exhibitions; recreation of historical exhibitions based on documentary photographs in museum and University archives and research on the premise of the exhibition and objects on view; how digital artifacts might be used in different contexts; use of museum and digital environments as labs for lifelong and distance learning. Same as INTM:4210, MUSM:4210.
EDTL:4220 The Avant-Garde at the University of Iowa3 s.h.
In 1968, the intermedia program was established in the School of Art and Art History as one of the first art programs that deliberately brought studio training and a range of other academic and performance disciplines together in order to foster new experimental practices; the UI also is home to the International Dada Archive and Research Center, established in 1979; using resources of the UI library and museum, students examine the ways avant-garde ideas enter into everyday life, and how radical ideas come to shape, transform, and activate new ways of learning today.
EDTL:4314 Introduction and Practicum: Secondary English3 s.h.
Experience observing and assisting English or speech teachers and students in secondary schools; 12 hours per week in the school plus on-campus class meetings.
EDTL:4315 Learning to Teach Secondary English/Language Arts and Field Experience3 s.h.
Organizational techniques, methods, materials for teaching high school English; experience in simulated teaching situations during laboratory sessions, integrated with lectures and discussions. Prerequisites: EDTL:4314. Same as ENGL:4810.
EDTL:4355 Approaches to Teaching Writing3 s.h.
Theories, practices, strategies, and history of writing and teaching writing. English majors may apply this course to the following area and/or period requirement. AREA: Nonfiction and Creative Writing. GE: Engineering Be Creative. Same as CNW:4355.
EDTL:4392 Voice, Drama, and Debate in the Secondary Schools3 s.h.
Introduction to elements of classical and contemporary rhetoric, the art of debate, oral interpretation and public speaking, dramatic methods in the classroom, and theater management; important issues and vocabulary of drama and debate including literary, theatrical, pedagogical, and sociohistorical concepts and terms; importance of classical rhetorical strategies and their relevance in the political realm; students work through drama, the creative process of playwriting, acting, designing, and staging a play.
EDTL:4393 Critical Media Studies and Production in Secondary Schools3 s.h.
Introduction to teaching media in secondary schools; preparation to teach critical media literacy, media law and ethics, forms of journalism writing, and production process; emphasis on essential role of media in a democratic society; exploration of instructional strategies and organization practices to guide secondary students to think critically as media consumers and producers; students write and produce their own texts and experience processes to strengthen understanding of learning standards for secondary media students—communication, collaboration, creativity, and critical thinking.
EDTL:4394 Secondary Reading Instruction2-3 s.h.
Methods and materials used in teaching developmental reading in all junior and senior high school content areas. Prerequisites: EDTL:4314.
EDTL:4406 Foreign Language Education Practicum I3 s.h.
EDTL:4407 Foreign Language Education Practicum II3 s.h.
EDTL:4410 Teaching K-12 Second Language Learners3 s.h.
Second language learning and teaching in the multicultural classroom; influence of school setting, societal context. Requirements: admission to TEP.
EDTL:4416 Learning to Teach Second Languages I3 s.h.
Approaches, methods, and techniques of teaching the modalities of listening, speaking, reading, and writing in a second language. Corequisites: EDTL:4406.
EDTL:4417 Learning to Teach Second Languages II3 s.h.
EDTL:4418 ESL Practicum I4 s.h.
Skill development for teaching English as a second language; curriculum design, test creation, microteaching with inservice teachers.
EDTL:4465 Methods: Teaching English as a Foreign Language3 s.h.
Explores approaches, methods, and practices in teaching English as a foreign language; history of language teaching approaches as well as cutting-edge innovations; all four skill areas are covered (speaking, listening, reading, writing); ethical issues concerning linguistically diverse learners and the impact of English language policies around the world; students will develop skills in teaching approaches for English Language Learners (ELLs), including lesson and unit planning and materials evaluation and adaptation.
EDTL:4467 Methods: ESL and Bilingual Education4 s.h.
Exploration of approaches, methods, and practices in teaching English to speakers of other languages in K-12 school settings; communicative and content-based approaches to language learning with practical application of theory and research; issues concerning linguistically diverse learners covered with pedagogical implications; skills in teaching approaches for English language learners; lesson and unit planning, materials evaluation and adaptation, and assessment for placement, diagnosis, exit, and evaluation of English language learners.
EDTL:4468 Instruction of English Language Learners for K-12 Classrooms3 s.h.
Preparation to work with English Learners (ELLs) in K-12 settings; dramatic increase in this population over recent decade; need for teachers to understand sociocultural and linguistic challenges faced by ELLs and their families; proficiency in instructional and differentiation strategies for instructing ELLs; ELL variation and cultural considerations, English language development standards, second language teaching and learning, differentiation for ELLs, effective practice for ELL instruction and assessment; for students in teacher preparation program.
EDTL:4498 Language Structure for Teaching English Language Learners4 s.h.
