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WIU Home > Graduate Studies > Catalog

Alternative Teacher Licensure
2024-2025

Admission | Courses | Program | Requirements | Profile

Director:Ìý James LaPrad
Graduate Program Coordinator: Andrea Hyde
Graduate Program Coordinator E-mail: am-hyde@wiu.edu|
Coordinator of MAT Residency and Licensure: Kristen Barclay
Coordinator of MAT Residency and Licensure E-mail: kk-barclay@wiu.edu
Office: Horrabin Hall 115
Telephone: (309) 298-1183 Fax: (309) 298-2222
E-mail: education@wiu.edu
Website:
Location of Program Offering: Macomb, Quad Cities

Graduate Faculty

Faculty teaching in the Masters of Arts in Teaching: Alternative Teacher Licensure program are full or associate members of the graduate faculty from departments in the College of Education and Human Services and, subject to Director approval, full or associate members of the graduate faculty from other colleges at WIU.

Learning Outcomes

For student learning outcomes, please see wiu.edu/provost/learningoutcomes.

ÌýProgram Description

The Master of Arts in Teaching (MAT) in Alternative Teacher Licensure is a two-year residency program wherein candidates are hired by a school district on a provisional teaching license, are paid a beginning salary, and take courses over a two-year period. Upon successful completion of the program, graduates will earn an Illinois Professional Educator License in one of the following areas:

• Early Childhood (Birth – Grade 2)

• Elementary Education (Grades 1 – 6)

• Secondary English (Grades 9 – 12)

• Secondary Mathematics (Grades 9 – 12)

• Secondary Sciences (Grades 9 – 12): Biology, Chemistry, Physics, Earth & Space Science, Environmental Science

• Special Education (K - Age 22) – Learning Behavioral Specialist (LBS1)

• Music (K – 12)

• Middle Grades (Grades 5 – 8): Language Arts, General Science, Social Science, or Mathematics

• Physical Education (Grades PK - 12)

• Art Education (Grades K - 12)

ÌýAdmission Requirements

• Minimum cumulative GPA of 2.75 or minimum of 2.00 for probationary status
• Students must have a bachelor’s degree from an accredited college or universit
• Contact the Coordinator of MAT Residency and Licensure who will review transcripts for eligibility into the program.

• • For the early childhood, elementary, or special education licensure areas – applicants must have a bachelor’s degree from an accredited university with 32 semester hours combined in language arts, math, science, and social studies coursework. A minimum of 9 semester hours is needed to start the program.

  • For all other licensure areas – applicants must have a bachelor’s degree from an accredited university in the content area of licensure sought; or a bachelor’s degree with 32 semester hours in the content area sought.

Procedures for the Provisional License

• Document a minimum of two (2) years of post-baccalaureate work experience (or acquire a waiver under specific conditions).

• Document a minimum of 30 hours of PAID teaching (such as subbing or aiding) experience and write a reflective paper on that experience. Those without experience in schools take 2 credit hours of EDS 592: Field Experience.

• Complete online training modules in lesson planning, assessment, ESL and classroom management.

• Pass applicable Content Tests ()

• Locate and secure a teaching placement that meets ISBE requirements.

• Submit all required documents to the WIU Licensure Officer to receive your Educator License with Stipulations endorsed for Alternative Educator (ELS – APE).

• The ELS-APE license is issued just twice a year to facilitate residency teaching starting in the Fall or Spring semester.

• The due dates for meeting all qualifications and submission of materials for ELS-APE licensure are November 1 (for residencies that start in Spring/January) and July 1 (for residencies that start in Fall/August) of each year.

Once Accepted to WIU and Receiving the Provisional License

• Begin a two-year residency program as a paid teacher of record with the support of a mentor teacher and a WIU supervisor while completing coursework (see Program Degree Requirements).

• Complete required coursework in the MAT program for the licensure area sought.

