| |
Education-Graduate (ED) |
| |
-
ED 702 - Organization and Operation of American Education Semester Hours: 3
The course is designed to provide teachers with the theoretical foundations and basic skills of elective professional leadership while examining the formal structure of American education.
Pre-requisites: none.
|
| |
-
ED 703 - Learning and Cognition Semester Hours: 3
This course is an advanced study of human growth and development exploring contemporary issues in learning and brain research.
Pre-requisites: none.
|
| |
-
ED 706 - Differentiating Instruction Semester Hours: 3
This course is designed to assist teachers and other professionals in the development of integrated lessons and units suitable for all levels of instruction.
Pre-requisites: none.
|
| |
-
ED 707 - Gifted Education Semester Hours: 3
This course is a survey of current educational programs and research methodology for enhancing the total cognitive, social, and emotional development of the gifted and talented student. The purposes of this course are to (1) acquaint students with the major theories, principles, and facts about gifted and talented children and recommend appropriate educational and counseling strategies to meet their needs; (2) promote first-hand knowledge of contemporary issues and controversies in the study of gifted students; and (3) stimulate discussion and upgrade the thinking skills of graduate students in the area of gifted education.
Pre-requisites: none.
|
| |
-
ED 708 - Classroom Management Strategies Semester Hours: 3
This course is designed to support and facilitate a successful beginning of the school year which transitions into a learning environment characterized by the development of organizational and instructional routines, effective behavior management strategies and instruction based on communicating and reinforcing clear expectations. The focus of the course will be on developing teacher behaviors which produce high levels of student involvement in classroom activities, minimal amounts of disruptive student behavior and efficient use of instructional time.
Pre-requisites: none.
|
| |
-
ED 712 - Multicultural Education Semester Hours: 3
This course will focus on awareness of various cultural groups, their success stories, stereotypes and areas of bias toward these groups. Students will examine their personal cultural values and how they impact the classroom. Issues and trends in our society will be used to address the concerns of the classroom where multiple cultures are present and interacting within the educational process.
Pre-requisites: none.
|
| |
-
ED 714 - Curriculum and Classroom Dynamics Semester Hours: 3
A seminar in curriculum planning and implementation, this course is designed to share what works in the classroom and how to plan and effect change to improve student interest and response.
Pre-requisites: none.
|
| |
-
ED 716 - Special Education: Meeting Exceptional Educational Needs Semester Hours: 3
This course is a study of developmental disorders and disabilities of children with exceptional educational needs including learning, emotional, and behavioral disabilities, and how these disabilities affect parents, families, students, and teachers. The objectives of this course are to assist teachers to (1) acquire information on definitions, characteristics, and causes of exceptionality; (2) develop knowledge and skills for educational diagnosis and assessment strategies for instructional planning and programming; and (3) relate educational and psychological methods and approaches in special education to the most effective educational practices at the preschool, elementary, and secondary levels.
Pre-requisites: none.
|
| |
-
ED 717 - Political and Legal Aspects of Education Semester Hours: 3
A study of the political aspects of the educational process from state and federal programs to individual school districts and building politics. The role of various interest groups will be explored as will the impact of referenda passage and school board roles and reactions.
Pre-requisites: none.
|
| |
-
ED 720 - Assessment in the School and Classroom Semester Hours: 3
This course will familiarize students with state requirements for assessment, portfolio development, rubrics and construction of viable assessment devices for the classroom.
Pre-requisites: none.
|
| |
-
ED 741 - Reading in the Content Area Semester Hours: 3
This course will assist teachers in the selection of appropriate techniques for teaching reading skills through the use of subject area materials. An emphasis will be placed on teaching students to read technical materials as well as techniques useful for conducting research.
Pre-requisites: none.
|
| |
-
ED 751 - Supervision of Student Teachers (1 semester hour) Semester Hours: 1
This course is a two-day graduate workshop designed for practicing teachers who wish to meet the State of Wisconsin requirements for supervision of student teachers.
