AREDU 600 – Diversity in the Classroom 3 credits. This course explores the many issues (including race, gender, legal status, social class and sexual orientation) that are part of the diverse landscape in our schools today. We will consider issues of oppression and privilege, both as they inform the way inequitable societal structures have taken root in the US, as well as the ways those issues play out in the country, and in our schools, today. Culturally Responsive Teaching is a pedagogical stance that recognizes and honors the importance of students’ cultural realities in all aspects of learning. Culture is central to learning, playing a role not only in communicating and receiving information, but also in shaping the thinking process and beliefs of groups and individuals. Our goal is to define a pedagogical stance that acknowledges, responds to, and celebrates cultures, and strives to build an authentically inclusive community.
AREDU 690 – Curriculum Planning3 credits. A study of curriculum design and planning at the middle and secondary levels with emphasis on inclusive content area curriculum development, and assessment and grading. Topics include: curriculum design, Universal Design for Learning, Wisconsin Model Academic Standards and Common Core Standards alignment, meaningful assignments, meaningful balanced assessment for learning, differentiation, accommodation, response-to-intervention, grading, and delivery of instruction. This course satisfies PI 34.022(1), cooperative marketing and consumer cooperatives, for candidates seeking licensure in social studies.
AREDU 692 – Foundations Adolescent Development3 credits. The primary requirement for successfully navigating adolescence is to develop a series of answers to the question “Who am I”? This course will examine the various ways in which this essential question is answered within the context of the physical, cognitive and social transitions occurring during adolescence with a specific focus on middle and high school youth. Strategies for curriculum development and delivery will also be discussed.
AREDU 694 – Secondary Methods I3 credits. This course provides aspiring educators with knowledge, skills, and experiences to develop and deliver effective instructional programs aligned with content area standards for students at the middle and high school levels. Candidate teachers will explore theories and practices of curriculum planning and instructional design, including strategies for integrating technology across the curriculum.
AREDU 698 – Methods of Teaching and Learning II3 credits. This course provides multiple models of instructional design and classroom facilitation strategies with opportunities to implement curriculum planning in secondary content area classrooms through a clinical placement. Candidate teachers will develop knowledge and skills in methods for utilizing facilitated discussions, feedback for student growth, balanced assessment models, and active learning strategies grounded in content area standards. This course satisfies PI 34.022(2), environmental education, and conservation, for candidates seeking licensure in social studies and science.
AREDU 700 – Secondary Literacy3 credits. This course introduces content area literacy theories and practices, grounded in the concept that every secondary teacher is a teacher of literacy. Candidate teachers will study what literacy is and how literacy practices are specialized for specific environments, content areas, and students, including multilingual learners. The course will demonstrate how literacy instruction is essential for students to develop core content proficiency through exploring the transition from an elementary “learning to read” focus to the “reading to learn” focus of middle school and high school; the interconnectedness of reading, writing, and thinking and the need to explicitly provide modeling for each to support student success; and diverse resources, strategies, and approaches to differentiation to support all students.
AREDU 751 – Reflections on Teaching Practice AR1.5 credits. This course engages candidate teachers in the inquiry, reflection, and action necessary for developing socially just classrooms. Candidates engage in reflecting on their student teaching practice completing the Edgewood College Initial Educator Performance Assessment.
Required Clinical Experiences
AREDU 620 – Initial 8-Wk Practicum, AR Programs0 credits. This is the initial practicum for asynchronous residency programs in ACE, ASP, and CCSE. Students will complete 50 hours of field experience in a PK-12 placement aligned with their licensure area. Students will have linked assignments from concurrent enrollment in foundations and methods courses. Each student will have supervisory observations at the initial level during this course.
AREDU 622 – Advanced 8-Wk Practicum AR Programs0 credits. This is the advanced practicum for asynchronous residency programs in ACE, ASP, and CCSE. Students will complete 50 hours of field experience in a PK-12 placement aligned with their licensure area. Students will have linked assignments from concurrent enrollment in foundations and methods courses. Each student will have supervisory observations at the advanced level during this course.
AREDU 754 – ASP Student Teaching AR Programs1.5 credits. A supervised field teaching in secondary education in a school setting appropriate to the level of prospective professional practice.