ÌýDegree Requirements

I. Core Courses: 7 s.h.

MAT Orientation Modules (0)
EDS 457G Methods and Materials of Teaching English Language Learners (3)
EDS 600 Internship in Teaching (4)

II. Choose one of the following tracks:

A. Special Education Licensure Track: 28 s.h.

EDS 502 Cognition and Instruction (3)
SPED 510 The Exceptional Learner (3)
SPED 515 Diagnostic Assessment for Individuals with Exceptionalities (4)
SPED 551 Characteristics and Needs of Learners with Disabilities (3)
SPED 552 Instructional Methods for K-6 Learners w/Disabilities (3)
SPED 553 Instructional Methods for Secondary Learners w/Disabilities (3)
MATH 503 Methods of Teaching Secondary School Mathematics (3)
RDG 580 Reading in the Content Areas (3)

EDS 585 Seminar in Social Foundations of Education (3)
or
EDS 507 Equity and the Socio-Cultural Contexts of Education (3)
or
EDS 435G Cultural Studies in Education (3)

TOTAL PROGRAM SPECIAL EDUCATION TRACK: 35 s.h.

B. Math Licensure Track: 27 s.h.

EDS 401G Education Policy and Law (2)
EDS 405G Designing/Managing Learning Environments (3)
EDS 502 Cognition and Instruction (3)
EDS 523 Educational Assessment and Evaluation (3)
EDS 535 Adolescent Psychology for Educators (3)
EDUC 439G Teaching and Assessment in Secondary School Mathematics (4)
RDG 580 Reading in the Content Areas (3)
SPED 551 Characteristics and Needs of Learners with Disabilities (3)

EDS 585 Seminar in Social Foundations of Education (3)
or
EDS 507 Equity and the Socio-Cultural Contexts of Education (3)
or
EDS 435G Cultural Studies in Education (3)

TOTAL PROGRAM MATH TRACK: 34 s.h.

C. Science Licensure Track: 29 s.h.

BIOL/CHEM/PHYS 482G Science in Context (3)
EDS 401G Education Policy and Law (2)
EDS 405G Designing/Managing Learning Environments (3)
EDS 502 Cognition and Instruction (3)
EDS 523 Educational Assessment and Evaluation (3)
EDS 535 Adolescent Psychology for Educators (3)
EDUC 439G Methods of Teaching Secondary Science (3)
RDG 580 Reading in the Content Areas (3)
SPED 551 Characteristics and Needs of Learners with Disabilities (3)

EDS 585 Seminar in Social Foundations of Education (3)
or
EDS 507 Equity and the Socio-Cultural Contexts of Education (3)
or
EDS 435G Cultural Studies in Education (3)

TOTAL PROGRAM SCIENCE TRACK: 36 s.h.

D. Elementary Education Licensure Track: 32 s.h.

C&I 574 Assessment and Differentiation of Instruction (3)
EDS 401G Education Policy and Law (2)
EDS 502 Cognition and Instruction (3)
EDS 587 Human Development Through the Lifespan (3)
LA 567 Teaching Language Arts K-6 (3)
MATH 500 Teaching of Elementary Mathematics (3)
RDG 570 Integrating Literacy Instruction in the Elementary Curriculum (3)
SCED 562 Science Curriculum in the Elementary & Middle School (3)
SPED 551 Characteristics and Needs of Learners with Disabilities (3)
SSED 572 Social Studies Curriculum (3)

EDS 585 Seminar in Social Foundations of Education (3)
or
EDS 507 Equity and the Socio-Cultural Contexts of Education (3)
or
EDS 435G Cultural Studies in Education (3)

TOTAL PROGRAM ELEMENTARY EDUCATION TRACK: 39 s.h.

E. Secondary English Licensure Track: 29 s.h.

ENG 443G Creative Uses of Literature for Children and Young Adults (3)
ENG 552 Social Justice Pedagogies in English Language Arts (3)
EDS 401G Education Policy and Law (2)
EDS 405G Designing/Managing Learning Environments (3)
EDS 502 Cognition and Instruction (3)
EDS 523 Educational Assessment and Evaluation (3)
EDS 535 Adolescent Psychology for Educators (3)
RDG 580 Reading in the Content Area (3)
SPED 551 Characteristics and Needs of Learners with Disabilities (3)

EDS 585 Seminar in Social Foundations of Education (3)
or
EDS 507 Equity and the Socio-Cultural Contexts of Education (3)
or
EDS 435G Cultural Studies in Education (3)

TOTAL PROGRAM SECONDARY ENGLISH TRACK: 36 s.h.