Pre-requisites: none.
|
| |
-
ED 780 - Special Topics in Education (1-3 semester hours) Semester Hours: 1-3
A seminar-style course in which the content changes in response to current trends in education and/or to meet certification requirements.
Pre-requisites: consent of the Director of the Center for Teacher Excellence.
|
| |
-
ED 790 - Tutorial I: Focused Individualized Reading/Research Topic (1-3 semester hours) Semester Hours: 1-3
The tutorial is an area of concentrated study selected by the student with the approval of the Director of the Center for Teacher Excellence. For early childhood/middle childhood and middle childhood/early adolescence teachers, the concentration is usually in the humanities, social science, or natural science; for early adolescence/adolescence teachers, it may be disciplinary. A specific study of educational theory may also be selected. (Open to degree candidates only.)
Pre-requisites: consent of the Director of the Center for Teacher Excellence.
|
| |
-
ED 791 - Tutorial II: Focused Individualized Reading/Research Topic (1-3 semester hours) Semester Hours: 1-3
The tutorial is an area of concentrated study selected by the student with the approval of the Director of the Center for Teacher Excellence. For early childhood/middle childhood and middle childhood/early adolescence teachers, the concentration is usually in the humanities, social science, or natural science; for early adolescence/adolescence teachers, it may be disciplinary. A specific study of educational theory may also be selected. (Open to degree candidates only.)
Pre-requisites: consent of the Director of the Center for Teacher Excellence.
|
| |
-
ED 792 - Tutorial III: Focused Individualized Reading/Research Topic (1-3 semester hours) Semester Hours: 1-3
The tutorial is an area of concentrated study selected by the student with the approval of the Director of the Center for Teacher Excellence. For early childhood/middle childhood and middle childhood/early adolescence teachers, the concentration is usually in the humanities, social science, or natural science; for early adolescence/adolescence teachers, it may be disciplinary. A specific study of educational theory may also be selected. (Open to degree candidates only.)
Pre-requisites: consent of the Director of the Center for Teacher Excellence.
|
| |
-
ED 800 - Educational Research and Evaluation Semester Hours: 3
Students will examine component parts and optimum methodologies for formulation and design of a research project. The focus of the course is on classroom research-inaction and includes formulating research questions, designing to test research hypotheses, data gathering, analysis of data, and conclusions.
Pre-requisites: none.
|
| |
-
ED 810 - Master’s Project Semester Hours: 3
Applied research in an area of the student’s choice under the supervision of the student’s graduate mentor. Students must receive the approval of the Director of the Center for Teacher Excellence prior to submitting their proposal for the master’s project.
Pre-requisites: Completion of all other M.Ed. course requirements, and consent of the Director of the Center for Teacher Excellence.
|
Leadership and Organizational Development-Graduate (LO) |
| |
-
LO 532 - Strategic Planning for Nonprofit Organizations Semester Hours: 3
This course will focus on the development of a strategic plan for a nonprofit organization, planning issues, techniques, methods, and practical applications for the working professional. The course is designed to nonprofit professionals in learning and applying key elements of successful strategic planning. At the graduate level a variety of strategic planning models will be examined using case studies, activities and discussion board interactions. Emphasis will be placed on managing the strategic planning process to build the capacity and sustainability of organizations.
Pre-requisites: Undergraduate: GEN 112 - Composition II: Argumentation and Research and NPO 330 - Managing Nonprofit Organizations . Graduate: Admission to the graduate M.B.A. or M.S. in Leadership and Organizational Development program.
|
| |
-
LO 700 - Leadership: Theories and Perspectives Semester Hours: 3
The intent of this course is to provide for students an overview of the theories and perspectives presented by research on leadership. This course will outline the development of leadership studies conceptually over time and highlight different models, theories, and practices that are relevant in the field.