Exploration of theory, rules, and examples to gain practical understanding of the system of language structure; focus on working with English language learners from a variety of first language backgrounds in educational settings; principles of discourse, phonology, morphology, syntax, pragmatics, and semantics that build a framework for discussion of applications and analysis of student and teacher language; address English language learners' development in P-12 settings; strategies to evaluate learner language; increase awareness of language challenges for English language learners that can occur in spoken and written educational instruction and materials. Requirements: admission to TEP.
EDTL:4535 Methods: High School Mathematics3 s.h.
Subject matter content, teaching and assessment techniques for grades 9-12 math; how students learn mathematics; mathematics curricular planning for all students. Prerequisites: EDTL:3534.
EDTL:4565 Mathematics in Management and Social Sciences3 s.h.
Various real life applications of modern mathematics including management, decision making, issue of optimization, methods for optimal scheduling, voting methods, game theory, error checking, and other related strategies.
EDTL:4630 Psychology of Music2-3 s.h.
Cognition of music, affective response, aesthetic response, musical ability. Same as MUS:4630.
EDTL:4640 Introduction to Music Research2-3 s.h.
Preparation for conducting research on music behavior.
EDTL:4751 Science Methods I: Early Learners with Field Experience3 s.h.
Introduction to students, schools, the purpose of schooling children in science, learning theories, science curricula, contemporary science education issues, effective science teaching.
EDTL:4752 Science Methods II: Junior High with Field Experience3 s.h.
Developing, writing, and orally defending a robust research-based framework for teaching science that includes student goals, student actions, content, materials, activities, teaching behaviors and strategies, contemporary learning theories, self-evaluation. Prerequisites: EDTL:4751.
EDTL:4753 Science Methods III: High School with Field Experience3 s.h.
EDTL:4779 Secondary School Science Practicumarr.
Supervised teaching experience in a single subject; secondary school setting.
EDTL:4811 Introduction and Practicum: Secondary Social Studies3 s.h.
Experience observing and assisting social studies teachers and students in secondary schools; nine hours per week in the school plus on-campus class meetings. Requirements: admission to TEP.
EDTL:4870 Methods: Secondary Social Studies3 s.h.
Analysis of the teaching-learning process; organization of social studies content for teaching purposes; evaluation of learning procedures and new strategies; practicum work includes microteaching, computer-assisted modules, lesson plan development, writing test items.
EDTL:4876 Advanced Methods for Teaching and Learning in a Culturally Responsive Classroom3 s.h.
Multiculturalism and equity issues in education that support development of resources and lesson activities to appeal to a diverse student body; asynchronous online course for educators in all disciplines who are pursuing licensure or currently teaching in a K-12 classroom, advanced technological literacy not required. Eight weeks. Requirements: successful completion of a methods course in K-12 licensure program.
EDTL:4900 Foundations of Special Education3 s.h.
Students with disabilities, gifted and talented; strategies for effective treatment, collaboration between regular and special education teachers; remediation of academic, behavioral, social problems.
EDTL:4921 Transition and Related Issues3 s.h.
Curriculums, programs, and delivery systems that help persons with disabilities move from preschool to elementary, elementary to middle school, middle school to high school, and to postsecondary life; emphasis on ecological and task analysis, transition planning strategies, interagency collaboration, self-determination, access to resources and support services.
EDTL:4922 Supervised Teaching: Elementary Strategist I6 s.h.
Student teaching at the elementary level in a program for students with mild to moderate disabilities. Requirements: elementary education major.
EDTL:4934 Parent-Teacher Communication1-3 s.h.
Realities of working with parents; interpersonal skills; options for parent support services. Same as PSQF:4134.
EDTL:4936 Home/School/Community Partnerships3 s.h.
Issues related to collaboration among families, educators, community members in implementing school programs. Same as PSQF:4136.
EDTL:4940 Characteristics of Disabilities3 s.h.
Etiologies of mild/moderate disabilities; current educational trends; educational alternatives; importance of multidisciplinary team; psychological and social-emotional characteristics of individuals.
EDTL:4950 Behavioral and Social Interventions3 s.h.
Individual behavioral management, behavioral change strategies, and social interaction strategies, methods, and techniques for individuals with exceptional learning needs.
EDTL:4967 Integrated Disability Studies Practicum1-3 s.h.
Hands-on, interactive experience to learn what is involved in working with young adult students with multiple learning and cognitive disabilities; four whole-group classroom sessions and required attendance at one UI REACH course.
EDTL:4975 Explicit Instruction3 s.h.
Empirically supported methods for teaching reading and mathematics K-12 to students with mild-moderate disabilities; assessment and curricular adaptations to individual needs.
EDTL:4982 Instructional Decision Making in Education3 s.h.
Overview of and practical application with curriculum-based procedures for assessment and evaluation; classroom-based measures to make educational decisions for instruction of students, particularly those experiencing academic difficulty.