F. Early Childhood Licensure Track: 25 s.h.

C&I 576 Family and Community Engagement (3)
ECH 474G Early Childhood Assessment (3)
ECH 524 Instructional Methods and Intervention Techniques in Early Childhood Settings (3)
ECH 539 Curriculum in Early Childhood Education (3)
ECH 549 Practicum in Early Childhood Education (1)
ECH 565 Seminar in Early Childhood Education (3)
ECH 573 Infancy and Childhood Education (3)
LA 578 Language Arts for Diverse Learners (3)
RDG 569 Reading in Early Childhood (3)

TOTAL PROGRAM EARLY CHILDHOOD TRACK: 32 s.h.

G. History Licensure Track: 29 s.h.

HIST 420G Capstone Seminar: Illinois History (3)
EDS 401G Education Policy and Law (2)
EDS 405G Designing/Managing Learning Environments (3)
EDS 502 Cognition and Instruction (3)
EDS 523 Educational Assessment and Evaluation (3)
EDS 535 Adolescent Psychology for Educators (3)
RDG 580 Reading in the Content Area (3)
SPED 551 Characteristics and Needs of Learners with Disabilities (3)

SSED 439G Methods of Teaching Middle Level and High School Social Studies
or
SSED 449G Innovative Strategies for Teaching Social Studies (3)

EDS 585 Seminar in Social Foundations of Education (3)
or
EDS 507 Equity and the Socio-Cultural Contexts of Education (3)
or
EDS 435G Cultural Studies in Education (3)

TOTAL PROGRAM HISTORY TRACK: 36 s.h.

H. Music Education Licensure Track: 27 s.h.

EDS 401G Education Policy and Law (2)
RDG 580 Reading in the Content Area (3)
MUS 533 Contemporary Assessment Techniques in Music Education (3)
MUS 534 Models of Instruction in Music Education (3)
MUS 535 Music for the Learner with Exceptionalities (3)
MUS 536 Technology in Music Education (3)

MUS 510 Conducting (2)
or
MUS 538 Advanced Conducting and Score Analysis (2)
or
MUS 539 Advanced Methods and Literature: Review of K-8 Music (2)

MUS 504-529 – Applied Study (Take 6 credits from 6 different techniques classes approved by the Director of Music Education) (6):

MUS 504 Violin
MUS 505 Viola
MUS 506 Cello
MUS 507 Bass
MUS 509 Guitar
MUS 512 Voice
MUS 515 Piano
MUS 519 Clarinet
MUS 520 Saxophone
MUS 521 Flute
MUS 522 Oboe
MUS 523 Bassoon
MUS 524 Trumpet
MUS 525 Trombone
MUS 526 Euphonium
MUS 527 Horn
MUS 528 Tuba
MUS 529 Percussion

TOTAL PROGRAM MUSIC EDUCATION TRACK: 34 s.h.

I. Middle Grades Language Arts (Grades 5-8) Track: 26 s.h.

C&I 403G Middle Level Education (3)
C&I 574 Assessment and Differentiation of Instruction (3)
EDS 401G Education Policy and Law (2)
EDS 502 Cognition and Instruction (3)
EDS 587 Human Development Through the Lifespan (3)
LA 567 Teaching Language Arts K-8 (3)
RDG 573 Literacy Assessment, Instruction and Interventions for Diverse Learners, 6-12 (3)
SPED 551 Characteristics and Needs of Learner with Disabilities (3)

EDS 585 Seminar in Social Foundations of Education (3)
or
EDS 507 Equity and the Socio-Cultural Contexts of Education (3)
or
EDS 435G Cultural Studies in Education (3)

TOTAL PROGRAM MIDDLE GRADES LANGUAGE ARTS (GRADES 5-8) TRACK: 33 s.h.