Pre-requisites: none.
|
| |
-
LO 710 - Leadership Seminar: Systems Theory, Adaptive and Servant Leadership Semester Hours: 3
The intent of this course is to help prepare students to think about leadership in a thoughtful and insightful way. The pre-requisite for this course, LO 700 - Leadership: Theories and Perspectives provides student with an overview of the historical development of the study of leadership. This course dives deeper into the conversations surrounding what leadership means in our modern society presented by some of the most pivotal leadership thinkers. Leadership is a practiced art that requires deep thinking and critical insight. This course will help students not only understand leadership more deeply, but become better leaders themselves through critical thinking, reflection, and dialogue amongst their peers.
Pre-requisites: LO 700 - Leadership: Theories and Perspectives .
|
| |
-
LO 720 - Organizational Change and Development Semester Hours: 3
The intent of this course is to provide for students an overview of organizational development (OD) and change. This includes relevant theories and models used by change agents and OD practitioners to expose students to the manners in which OD is practiced. Since organizations are comprised of individuals and function as an output of their behaviors, this course also briefly touches on some of the psychological aspects behind change.
Pre-requisites: none.
|
| |
-
LO 730 - Foundations of Nonprofit Leadership Semester Hours: 3
The course aims to deepen student understanding of the nature of the nonprofit world and its organizations, using both theoretical and practical lenses to do so. Understanding the nexus between the nonprofit sector’s ability to impact collective problems requires that practitioners in both management and policy roles see the intersection and are able to connect the macros and micro dynamics of governance. Students will explore the managerial practices of all aspects of the sector, including but not limited to governance and strategy.
Pre-requisites: none.
|
| |
-
LO 731 - Role of Nonprofit Organizations in Public Policy Semester Hours: 3
Nonprofit organizations are often referred to as the “third” sector with the connotation that they function in a world that is separate from the private and public sectors. In reality numerous nonprofits interface routinely with the government sector in the joint fulfillment of public policy. This course examines the relationships between nonprofits and state, local and especially, federal government. Topics include the rationale for nonprofits, nonprofits and civil society; supplemental services in the provision of public goods; complementary services and the provision of public goods; the dynamic relationships among nonprofits, business and government; the tools of government action; how nonprofits shape public policy and the flow of money between government and the nonprofit sector.
Pre-requisites: none.
|
| |
-
LO 740 - Contemporary Issues in Sport Semester Hours: 3
This course examines issues, challenges, and opportunities facing sport and the people who manage, lead, and/or participate in it. Students will engage in discussion regarding issues in sport such as race (ethnicity), sex, social class, age, mental and physical ability, and religious beliefs. Sport levels including youth, intercollegiate, professional and international will be examined, considering how sport leaders at these levels manage and lead effectively.
Pre-requisites: none.
|
| |
-
LO 741 - Ethical Leadership in Sport Semester Hours: 3
This course will introduce students to the moral and ethical issues in today’s sport culture. Topics include doping, the use of technology, cheating and fair play, and intercollegiate athletics. Students will explore the numerous imperfections in sport concerning ethical decision making and moral standards related to human behavior.
Pre-requisites: none.
|
| |
-
LO 742 - Foundations of Sport Leadership Semester Hours: 3
This course will introduce students to leadership theories, concepts and practices, the challenges facing sport leaders today. Various elements of leadership, influence and motivation in the sport industry will be examined. Throughout the semester, students will review case studies, perform interviews, and apply critical thinking to sport industry questions. Students will also take a look at their leadership skills and assess their leadership strengths as well as areas needing attention.
Pre-requisites: none.
|
| |
-
LO 790 - Capstone Group Project – MS-LOD Program Semester Hours: 3
This course, as a capstone group experience, asks students to implement into practice the leadership and organizational development skills/perspectives/concepts/theories learned throughout the program of study. This course includes an extensive case study of a professional organization, an assessment of organizational development techniques that could be employed for this organization, a process plan for organizational development or change within the organization and/or its leadership, and recommendations for the organization moving forward based on analysis and evaluation. The project requires working closely with a group of students on a weekly basis. Thus, commitment of time and coordinating work virtually with other working individuals is critical to be successful in this class.