EDTL:4983 Academic and Behavioral Strategies for Students with Learning Disabilities and Behavioral Disorders3 s.h.
Merge theory and practices for assessing, planning interventions, delivering instruction, and monitoring progress for individuals who have learning disabilities and emotional/behavioral disorders.
EDTL:4984 Academic Skills for Students with Special Needs3 s.h.
Introduction to appropriate methodology for teaching academic skills to students with significant learning difficulties; how to teach students effectively regardless of the label that might be applied to them or the setting to which they might be assigned; effective application of classroom-based measurement, curriculum development, and instructional strategies for teaching academic skills to education students with special needs.
EDTL:4987 Introduction to Assistive Technology3 s.h.
How assistive technology can be used for attainment of goals in education or work. Same as RCE:4187.
EDTL:4990 Interdisciplinary Issues in Disabilities1-3 s.h.
Critical issues related to interdisciplinary delivery of services to persons with developmental disabilities; observation and participation in staffing and consultation; opportunity for related community experiences.
EDTL:5055 Academic Writing Workshop3 s.h.
Drafting and workshopping academic papers including dissertations, proposals, manuscripts, conferences, and courses; discussions center on cross-disciplinary perspectives about academic writing processes and discourses; rhetorical considerations in academic writing; audience and readership within and across disciplines; clear and effective communication of data; writing choices, styles, and tones; students set writing goals and projects.
EDTL:5080 Workshop: Teacher Training for Advanced Placement Courses1-2 s.h.
Focus on a particular academic content area.
EDTL:5083 Diagnostic Reading Instruction3 s.h.
Examination of research, policies, and practices related to reading assessments and intervention for school-aged children and adolescents; key focus on translating theoretical foundations of reading into practice of designing targeted interventions for students with varying strengths and weaknesses in core reading components; activities provide an understanding of underlying principles of diagnostic reading instruction and field-based practice in administering, scoring, and interpreting reading assessments; making data-based decisions about instruction for individual and small groups of students. Requirements: admission to M.A. in teaching, leadership, and cultural competency program.
EDTL:5085 Generation Innovation: Technology Integration in 21st-Century K-12 Schools3 s.h.
Exploration of the technology that shapes 21st-century U.S. schools, curriculum, and teacher professional development; examination of ways in which technology integration and use shapes student learning and identity development. Requirements: admission to M.A. program in teaching, leadership, and cultural competency.
EDTL:5090 Diversity and Identity in K-12 Schools3 s.h.
Advanced seminar on diversity- and identity-related issues in K-12 education for practicing teachers and K-12 professionals; students engage in regular self-evaluation of practices and develop deeper understanding of racism, sexism, classism, and other forms of oppression as they relate to the practices of K-12 teachers and schools; curricular and pedagogical decision making, relative to impact on student identity. Requirements: admission to master's in teaching, leadership, and cultural competency program.
EDTL:5091 LGBTQ Topics in Education3 s.h.
In spite of many challenges that lesbian, gay, bisexual, transgender, and queer-identified youth experience in U.S. K-12 schools, queer youth demonstrate agency and action as they create positive spaces and community for their identities; examination of the intersection of policy and practice with respect to queer identities at all levels of K-12 education; history of queerness in the U.S. with focus on the creation of the concept of compulsory heterosexuality and the manner in which this concept is reinforced in K-12 schools.
EDTL:5093 Teaching and Learning for a Global Perspective3 s.h.
Examination of conceptualizations and themes, along with theories, strategies, and resources that can inform teaching and learning for global competence education in all disciplines; teaching for prejudice reduction and education for informed and responsible global citizenship; creation of a standards-based curriculum project; designed for practicing teachers.
EDTL:5095 Issues in U.S. Schools3 s.h.
Addresses critical questions facing American public schools—governance, finance, and policy structures that have influenced teaching and learning in public schools; particular emphasis on disproportionate access and privilege within the institutions that comprise and support public schooling. Requirements: admission to the M.A. in teaching, leadership, and cultural competency program.
EDTL:5099 Capstone: Teaching, Leadership, and Cultural Competency3 s.h.
Teachers as change agents and researchers in schools; bridges interdisciplinary topics of the M.A. in teaching, leadership, and cultural competency (MATLCC) program in a culminating capstone action research project; students develop an action research project that addresses a topic of interest from MATLCC course work and speaks to three primary strands of the MATLCC—teaching, leadership, and cultural competency. Requirements: completion of all M.A. in teaching, leadership, and cultural competency course work.
EDTL:5104 Language Disorders in School-Aged Children3 s.h.
Emphasis on elementary grades; usually taken in conjunction with EDTL:4192, which provides approximately 70 hours of supervised clinical practice in elementary schools. Recommendations: primarily for communication sciences and disorders majors. Same as CSD:5104.