J. Middle Grades Mathematics (Grades 5-8) Track: 26 s.h.

C&I 403G Middle Level Education (3)
C&I 574 Assessment and Differentiation of Instruction (3)
EDS 401G Education Policy and Law (2)
EDS 502 Cognition and Instruction (3)
EDS 587 Human Development Through the Lifespan (3)
MATH 505 Teaching of Mathematics in Middle Grades and Junior High (3)
RDG 580 Reading in the Content Areas (3)
SPED 551 Characteristics and Needs of Learners with Disabilities (3)

EDS 585 Seminar in Social Foundations of Education (3)
or
EDS 507 Equity and the Socio-Cultural Contexts of Education (3)
or
EDS 435G Cultural Studies in Education (3)

TOTAL PROGRAM MIDDLE GRADES MATHEMATICS (GRADES 5-8) TRACK: 33 s.h.

K. Middle Grades General Science (Grades 5-8) Track: 26 s.h.

C&I 403G Middle Level Education (3)
C&I 574 Assessment and Differentiation of Instruction (3)
EDS 401G Education Policy and Law (2)
EDS 502 Cognition and Instruction (3)
EDS 587 Human Development Through the Lifespan (3)
RDG 580 Reading in the Content Areas (3)
SCED 562 Science Curriculum in the Elementary & Middle School (3)
SPED 551 Characteristics and Needs of Learners with Disabilities (3)

EDS 585 Seminar in Social Foundations of Education (3)
or
EDS 507 Equity and the Socio-Cultural Contexts of Education (3)
or
EDS 435G Cultural Studies in Education (3)

TOTAL PROGRAM MIDDLE GRADES GENERAL SCIENCE (GRADES 5-8) TRACK: 33 s.h.

L. Middle Grades Social Studies (Grades 5-8) Track: 26 s.h.

C&I 403G Middle Level Education (3)
C&I 574 Assessment and Differentiation of Instruction (3)
EDS 401G Education Policy and Law (2)
EDS 502 Cognition and Instruction (3)
EDS 587 Human Development Through the Lifespan (3)
RDG 580 Reading in the Content Areas (3)
SSED 572 Social Studies Curriculum (3)
SPED 551 Characteristics and Needs of Learners with Disabilities (3)

EDS 585 Seminar in Social Foundations of Education (3)
or
EDS 507 Equity and the Socio-Cultural Contexts of Education (3)
or
EDS 435G Cultural Studies in Education (3)

TOTAL PROGRAM MIDDLE GRADES SOCIAL STUDIES (GRADES 5-8) TRACK: 33 s.h.

M. K-12 Art Education Licensure Track: 29 s.h.

ARTE 437G Media, Methods, & Materials in Art Education (3)
ARTE 560 Methods in Elementary Art (3)
ARTE 561 Foundations in Art Education (3)
EDS 401G Education Policy and Law (2)
EDS 502 Cognition and Instruction (3)
EDS 523 Educational Assessment and Evaluation (3)
EDUC 439G High School Art Methods (3)
RDG 580 Reading in the Content Areas (3)
SPED 551 Characteristics and Needs of Learners with Disabilities (3)

EDS 585 Seminar in Social Foundations of Education (3)
or
EDS 507 Equity and the Socio-Cultural Contexts of Education (3)
or
EDS 435G Cultural Studies in Education (3)

TOTAL PROGRAM K-12 ART EDUCATION TRACK: 36 s.h.

N. Physical Education Licensure Track: 27 s.h.

KIN 539 Physical Education Instructional Strategies & Research (3)
KIN 555 Physical Education Content Knowledge (3)
KIN 556 Motor Learning & Human Performance (3)
KIN 565 Physical Education Assessment and Evaluation (3)
KIN 568 Social Psychological Aspects of Sport and Physical Activity (3)
KIN 576 Lifespan Motor Development (3)
KIN 577 Physical Education Curriculum Construction and Research (3)
KIN 593 Physical Education Inclusion Strategies for Learners with Disabilities (3)
RDG 580 Reading in the Content Area (3)
SPED 551 Characteristics and Needs of Learners with Disabilities (3)

TOTAL PROGRAM PHYSICAL EDUCATION TRACK: 34 s.h.