Pre-requisites: a minimum of eighteen semester hours of M.B.A. or M.S. in Leadership and Organizational Development completed credit. Completion of LO 700 - Leadership: Theories and Perspectives and LO 720 - Organizational Change and Development is recommended prior to completion of this course.
|
Mathematics-Graduate (MA) |
| |
-
MA 500 - Foundations of Mathematics Semester Hours: 3
This advanced course is a graduate-level course and covers fundamental topics in Mathematics field such as number systems, Functions, relations, sets, logic and analysis. Emphasis on theory and proofs.
Pre-requisites: a completed bachelor’s degree and accepted for enrollment through CADS.
|
| |
-
MA 550 - Analysis Semester Hours: 3
This advanced course is a graduate-level course and includes real numbers and vector algebra, metric spaces and basic topology, limits, continuity, differentiation, integration of single-valued and vector-valued functions.
Pre-requisites: a completed bachelor’s degree and accepted for enrollment through CADS.
|
| |
-
MA 551 - Axiomatic Geometry Semester Hours: 3
This advanced course is a graduate-level course and emphases an axiomatic approach to Euclidean and non-Euclidean geometry. It also covers various models in geometry.
Pre-requisites: a completed bachelor’s degree and accepted for enrollment through CADS.
|
| |
-
MA 552 - Applied Linear Algebra Semester Hours: 3
This advanced course is a graduate-level course and includes vector spaces, matrices, determinates, linear transformations, eigenvalues and eigenvectors, diagonalization, selected topics and applications in sciences.
Pre-requisites: a completed bachelor’s degree and accepted for enrollment through CADS.
|
| |
-
MA 553 - Probability Theory and Statistics Semester Hours: 3
This advanced course is a graduate-level course and includes probability and distribution theory, expectation, variance, the Central Limit Theorem, point and interval estimations, testing hypotheses, linear regressions and applications.
Pre-requisites: a completed bachelor’s degree and accepted for enrollment through CADS.
|
| |
-
MA 600 - Research Methods in Mathematics Semester Hours: 3
This advanced course develops a formal research report in the mathematics field. The report will research, analyze, construct and solve mathematical models for problems in areas of mathematics or other disciplines.
Pre-requisites: a completed bachelor’s degree, accepted for enrollment through CADS, and 9 semester hours of graduate coursework in mathematics or related field.
|
Music-Graduate (MUS) |
| |
-
MUS 500 - Research in Music Education (1-3 semester hours) Semester Hours: 1-3
This course covers the major paradigms and methods typically used in research conducted in music education. Research can help inform curricular decisions, help our pedagogical practices to be more effective, as well as help enrich students’ experiences with music. Provides a foundation for conducting research for the thesis project or provides foundation for teachers to conduct research within their classrooms. Further, it will help students understand challenges facing contemporary music education research, how research can inform practice, and how research studies may serve as a springboard for future advanced work in the field of music education. In addition, it is designed to help develop strategies to read and critique research, and to learn how to conduct a qualitative research study.
Pre-requisites: none.
Offered: Fall, Spring, and Summer.
|
| |
-
MUS 501 - Folk Song History and Research I (2 semester hours) Semester Hours: 2
In this course, emphasis is placed on the historical and cultural contexts of folk songs of the United States. Students study the work of various folk song collectors’ field recordings and primary source collections. Specific folk song types as well as regional and cultural folk song characteristics are studied. Students also begin work on folk song transcription, and creating a basic folk song index-retrieval system.
Pre-requisites: none.