EDTL:5535 Current Issues in Mathematics Education1-3 s.h.
Recent curriculum developments, experimental programs, research relevant to classroom instruction, trends in education that may have a significant impact on mathematics programs.
EDTL:5600 Graduate Music Education Workshop1 s.h.
For inservice music teachers; topics vary. Same as MUS:5600.
EDTL:5601 Graduate Music Education Workshop II1 s.h.
Varied topics; for inservice music teachers. Same as MUS:5601.
EDTL:5610 Foundations of Music Education Curricula3 s.h.
Curriculum development, instructional materials, analysis of current teaching methods and techniques in school music programs; historical foundations of music education.
EDTL:5961 Foundation of Applied Behavior Analysis3 s.h.
Foundation knowledge and basic principles of behavior analysis in philosophical assumptions of behavior analysis, behavioral terminologies, verbal operants, and measurement concepts; first in a four-course sequence to prepare Chinese-speaking students to sit for the Board Certified Assistant Behavior Analyst (BCaBA) certification exam sponsored by the Behavior Analyst Certification Board (BACB). Corequisites: EDTL:7953.
EDTL:5962 Function of Behaviors and Interventions4 s.h.
Functional assessment/analysis and interventions designed to change behaviors; describing and implementing components of functional behavioral assessment; using results of a functional assessment to develop a program to teach appropriate behavior and/or decrease inappropriate behaviors; development of an instructional program to teach desired behaviors; third in a four-course sequence to prepare Chinese-speaking students to sit for the Board Certified Assistant Behavior Analyst (BCaBA) certification exam sponsored by the Behavior Analyst Certification Board (BACB). Prerequisites: EDTL:5961 and EDTL:7953.
EDTL:5963 Ethics and Professional Conduct of Behavior Analysts2 s.h.
Issues related to ethical and professional conduct of behavior analysts when working with clients according to BACB Professional Disciplinary and Ethical Standards and Guidelines for Responsible Conduct for Behavior Analysts; responsible conduct of a behavior analyst, behavior analyst's responsibility to client, assessing behavior, behavior analyst and individual behavior change program; fourth in a four-course sequence to prepare Chinese-speaking students to sit for the Board Certified Assistant Behavior Analyst (BCaBA) certification exam sponsored by the Behavior Analyst Certification Board (BACB). Prerequisites: EDTL:5961 and EDTL:5962 and EDTL:7953.
EDTL:5964 Behavior Analyst Practicum1-4 s.h.
Development, implementation, and evaluation of techniques that produce behavior changes in clients; discussion of key issues related to techniques of applied behavior analysis; review of various theoretical, conceptual, historical, legal, and practical aspects of behavior analysis; provides a portion of the supervisory component as required by the Behavior Analyst Certification Board (BACB).
EDTL:5965 Ethics and Professional Conduct of Behavior Analysts II3 s.h.
Addresses issues related to ethical and professional conduct of behavior analysts when working with clients according to the Behavior Analyst Certification Board (BACB) Professional Disciplinary and Ethical Standards and Guidelines for Responsible Conduct for Behavior Analysts; this is a second course in ethics and professional conduct designed to prepare students who speak Chinese to sit for the Board Certified Behavior Analyst certification exam sponsored by the BACB; students in this course will examine the BACB Guidelines for Responsible Conduct and issues related to (a) interventions, (b) behavior change systems, and (c) implementation, management, and supervision. Prerequisites: EDTL:5961 and EDTL:5963 and EDTL:7953.
EDTL:5966 Advanced Topics in Applied Behavior Analysis2 s.h.
Preparation for students who speak Chinese to sit for the certification exam sponsored by the Behavior Analyst Certification Board (BACB); covers behavior-change considerations, behavior-change systems, intervention, and issues related to implementation, management, and supervision. Prerequisites: EDTL:5961 and EDTL:5962 and EDTL:6975 and EDTL:7953.
EDTL:6104 Literature for Children II3 s.h.
Current theory, research, and practice in reading and responding to children's literature; genre and topic vary. Same as ENGL:6104.
EDTL:6164 Early Literacy Development and Instruction2-3 s.h.
Understanding of early reading and writing experiences; relationship of reading to other communication areas; knowledge of instructional approaches, techniques, materials, assessment procedures; interrelationship of home and school experiences; identification of current and crucial issues and relevant research.
EDTL:6165 Reading and Writing Across Intermediate Grades3 s.h.
Issues in teaching, learning, and assessment of students grades 4-9; fostering positive literate identities, literacy engagement, strategies for reading, writing, and critically responding to texts in a range of genres and formats and across content areas.
EDTL:6167 Inquiry-Based Curriculum Development in Early Childhood and Elementary Classrooms3 s.h.
Theoretical and practical organization of developmentally appropriate curricula and teaching methods to promote learning.
EDTL:6171 Advanced Reading Clinic Techniques2-3 s.h.