ÌýCourse Descriptions Ìý

Art Education (ARTE)

437G Media, Methods, & Materials in Art Education. (3) An overview of media, processes, materials, techniques, and methods appropriate for elementary and secondary school classrooms. Content integrates studio courses with art historical and multicultural uses of traditional/non-traditional media, methods, and materials for producing works of visual arts. Prerequisite: Permission of the instructor.

560 Methods in Elementary Art. (3) Experiments with art materials to gain insight into the values, curricula, and processes of art activities in the age levels from pre-school into junior high. Prerequisite: Graduate standing.

561 Foundations of Art Education. (3) An orientation to the philosophies and theories of the profession of art education, museum/gallery experience, adult education, etc. Prerequisite: Graduate standing.

Biology (BIOL)

482G (cross-listed with CHEM 482G and PHYS 482G) Science in Context. (3) Interdisciplinary course for science majors in which students explore science through inquiry, the unifying principles of science, and the role of social contexts and ethics in science. Writing Instruction in the Discipline (WID) course. Not open to students with credit in CHEM 482 or PHYS 482. Prerequisites: Senior standing in one of the following science majors – Biology, Chemistry, Physics, Geology, or Meteorology; ENG 280; or permission of the instructor.

Curriculum & Instruction (C&I)

403G Middle Level Education. (3) The middle school concept will be examined from multiple perspectives relative to the role of the teacher. Topics include advisory, thematic instruction across core content areas, exploratories, and instructional considerations for social, cognitive, and psychosocial development of adolescent students. A minimum grade of C is required of education majors. Prerequisite: EDS 301 or 306; Fully accepted into Teacher Education Program.

574 Assessment and Differentiation of Instruction. (3) This course focuses on the characteristics and needs of diverse populations in heterogeneous classrooms and techniques for differentiating instruction that enable all children to learn. The use of assessment to inform instructional decisions is emphasized.

576 Family and Community Engagement. (3) A course preparing school personnel for leadership and advocacy roles as they engage families and community members in positive partnerships. Students will utilize a variety of technological tools for increasing home-school communication, parent education, parent engagement, and community awareness. Prerequisite: Graduate standing.

Early Childhood Education (ECH)

474G Early Childhood Assessment. (3) Intensive investigation of informal and formal assessment strategies including basic principles of measurement and evaluation, to plan educational experiences, communicate with parents, identify children in need of specialized services, and evaluate programs for young children from birth through eight years of age. The administration of some assessment instruments is required.

524 Instructional Methods and Intervention Techniques in Early Childhood. (3) Emphasis on curriculum adaptations and instructional and assessment methods to promote independence and meet the developmental and educational goals of young children, especially pre-primary age, with special needs. Focus on history and evolution of early childhood special education, early intervention, service and program coordination, and inclusive education.

539 Curriculum in Early Childhood Education. (3) Application of the principles of the administration and organization of curriculum development to programs for young children, with emphasis on integration of curriculum to maximize the effectiveness of experiences. The student will develop curriculum plans in selected content areas.

549 Practicum in Early Childhood Education. (1-4) Students will work with young children in selected early childhood settings under supervision of a "master teacher," with emphasis on bridging the gap between theory and practice. Actual experiences will be provided along with philosophical and/or psychological foundations for the basic practices within the various early childhood education programs and activities. Credit will be arranged according to the experiential background of the student. Prerequisite: Permission of the advisor.

565 Seminar in Early Childhood Education. (3) Advanced study of the historical, philosophical, and theoretical influences on the field of early childhood education, as well as exploration of current research, issues, and trends. Students will write an in-depth research paper as means of extending and developing knowledge and understanding of course content.

573 Infancy and Childhood Education. (3) An in-depth study of the developmental and theoretical basis of infancy and early childhood education for young children from birth through eight years of age. Typical and atypical development and the contributions of prenatal and home care, ethnicity, race, and other aspects of diversity to children’s learning and development will be explored. Emphasizes application of child development knowledge in early childhood settings.