Corequisite: AREDU 751 Reflections on Teaching Practice, AR Programs
Optional: Add-on Licensing Sequence
English as a Second Language (ESL)
EDU 631 – Second Language Acquisition Content 3 credits. This course provides a comparative overview of first and second language acquisition theories and practices and explores the factors that influence acquisition. Emphasis is placed on curriculum and design, instructional strategies, and cultural considerations in order to engage language learners in academic coursework in the content areas while they develop a second language.
EDU 632 – Language for Teachers I3 credits. This course provides an understanding of how language functions to achieve a range of purposes that are important in our daily lives, in school learning and in the wider community. It introduces a robust linguistic model that describes how language varies from context to context and places knowledge about language at the core of classroom practice.
EDU 635 – ESL Curriculum Design & Assessment3 credits. This course provides an overview of pedagogical approaches to teaching ELLs (English language learners). Course content explores the role of scaffolding instruction and the integration of academic reading, writing, listening and speaking. Students will learn how to develop genre-based units of instruction paying attention to the language demands in a particular discipline. This course also examines complex issues of evaluation of ELLs, and prepares students to design formal and informal assessment of language and content.
Bilingual Education
EDU 631 – Second Language Acquisition Content3 credits. This course provides a comparative overview of first and second language acquisition theories and practices and explores the factors that influence acquisition. Emphasis is placed on curriculum and design, instructional strategies, and cultural considerations in order to engage language learners in academic coursework in the content areas while they develop a second language.
EDU 636 – Bilingual Ed Curriculum Design/Assm3 credits. This course provides an overview of pedagogical approaches to teaching and learning in bilingual education settings. Students will examine effective bilingual instructional methods across content areas, with attention to developing language in different disciplines. Students will understand the role of reading, writing, speaking, and listening in designing instruction and assessment. Review of current research and curricula will be used to develop practical applications for bilingual settings.
EDU 638 – Biliteracy Development3 credits. This course prepares bilingual educators for developing reading and writing among preK-12 students learning in two languages. Using a case study approach, participants will carry out formative assessment of literacy and language behaviors with a focus student or student group. They will use observation and analysis to design biliteracy instruction that honors student strengths across languages and across domains. Class sessions will incorporate collaboration and reflection of case studies in different contexts, addressing factors that impact biliteracy development. This course builds knowledge of foundational skills, reading strategies, writing, reading comprehension, and reading fluency. Readings and activities will be carried out in Spanish and English.
Bilingual and ESL (combined)
EDU 631 – Second Language Acquisition Content3 credits. This course provides a comparative overview of first and second language acquisition theories and practices and explores the factors that influence acquisition. Emphasis is placed on curriculum and design, instructional strategies, and cultural considerations in order to engage language learners in academic coursework in the content areas while they develop a second language.
EDU 635 – ESL Curriculum Design & Assessment3 credits. This course provides an overview of pedagogical approaches to teaching ELLs (English language learners). Course content explores the role of scaffolding instruction and the integration of academic reading, writing, listening and speaking. Students will learn how to develop genre-based units of instruction paying attention to the language demands in a particular discipline. This course also examines complex issues of evaluation of ELLs, and prepares students to design formal and informal assessment of language and content.
EDU 636 – Bilingual Ed Curriculum Design/Assm3 credits. This course provides an overview of pedagogical approaches to teaching and learning in bilingual education settings. Students will examine effective bilingual instructional methods across content areas, with attention to developing language in different disciplines. Students will understand the role of reading, writing, speaking, and listening in designing instruction and assessment. Review of current research and curricula will be used to develop practical applications for bilingual settings.
EDU 638 – Biliteracy Development3 credits. This course prepares bilingual educators for developing reading and writing among preK-12 students learning in two languages. Using a case study approach, participants will carry out formative assessment of literacy and language behaviors with a focus student or student group. They will use observation and analysis to design biliteracy instruction that honors student strengths across languages and across domains. Class sessions will incorporate collaboration and reflection of case studies in different contexts, addressing factors that impact biliteracy development. This course builds knowledge of foundational skills, reading strategies, writing, reading comprehension, and reading fluency. Readings and activities will be carried out in Spanish and English.