Instructional procedures for children and early adolescents with severe learning problems in reading; causes of reading disorders; educational prognosis for severely disabled readers. Corequisites: EDTL:6172.
EDTL:6172 Advanced Reading Clinic Practicum2-3 s.h.
Practice in selecting and using instructional procedures that address the needs and interests of struggling literacy learners, with emphasis on teaching to students' strengths; how to fit clinical teaching techniques into an overall literacy instructional program. Corequisites: EDTL:6171.
EDTL:6267 Seminar: Current Issues in Art Education3-4 s.h.
Analysis of literature in art education and related disciplines. Same as ARTE:6267.
EDTL:6293 Individual Instructionarr.
EDTL:6315 M.A. Seminar: English Educationarr.
Significant developments in English education; primary and collateral readings. Same as ENGL:6315.
EDTL:6393 Master's Thesisarr.
EDTL:6400 Fundamentals of Second Language Assessment3 s.h.
How to write language tests; discussion of fundamental issues in development of new tests or selection of existing tests. Same as SLA:6503.
EDTL:6402 Second Language Program Management3 s.h.
Preparation for supervising, administering foreign language programs at all levels; for precollegiate language teachers and graduate students. Same as SLA:6504.
EDTL:6403 Language Policy and Planning3 s.h.
Sociology and politics of national policies involving language, internationally; development of a research-based policy perspective on language issues in the country in which the student intends to teach.
EDTL:6409 Cultural Curriculum3 s.h.
Culture's role in foreign/second language teaching; definition, pedagogy, assessment, and materials that allow culture to be taught and learned. Same as SLA:6970.
EDTL:6480 Issues in Foreign Language Education3 s.h.
Theoretical perspectives of pivotal research issues at the forefront of foreign language education; systems available to foreign language professionals for disseminating research. Same as SLA:6500.
EDTL:6483 Second Language Classroom Learning3 s.h.
Synthesis of empirical findings on children's and adults' learning of a second or foreign language; emphasis on theoretical underpinnings of approaches, methods, techniques in language teaching. Same as ASIA:6483, SLA:6506.
EDTL:6484 Reading in a Second Language3 s.h.
Current theory, research, practice in second language reading field; role of textual features and the reader in reading comprehension. Same as SLA:6501.
EDTL:6497 Principles of Course Design for Second Language Instruction3 s.h.
Contemporary views of second language curriculum design; guidelines necessary for the creation of prototypical curriculum units to be transposed into classroom-ready forms; for individuals interested in foreign language materials development. Same as SLA:6502.
EDTL:6530 Workshop in School Mathematics0-3 s.h.
Recent developments in school mathematics teaching methods and curriculum relevant to a selected issue; one to three weeks of intensive examination, experience.
EDTL:6531 Technology in School Mathematics2-3 s.h.
Methods, materials, issues, pedagogy, assessment; use, evaluation of technology for mathematics teaching and learning; implications for organization, development of course content.
EDTL:6534 Foundations of Mathematics Education2-3 s.h.
History of U.S. mathematics education; learning theory applied to teaching, learning mathematics; curriculum design; curriculum/standards and achievement patterns in the United States and other countries; equity; research literature.
EDTL:6536 Teaching of Geometry2-3 s.h.
Current developments in teaching middle school/junior high and high school geometry; selection, organization of content; research on teaching and learning.
EDTL:6539 Teaching of Algebra2-3 s.h.
Current developments in curriculum and instructional methods in secondary school algebra; classroom use of the history of algebra, use of technologies, implications of current research for the algebra classroom.
EDTL:6563 STEM Through Mathematical Modeling3 s.h.
Prepares potential STEM teachers or in-service teachers who want to develop integrated STEM learning environments to learn mathematical modeling as an interdisciplinary instructional approach; mathematical modeling practice to learn and teach mathematics, science, engineering, and technology focused on students' understanding of new concepts from an individual knowledge basis; engagement in problem-based learning where individuals develop conjectures, critique arguments, and revise ideas to reach conclusions; students will understand how people learn new concepts and how teachers should provide adequate learning environments for students to learn and understand the core concepts of STEM.
EDTL:6570 Foundation of School Mathematics Curriculum3 s.h.
Elementary and secondary background developments in school and mathematics curriculum; definitions, historical perspective, reform, theories of knowledge, implementation, evaluation, international perspectives, issues in mathematics curriculum.
EDTL:6600 Individual Projects in Music Education1-2 s.h.
Projects of special concern to individual music teachers in public schools.
EDTL:6757 Learning in the Science Classroom2-3 s.h.
Assumptions about learning and about learning theories and their impact on pedagogical actions; how some concepts are planned and implemented.
EDTL:6758 Writing in the Science Classroom3 s.h.
Literacy in the science classroom; theoretical and pedagogical perspectives; practical classroom activities that lead to effective writing and increased learning.