Offered: Summer.
|
| |
-
MUS 502 - Folk Song History and Research II (2 semester hours) Semester Hours: 2
This course is a continuation of Folk Song Research Level I. In this course, students continue to study folk songs in historical and cultural contexts. Students also focus on detailed folk song analysis techniques and apply them to a personal folk song collection. The students also work on more specific details of their index-retrieval system for subsequent application of fold songs to a music curriculum.
Pre-requisites: MUS 501 - Folk Song History and Research I (2 semester hours) .
Offered: Summer.
|
| |
-
MUS 510A - Orff Schulwerk Certification - Level I (3 semester hours) Semester Hours: 3
Course participants will develop their personal musicianship skills, learn to create stylistically and age-appropriate arrangements, and experience pedagogical models appropriate for the elementary and middle school classroom that emphasize improvisation and creativity. This approach stresses the importance of developing the child’s body, ear, and mind as an integrated pathway to creative expression and comprehensive musicianship.
Pre-requisites: none.
Offered: Summer.
|
| |
-
MUS 510B - Orff Schulwerk Certification - Level I (0 semester hours) Semester Hours: 0
Course participants will develop their personal musicianship skills, learn to create stylistically and age-appropriate arrangements, and experience pedagogical models appropriate for the elementary and middle school classroom that emphasize improvisation and creativity. This approach stresses the importance of developing the child’s body, ear, and mind as an integrated pathway to creative expression and comprehensive musicianship. Zero credit option.
Grading: Pass/Fail
Pre-requisites: none.
Offered: Summer.
|
| |
-
MUS 521 - Solfege I (2 semester hours) Semester Hours: 2
Introduction to the use of Kodály techniques applied to development of skills in use of relative solmization and rhythmic syllables, aural perception, singing, and conducting.
Pre-requisites: none.
Offered: Summer.
|
| |
-
MUS 522 - Solfege II (2 semester hours) Semester Hours: 2
Advanced study in Kodály techniques related to relative solmization, aural perception, modulation, singing, conducting, and part-work.
Pre-requisites: MUS 521 - Solfege I (2 semester hours) .
Offered: Summer.
|
| |
-
MUS 523 - Solfege III (2 semester hours) Semester Hours: 2
This course provides advanced study of musicianship using techniques developed by Zoltán Kodály. Through study solmization, students will internalize their understanding of music theory and performance practice, while developing their sense of musicality. Students will develop these skills through the practice of movable do linear (la based minor) solmization and Romantic, Classical, and Baroque vertical solmization encompassing secondary dominants, modulation and augmented chords, sight-singing in all modes, in-class authentic performances of monophonic, polyphonic, and homophonic works, and two, three, and four-part homophonic and polyphonic exercises.
Pre-requisites: MUS 521 - Solfege I (2 semester hours) and MUS 522 - Solfege II (2 semester hours) .
Offered: Summer.
|
| |
-
MUS 530A - First Steps in Music (0 semester hours) Semester Hours: 0
Participants will be introduced to current research findings and the implications of that research on the development of an early childhood music and movement curriculum. Materials and activities will be presented for children from birth to age seven (7). Collecting materials, designing teaching strategies, lesson plans and yearly curriculum, as well as developing and promoting an early childhood program, will be covered. Active participation in both music and movement activities will be the basis for most instruction.
Grading: Pass/Fail.
Pre-requisites: none.
Offered: Summer.
|
| |
-
MUS 530B - Conversational Solfege - Lower Level (0 semester hours) Semester Hours: 0
Conversational Solfege is a pedagogical method that develops musical literacy. Based on models used to teach conversational foreign languages, Conversational Solfege develops an understanding of music through the use of rhythm syllables and solfege syllables at the conversational level, then gradually evolves into traditional notation. Through carefully sequenced activities, Conversational Solfege enables students to joyfully assimilate the skills and content necessary to be musically literate. Through various techniques, Conversational Solfege allows the acquisition of musical reading and writing, dictation, improvisation and composition in an intuitive manner. This workshop is applicable to general music, choral and instrumental teachers.