Education (EDUC)

439G Methods of Teaching Middle and High School Science. (3) Study of secondary teaching methods (Grades 6-12) from the standpoints of theory and practice, curriculum objectives and standard implementation, materials, and evaluation and assessment. Included are demonstration, discussions, lectures, classroom participation, and field observations. Corequisite: EIS 303 Prerequisites: BIOL/GEOL 181 or GEOG/PHYS 182, BIOL 281, and EDS 301 (all with C- grade or better).

439G Teaching and Assessment in Secondary School Mathematics. (4) A study of teaching strategies and current trends in secondary mathematics education. Students will focus on curriculum, lesson-planning and assessment, and will learn to effectively incorporate technology into the teaching and learning of mathematics. Open to teacher education majors only. Prerequisites: 2.5 GPA or higher in Mathematics; MATH 304, MATH 341, and co-registration in EDS 304; or permission of the department chair.

Educational Studies (EDS)

401G Educational Law and Policy. (2) An analysis of formal legal and ethical problems that will allow students to critique contemporary debates in educational policy, law, and ethics. The course will examine the tension between competing philosophical theories and the construction and function of educational policy. Prerequisites: Special permission required.

405G Designing/Managing Learning Environments. (3) Examines the elements that foster an effective learning environment. Emphasis is placed on strategies that promote student engagement and a sense of community in educational settings. Prerequisite: Prior or concurrent prestudent teaching instructional field experience, concurrent student teaching, or permission of the instructor.

435G Cultural Studies in Education. (3) The study of culture, identity, and intercultural interaction in society/classrooms, with specific focus on anti-bias and anti-racist pedagogies combating discriminatory ideologies and social policies. Clinical experience-15 hours required.

457G Methods and Materials for Teaching English Language Learners. (3) Analysis of language learning processes of multilingual students. Strategies for teaching listening, speaking, reading, and writing; and techniques of teaching English as an additional language will be analyzed and practiced. All methods sections are grade levels k-12 unless otherwise specified. Clinical experience-15 hours required.

502 Cognition and Instruction. (3) Designed to examine our current understanding of processes involved in human cognition and its application to educational settings. Emphasis is placed on information processing, critical thinking, self-regulation, and developmental aspects of learning.

507 Equity and the Socio-Cultural Contexts of Education. (3) Provides in-depth examination and evaluation of societal change as it relates to education. Emphasis is placed on developing an awareness and the skills that enable educators to recognize and address conditions that may deny equitable access to educational opportunities.

523 Educational Assessment and Evaluation. (3) Covers the application of assessment principles (validity, ethics, professional responsibilities, etc.). Emphasis is on the role of assessment in decision making in educational settings, including assessment for assisting learning, documenting and communicating student achievement, teacher evaluation, and program evaluation.

535 Adolescent Psychology for Educators. (3) Studies developmental theory focusing on specific issues and concerns facing adolescents. Areas of emphasis include biological, social, and cognitive transitions throughout adolescence that have an impact on the educational process.

585 Seminar in Social Foundations of Education. (3) An examination of the social foundations of education in relation to democratic society, social change and the evolution of the educational enterprise.

587 Human Development Throughout the Lifespan. (3) Examines contemporary developmental theory in psychology with an emphasis on how development impacts students, teachers, and the educational process.

600 Internship in Teaching. (1-16, repeatable to 16) School-based graduate capstone experience completed under the supervision of a mentor teacher and university faculty member in which candidates increase classroom responsibilities and demonstrate teaching competency. Graded S/U. Prerequisites: Acceptance into WIU’s Teacher Education Program and successful completion of EDS 592 or work-related experience.

English (ENG)

443G (cross-listed with LLA 443G) Creative Uses of Literature for Children and Young Adults. (3) Presents the development of effective programs in informal and formalized interpretive experiences for children and young adults, emphasizing individual creativity and sources for materials. Prerequisite: LLA 313 or permission of the instructor.

552 Social Justice Pedagogies in English Language Arts. (3) Theory and strategies for teaching social justice pedagogies in English Language Arts classrooms, focusing on anti-racist and equity pedagogies and project-based learning that meet middle and secondary school state and national standards.