EDTL:6759 Advanced Pedagogy3 s.h.
Theoretical and practical perspectives on pedagogy; how to assess practice, provide feedback, and build learning pathways for teachers.
EDTL:6761 STEM Research and Leadership Seminar3 s.h.
Broad overview of research supporting new and innovative teaching practices in STEM disciplines and integrated STEM learning; focus on relevant journals related to STEM learning and teaching; students will summarize, critique, and discuss a variety of research perspectives and articles and describe how the information relates to their current teaching; students explore ways to improve their STEM pedagogical and instructional practices and methods for assessing critical student outcomes; students develop awareness of research that provides a foundation for effective STEM teaching and learning and strategies for implementing research supported practices in STEM learning contexts of all types.
EDTL:6762 STEM Experiential Learning3 s.h.
Overview of research supporting new and innovative teaching practices in STEM disciplines and integrated STEM learning; focus on problem-based and experiential learning curriculum, instruction, and assessment by engaging in authentic experiences and reflecting on how these influence practice and student learning; facilitates ability to solve real world STEM problems of interest to students and community through engagement with community partners; assists students to acquire and demonstrate 21st-century competencies the STEM workplace identifies as critical; provides authentic, meaningful, and cross-curricular experience in facilitating student engagement in real-world situations.
EDTL:6764 STEM Extracurricular Experience and Capstone6 s.h.
Engages teachers in STEM experience outside the traditional classroom; provides 90-hour STEM inclusive experience coupled with a capstone project; engagement with STEM community leaders, business partners, or outreach leaders to develop a plan for participation in and investigation of a STEM related experience; may work with a STEM extracurricular activity in a school or university, a STEM related business or industry partner, or a STEM related grant funded project through a university; course completion is accomplished through a capstone sharing of their experience, how the experience has solidified their understanding of STEM, and how the experience will impact their classroom activities.
EDTL:6765 STEM Independent Research3 s.h.
Opportunity to develop an independent research project and explore a STEM education question of personal interest; students design and carry out research in an authentic STEM learning environment, collect and analyze data, develop claims and conclusions based on their research, present findings, and develop a plan for utilizing findings to improve STEM education learning environments. Prerequisites: EDTL:6761.
EDTL:6766 Physical Science Topics in STEM Education3 s.h.
Increase knowledge of physical science content in a form that is relevant to education standards, such as Next Generation Science Standards (NGSS), and connected to engaging and contemporary issues in physical science; weekly expectations differentiated to provide opportunities for deepening knowledge of science; students gain insight into teaching science and work together to think critically on the conceptual basis of subject matter appropriate for learners in their context; for educators at all levels (e.g., elementary, secondary, informal settings).
EDTL:6833 History and Foundations of Social Studies Education3 s.h.
Historical, philosophical, social foundations of social studies education; recent debates over content and instructional processes; student research proposals.
EDTL:6840 Theories and Perspectives in Global Education3 s.h.
Examination of theories and perspectives within global education that help to understand historical and contemporary social, political, economic, and cultural issues; relationship to international studies, international education, global cultures, human rights, social justice, and other areas; interaction with global educators who conduct research and/or teach in institutes of higher education around the world.
EDTL:6841 Attaining a Global Perspective2-3 s.h.
Rationales, conceptualizations, and themes in global perspectives in education, implications for curriculum change; elements of perspective consciousness, cultural universals, cultural diversity, cross-cultural awareness, global systems, global history, global issues; application and evaluation of ideas within fields of study and varied teaching situations.
EDTL:6842 Examining Power, Resistance, and Change Through Global Education3 s.h.
Examines historical and contemporary movements for equity and social justice led by students and educators around the world; examines national and transnational narratives of resistance to develop a deeper understanding of the intersections of power, place, and resistance in education, past, present, and future; students will read and analyze diverse narrative, autobiographic, and ethnographic accounts of global social actions to more deeply understand the intersections of identity, privilege, power, and how resistance works.
EDTL:6906 Practicum with Exceptional Personsarr.
Practicum experience with students with disabilities; experiences differ depending upon student's program of study.
EDTL:6909 Seminar: Graduate Supervised Teaching1 s.h.
For students enrolled in graduate student teaching practicum. Requirements: special education major.
EDTL:6936 Administration of Students with Special Needs3 s.h.
Foundation for and skill practice in tasks performed by directors of special education and others administering to needs of special education students, and economically and socially deprived students; for prospective school administrative personnel. Same as EPLS:6236.
EDTL:6950 Strategist I Student Teaching: Elementaryarr.
Student teaching in an elementary mild and moderate special education program.
EDTL:6951 Strategist I Student Teaching: Secondaryarr.
Student teaching in a secondary mild and moderate special education program.
EDTL:6953 Strategist II Student Teaching: Elementaryarr.
Student teaching in K-8 learning disabilities or behavior disorders.