Grading: Pass/Fail
Pre-requisites: none.
Offered: Summer.
|
| |
-
MUS 530C - Conversational Solfege - Upper Level (0 semester hours) Semester Hours: 0
This workshop further explores the development of musical literacy through analyzing songs and creating a sequence of learning based on song content and skill development. Strategies include listening, reading, writing, writing lesson plans and establishing yearly goals. This workshop also will give you an introduction of how to teach harmonic function in major and minor tonalities as they apply to improvisation and composition.
Grading: Pass/Fail
Pre-requisites: none.
Offered: Summer.
|
| |
-
MUS 542 - Kodály Methods I (2 semester hours) Semester Hours: 2
This course will provide a bridge from research to practice by demonstrating how a “natural” curriculum, rich in repertoire of traditional children’s songs, rhymes, games and dances can develop young children’s musical intelligence, singing and movement skills, and expressive sensibilities. A model of parents and children playing together in the years from birth to age three will be presented as well as a curriculum for 3- to 8-year-old children in classroom settings.
Pre-requisites: none.
Offered: Summer.
|
| |
-
MUS 543 - Kodály Methods II (2 semester hours) Semester Hours: 2
Kodály philosophy, methodology, techniques applied to grades 2–4. An in-depth project required as part of this course.
Pre-requisites: MUS 542 - Kodály Methods I (2 semester hours) .
Offered: Summer.
|
| |
|
| |
-
MUS 560 - Choral Ensemble (0-1 semester hours) Semester Hours: 0-1
Daily rehearsal and performance of music of diverse genres and styles. The ensemble also serves as a pedagogical lab for participants that focuses on building musicianship and conducting skills.
Pre-requisites: none.
Offered: Summer.
|
| |
|
| |
|
| |
|
| |
-
MUS 592 - Capstone Development (0 semester hours) Semester Hours: 0
Capstone Project will be developed in consultation with a Student’s Capstone Experience Committee and will include an abstract/plan of completion for three content areas selected from Pedagogy, Musicianship, Folk Song Materials, History and Research, Historical Foundations, Current Perspectives, and Research in Music Education.
Pre-requisites: none.
Offered: Summer.
|
| |
-
MUS 630 - History and Philosophy of Music Education (2 semester hours) Semester Hours: 2
General learning theories, aesthetics of music and curricular design in music education in the United States from historical and philosophical perspectives.
Pre-requisites: none.
Offered: Summer.
|
| |
-
MUS 631 - Current Perspectives in Music Education (2 semester hours) Semester Hours: 2
Approaches to current music curriculum designs with accompanying socio-cultural trends affecting curricular theory and practices. Basic study of Kodály, Orff, Dalcroze, CMP and Manhattanville approaches and recent symposia findings relating to music education.
Pre-requisites: none.
Offered: Summer.
|
| |
-
MUS 644 - Choral Literature and Advanced Conducting (2 semester hours) Semester Hours: 2
Students are introduced to and develop precise conducting skills and rehearsal techniques needed to successfully lead choral ensembles. Students will explore advanced literature useful for select children’s choruses, high school choruses, and/or adult choirs.
Pre-requisites: none.
Offered: Summer.
|
| |
-
MUS 690 - Capstone Project/Thesis (1-3 semester hours) Semester Hours: 1-3
Capstone Projects which cover three content areas selected from Pedagogy, Musicianship, Folk Song Materials, History and Research, Historical Foundations, Current Perspectives, and Research in Music Education will be completed. Students will present their work and complete a Capstone Presentation and Oral Examination.
Grading: Pass/Fail.
Pre-requisites: MUS 500 - Research in Music Education (1-3 semester hours) ; taken or concurrently enrolled in MUS 592 - Capstone Development (0 semester hours) .
Offered: Fall, Spring, and Summer.
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
|
Print this Page