Kinesiology (KIN)

539 Physical Education Instructional Strategies and Research. (3) This course covers a range of research topics in the physical education field. Students will understand both instructional methods and the research methodology employed in physical education.

555 Physical Education Content Knowledge. (3) This course provides physical education teachers advanced skills and knowledge in movement, motor skills, tactics, strategy, rules, etiquette, critical elements, practice task structures, cues, common errors, and accommodations for special needs learners for use in PreK-12 physical education lessons. Prerequisite: permission of the instructor.

565 Physical Education Assessment and Evaluation. (3) This course provides physical education teachers advanced skills and knowledge in the use of assessment and evaluation of student and program performance as well as being able to analyze action research results. Prerequisites: Courses in measurement and evaluation, statistics, research methods, or permission of the instructor.

568 Social Psychological Aspects of Sport and Physical Activity. (3) Examination of sport participants, coaches, teams, and spectators using social psychological principles. An interdisciplinary examination of research, theory, and interventions for individual and group processes in the context of sport and physical activity. Prerequisite: Graduate standing and an undergraduate course in sport and exercise psychology.

576 Lifespan Motor Development. (3) A discussion of theoretical perspectives in the field of motor development. An examination and application of perception, acquisition and performance of motor skills in a variety of domains across the lifespan. Prerequisite: An undergraduate course in Motor Behavior or Motor Development or permission of the instructor.

577 Physical Education Curriculum Construction and Research. (3) This course covers current theories and research of curriculum development in preK-12 physical education. Students will understand a variety of important curricular frameworks and be able to consume and critique the latest empirical research in curriculum construction and development. Prerequisite: permission of the instructor.

593 Physical Education Inclusion Strategies for Learners with Disabilities. (3) This course provides physical education teachers advanced skills and knowledge in providing instruction in least restrictive environment for learners with disabilities. Prerequisite: permission of the instructor.

Language Arts (LA)

567 Teaching Language Arts K-8. (3) Focuses on the major theories and current research relevant to language arts instruction in the elementary and middle level grades. Primary emphasis is placed on the appropriate skills, methods, and materials that support children’s literacy development.

578 Language Arts for Diverse Learners. (3) A course which focuses on language, learning, and the diagnostic and corrective techniques that can be used by the elementary classroom teacher in the areas of oral and written language, spelling, handwriting, and listening. Prerequisite: LA 567 or permission of the instructor.

Mathematics (MATH)

500 Teaching of Elementary Mathematics. (3) A study of current trends and problems in the teaching of elementary and junior high school mathematics. Prerequisite: Permission of the instructor.

503 Methods of Teaching Secondary School Mathematics. (3) A study of current trends and problems in the teaching of school mathematics. Prerequisite: Permission of the instructor.

505 The Teaching of Mathematics in Middle Grades and Junior High. (3) A study of teaching strategies and current trends in mathematics as they apply to the curriculum of the middle school and the junior high school. Prerequisite: Permission of the instructor.

Music (MUS)

Applied Study: (1–4, repeatable to 24) Private study in music performance and composition. All lessons offered each semester. Exception: Summer Term (see summer catalog). Specialists in performance or composition will receive four semester hours of credit. All others will receive a maximum of two hours of credit per semester. Prerequisite: audition and/or written permission of area chairperson and instructor.

504 Violin
505 Viola
506 Cello
507 Bass
509 Guitar
512 Voice
515 Piano
519 Clarinet
520 Saxophone
521 Flute
522 Oboe
523 Bassoon
524 Trumpet
525 Trombone
526 Euphonium
527 Horn
528 Tuba
529 Percussion

533 Contemporary Assessment Techniques in Music Education. (3) The study of ideas and strategies to achieve accurate, consistent measurement of creating, performing, and responding to music. Criterion measures, empirical methods for demonstrating test reliability and validity, descriptive statistics, and test item analysis are also considered.

534 Models of Instruction in Music Education. (3) Survey of theories and strategies of teaching and learning as applied to instruction, curriculum development, and instructional design in music. Prerequisite: Acceptance into the Master of Music program.