EDTL:6954 Strategist II Student Teaching: Secondaryarr.
Student teaching in secondary learning disabilities or behavior disorders.
EDTL:6955 Social and Behavioral Interventions3 s.h.
Design, implementation, and evaluation of function-based interventions for students with significant behavioral challenges; functional behavior assessment, multi-component intervention design, and single-subject methodology to test effects of intervention in a K-12 school.
EDTL:7004 Schooling in the United States3 s.h.
Governance, finance, and policy structures that have influenced teaching and learning in public schools.
EDTL:7008 Seminar: Research and Current Issuesarr.
Review of literature, critical analysis of reported research, and study of current issues and problems for a specific curricular area; topics vary.
EDTL:7015 Ph.D. Seminar in Language, Literacy, and Culturearr.
Historical, recent research and theory in literacy education; topics vary.
EDTL:7033 Seminar on Teacher Education3 s.h.
History, structure, and politics of teacher education; current practice and agendas for reform; new developments in teacher assessment.
EDTL:7040 Advanced Topics in Teaching and Learningarr.
EDTL:7070 Introduction to Qualitative Methods in Literacy Research3 s.h.
Conceptual and practical exploration of qualitative research design methods, including data collection, analysis, and reporting; understanding proposal writing.
EDTL:7071 Critical Discourse Analysis in Educational Research3 s.h.
Critical discourse analysis (CDA) as theory and method; social and power relations, identities, and knowledge through written, visual, and spoken texts in social settings, such as schools, families, communities; theoretical and methodological traditions of CDA in educational research; critical approaches to analyzing spoken, written, and visual texts. Prerequisites: EDTL:7070 or EPLS:7373 or PSQF:7331 or RCE:7338.
EDTL:7072 Advanced Methods of Literacy Research: Qualitative Data Analysis and Reporting3 s.h.
Advanced course in traditional and contemporary qualitative data analysis methods and varied forms of reporting to understand, critique, and conduct research about literacy learning and teaching. Prerequisites: EDTL:7070 or EPLS:7373 or PSQF:7331 or RCE:7338.
EDTL:7073 Ethnographic Methods, Theories, and Texts3 s.h.
Practical and theoretical background for conducting ethnographic field studies in literacy, schooling, language, or a field of student's choice; methods, methodologies, and perspectives from anthropology, sociology, folklore, journalism, literary criticism, cultural, critical, and composition theory; read historical and contemporary ethnography, consider ethnographic forms of expression (films, graphics, fiction, poems); roles, responsibilities, and ethics of writer, reader, viewer, and informant; tools, methods, and writer's techniques to develop an ethnographic portfolio. Prerequisites: EDTL:7070 or EPLS:7373 or PSQF:7331 or RCE:7338.
EDTL:7075 Educational Ethnography3 s.h.
Study of culture and social organization; how ethnographers become participant-observers of varying degrees in the social setting they study; opportunities to explore ethnographic research methods; focus on ethnography in educational settings; methods used in a variety of contexts including communities, businesses, families, and other social organizations; ethnography committed to social justice; social theory, issues of power and privilege, unequal access to socioeconomic and educational opportunities.
EDTL:7092 Field Service Projectarr.
Individual field service project in a specific curricular area; for advanced students.
EDTL:7093 Research Projectarr.
Individual research projects in a specific curricular area; for advanced students.
EDTL:7165 Reading Clinic: Supervisionarr.
Supervised experience in guiding and improving teacher performance in clinical practicums.
EDTL:7380 Practicum in College Teachingarr.
Supervised college teaching experience in courses related to major academic areas; collaboration with faculty course instructors.
EDTL:7385 Teaching and Learning in Higher Education3 s.h.
EDTL:7405 Research Methods in Second Language Teaching and Learning3 s.h.
Overview of common research methods used to study second language (L2) teaching and learning and related fields; variety of readings from current L2 publications, presentations, video testimonials by active L2 researchers, discussions of readings, and activities designed to process and apply concepts; field research methods; designing a rigorous research study on topic of student's choice; speaking and writing with confidence about research methods used in other studies.
EDTL:7406 Proposal Writing for Second Language Research3 s.h.
Procedures and techniques for writing research proposals at the doctoral level; written research proposal dealing with a question in second language teaching and learning.
EDTL:7410 Mixed Methods Research3 s.h.
Introduction to mixed methods research in education; knowledge and skills necessary to conduct mixed methods study; history and language of mixed methods research; identification and processing arguments for and against mixed methods research; extend understanding of research in education; how to assess strengths and weaknesses of published mixed methods studies; investigation of one or more mixed methods research designs in depth; application of mixed methods research design to a research proposal. Prerequisites: EALL:5150. Requirements: formal introduction to quantitative and qualitative research methods, and familiarity with basic steps of research process. Recommendations: direct experience conducting research studies not required. Same as EPLS:7392.
EDTL:7493 Ph.D. Thesisarr.
EDTL:7535 Seminar: Research in Mathematics Educationarr.
Analysis of current research, research methodology, curriculum developments in mathematics education; topics vary.
EDTL:7600 Seminar: Current Topics in Music Education2-3 s.h.
Major areas of professional and research interest.
EDTL:7640 Advanced Research in Music Education3 s.h.
Design, performance, analysis, and reporting of music research.
EDTL:7707 Research: Science Educationarr.
Planning of individual research projects by M.S. and Ph.D. students.
EDTL:7750 Seminar: Science Education0-2 s.h.
Discussion of completed faculty and doctoral candidates' research, national issues, program features.
EDTL:7751 Advanced Qualitative Data Analysis3 s.h.
Varied approaches to qualitative data analysis and philosophical foundations; analysis and interpretation of qualitative data; writing qualitative research findings. Prerequisites: EDTL:7070 or EPLS:7373 or PSQF:7331 or RCE:7338.
EDTL:7755 Independent Study in Science Education Research2-3 s.h.
EDTL:7756 Research Apprenticeship in Science Education3 s.h.
Practical experiences in science education research in a collaborative, team-oriented environment; apprenticeship model of instruction in which students' participation in authentic tasks and their learning are mutually constitutive; engagement in actual research practices to produce an empirically based product; development of expertise with some aspect of research methodology determined by instructor; for graduate students with interests in research or development based in K-16 contexts.
EDTL:7774 Qualitative Research with Computer-Aided Qualitative Data Analysis Software3 s.h.
Qualitative data analysis using computer-aided qualitative data analysis software (CAQDAS); emphasis on methodological approaches to data analysis, and practical and experiential aspects of using CAQDAS to conduct these stages of analysis; opportunity to work with ATLAS.ti, NVivo, Dedoose, and the Coding Analysis Toolkit (CAT); capstone product is a research report based upon qualitative analysis; students strongly encouraged to analyze data from their own research.
EDTL:7932 Field Service Project in Special Education Internshiparr.
Part-time or full-time experience as an intern in school districts or area education agencies; develops skills in supervision and administration of special education.
EDTL:7943 Proseminar: Issues, Trends, and Research in Special Education2-3 s.h.
Conceptual and practical development of research across special education and related disciplines; empirical review of the literature; focus on professional writing skills.
EDTL:7944 Proseminar: Issues, Trends, and Research in Special Education II2-3 s.h.
Recent research from a variety of special education areas reviewed by students; simulated comprehensive examinations. Prerequisites: EDTL:7943.
EDTL:7945 Current Issues and Trends in Learning Disabilities3 s.h.
Readings and discussions of current issues and trends in learning disabilities (e.g., definition, prevalence, interventions, subtyping, assessment).
EDTL:7948 Contemporary Research in Behavioral Disorders3 s.h.
In-depth analysis of current research in behavioral disorders; emphasis on evaluating its methodology and contribution to the field.
EDTL:7952 Seminar: Behavioral Assessment and Evaluation3 s.h.
Broadens skills of graduate students who engage in research with exceptional persons; research designs are usually taught in the Department of Psychological and Quantitative Foundations, but because of the nature of handicapping conditions and the low incidence of some handicaps, the single-subject design yields better research information. Same as PSQF:7352.
EDTL:7953 Seminar: Single Subject Design Research3 s.h.
Reviews of single subject research, development of student proposals; focus on special education, applied research.
SIED:3001 Introduction to Museum Studies3 s.h.
Overview of museum history, function, philosophy, collection, and curatorial practices; governance and funding issues; exhibition evaluation and audience studies; examples from Museum of Art, Museum of Natural History, Old Capitol Museum, and Medical Museum. GE: Social Sciences. Same as ANTH:3001, EDTL:3001, MUSM:3001.
SIED:4102 Societal and Educational Applications of Earth Science and Environmentalarr.
Major ideas and principles of earth and environmental sciences; emphasis on common applications in today's world.
SIED:4103 Societal and Educational Applications of Biological Sciencesarr.
Basic conceptual themes of biology, how they have been derived; emphasis on a current social issue related to biology.
SIED:4105 Societal and Educational Applications of Physical Sciencesarr.
Major ideas of physics and how they have been derived; emphasis on how such ideas affect modern society.
SIED:4106 Societal and Educational Applications of Chemical Conceptsarr.
Principles of chemistry as applied in industry, communication, daily living.
SIED:4115 Directed Studyarr.
SIED:4135 The Nature of Science3-4 s.h.
Ideas on understanding and ways of thinking that are essential in a world shaped by science, technology, engineering, and mathematics; focus on increasing science literacy by examining the nature of science; comparison of characteristics specific to individual science disciplines; identification of great episodes and debates in history of science and habits that are essential for science literacy; scope and sequence of content and process skills for K-12 curriculum, instruction, and assessment.