535 Music for the Learner with Exceptionalities. (3) Advanced study in music learning as it relates to the instruction of learners with exceptionalities in various music settings with regard to least restrictive environments, pedagogy, and best practices in inclusive education. Prerequisite: Graduate standing.

536 Technology in Music Education. (3) Advanced study in the utilization and implementation of technological tools prevalent in K-12 Music Education, including software and hardware for instruction and/or assessment of music performance, notation, theory, audio/video recording, and assistive technology for students with special needs. Prerequisites: Graduate standing.

538 Advanced Conducting and Score Analysis. (1–4, repeatable to 4) Advanced techniques of conducting. Preparation to assume leadership of advanced instrumental ensembles.

539 Advanced Methods and Literature Review of K–8 Music. (2, repeatable to 4) Advanced methods and literature for general or exploratory classes in K–8 music.

Reading (RDG)

569 Reading in Early Childhood. (3) Designed to help teachers of preschool, kindergarten, and primary grades to plan and design developmentally appropriate programs aimed at facilitating the acquisition of pre‑reading and reading abilities. Emphasis on how early guidance and instructional programs can attend to all aspects of language: listening, speaking, reading, and writing.

570 Integrating Literacy Instruction in the Elementary Curriculum. (3) A foundational course focusing on varied research-based literacy instructional approaches using a wide range of materials (narrative and informational texts and non-print, digital, and online resources) to teach literacy, enhance content area instruction, and create a literate environment.

573 Literacy Assessment, Instruction and Interventions for Diverse Learners, 6-12. (3) A 6-12 course focusing on the selection, interpretation, and implementation of literacy assessment measures and the use of appropriate and varied instructional and intervention techniques, materials, and resources for diverse readers in individual, small group, and classroom settings. Prerequisite: RDG 568.

580 Reading in the Content Areas. (3) An individually designed course for elementary and secondary reading majors and non‑majors, this introductory course helps enrollees become familiar with concepts and teaching strategies needed to assist students to learn from textbooks and nontextbook materials.

Science Education (SCED)

562 Science Curriculum in the Elementary & Middle School. (3) Analysis of curriculum innovations in elementary and middle school science education, and application of learning theory. Emphasis placed on the development of a contemporary philosophy of elementary and middle school science and its contribution to the total science program.

Social Studies Education (SSED)

572 Social Studies Curriculum. (3) This course deals with the nature of social studies and its role in the school curriculum. Emphasis is placed on current curriculum developments in social studies and the social sciences.

Special Education (SPED)

510 The Exceptional Individual. (3) Characteristics and implications for educational programming for students with a wide range of disabilities will be examined. Students who are teachers or seeking teaching licensure should take SPED 551.

515 Diagnostic Assessment for Individuals with Exceptionalities. (4) Measurement concepts, progress monitoring, norm-referenced and diagnostic assessment will align instruction for individual needs of diverse learners. Course content will be differentiated to address specific student disabilities and differentiated for multiple education careers (teacher, administrator, counselor). Prerequisite: SPED 551 or equivalent.

551 Characteristics and Needs of Learners with Disabilities. (3) The unique characteristics of a wide variety of learners with mild and moderate disabilities will be examined, along with their broad educational, behavioral, and emotional needs as related to educational programming. Includes an introduction to effective teaching methodologies and instructional adaptations.

552 Instructional Methods for K–6 Learners with Disabilities. (3) Effective teaching methodologies, instructional adaptations, and program delivery options for students with mild/moderate disabilities, K–6. Includes supervised clinical experience requirement. Corequisite: SPED 580 as needed. Prerequisites: SPED 510 and SPED 551 or equivalent courses or permission of the instructor.

553 Instructional Methods for Secondary Learners with Disabilities. (3) Effective teaching methodologies, instructional adaptions, and program delivery options for students with mild/moderate disabilities, 6–12. Includes supervised clinical experience requirement. Corequisite: SPED 580 as needed. Prerequisites: SPED 510 and SPED 551 or equivalent courses or permission of the instructor.

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