Department of Elementary and Middle Level Education

CI 6118. Exploring Transformative Education — 3 hrs.

Transformational educators create experiences, melding the art and science of any subject and facilitating their students' learning. The key to transformational teaching is not reacting but rather a passionate obsession with analysis and preparation. This course is the first of four courses focusing on transformational education and educators. It introduces experienced educators to an overview of some theories associated with educational practices that transform learning, culturally sustain and foster equity-based classrooms, and how schools engage in research that transforms personal practice, explores transformative leadership in a school context, and applies ethical frameworks and legal principles related to educational initiatives. Prerequisite(s): admission to the Transformative Education MAE program. (Fall, Spring, Summer)

CI 6119. Engaging Transformative Education — 3 hrs.

Transformational educators create learning experiences, melding the art and science of any subject that facilitates their students' connections and valuing of learning. The key to transformational teaching is not reacting but rather a passionate obsession with analysis and preparation. This course is the second of four courses focusing on transformational education and features engagement with transformative education. Students apply theoretical frameworks developed in the first course to analyze real school situations through this course. They will develop culturally sustaining and equity-oriented research questions worthy of study and further develop communication, decision-making, and problem-solving skills. Various leadership styles are considered in the context of transformational practice. Students will analyze educational policy, legal principles, and ethical implications of educational decisions. Prerequisite(s): CI 6118. (Fall, Spring, Summer)

CI 6120. Critiquing Transformative Education — 3 hrs.

This course is the fourth of four courses focusing on transformational education. Through this course, Critiquing Transformative Education, students will critically analyze key theories and models of transformative education and evaluate methodologies for classroom application and praxis. Students will interpret their research findings and communicate conclusions in a scholarly format. This course will analyze the challenges of inclusive transformative leadership and organizational challenges for implementing transformative practice and praxis. Students will evaluate equity and access policy through engagement with ethical dilemmas in transformative education. Prerequisite(s): CI 6119. (Fall, Spring, Summer)

CI 6121. Creating Transformative Education — 3 hrs.

This course is the third of four courses focusing on transformational education. Through this course, Critiquing Transformative Education, students critically analyze key theories and models of transformative education and evaluate methodologies for classroom application and praxis. Building on the previous critical research question(s), teams of students will gather data that answers or redirects questions to develop transformative education initiatives. This course will analyze the challenges of inclusive transformative leadership and organizational challenges for implementing transformative practice and praxis. Students will evaluate equity and access policy through engagement with ethical dilemmas in transformative education. Prerequisite(s): CI 6120. (Fall, Spring, Summer)

CI 6500. Adapting and Creating Curriculum with AI — 3 hrs.

In the rapidly evolving landscape of education, harnessing the power of Artificial Intelligence (AI) has become increasingly essential. This course explores how educators can leverage AI technologies to adapt existing curricula and create new educational experiences that are responsive to and effective in meeting the needs of all learners. Students will delve into AI applications in education, gaining insights into how AI can personalize learning experiences, optimize content delivery, and enhance educational outcomes. Through a blend of theoretical exploration and hands-on practical exercises, educators will learn strategies to integrate AI tools and techniques into their teaching practices and design, or re-design, curricula in light of these teaching practices. Students will learn how to use AI and other emerging technologies to help K12 students produce original and creative works and demonstrate disciplinary learning. (Spring)

CI 7352. Curriculum Theory and Development — 3 hrs.

Assists the advanced graduate student in viewing, analyzing, and interpreting the curriculum and instruction program of an educational institution and in developing skills for implementing change. (Variable)

CI 7354. Curriculum Implementation and Evaluation — 3 hrs.

Exploration of systems for program evaluation and revision and the dynamics of change processes. (Variable)

CI 7389. Seminar in Curriculum and Instruction — 3 hrs.

Intensive study and seminar presentations of current issues, trends, procedures, and obstacles to change in curriculum and instructional practice. May be repeated to a maximum of 12 hours. Prerequisite(s): doctoral status or consent of department. (Variable)

CI 7397. Practicum in Curriculum and Instruction — 2-4 hrs.

Supervised practice in working as a co-facilitator and/or as a facilitator in program evaluation and revision and/or instructional design and improvement in an educational setting. May be repeated for maximum of 4 hours. Prerequisite(s): CI 7352; and consent of instructor. (Fall, Spring, Summer)

ELSPED 3115. Schooling and Inclusive Education in the 21st Century — 8 hrs.

This course engages teacher candidates in an overview of the social, political, and cultural aspects of education that has contributed to current public policy and law associated with the educational process. Perceptions of difference and an overview of inclusive practice in schools, technology-supported learning, building inclusive school communities, and learning environments will be discussed in today's schools. The course focuses on collaboration in learning, practice as professionals, and advocacy for social justice in educational contexts. Prerequisite(s): declared Purple Pathway for Paraeducators majors only. (Fall)

ELSPED 3116. Child Development and Integrated Arts, Media, and Early Literacy — 8 hrs.

This course introduces paraprofessionals to child development by examining the social contexts of human development of elementary-age children and theoretical perspectives that inform understanding of physical, cognitive, and psychosocial development as students interface with culture. Developmentally appropriate methods of teaching early literacy incorporate various approaches that use the visual and performing arts and children's literature. Paraprofessionals will learn to plan and teach developmentally appropriate lessons integrating the arts, literacy, and diverse media while completing their Level II Benchmark. Prerequisite(s): declared Purple Pathway for Paraeducators majors only. (Fall)

ELSPED 3117. Inclusive Classroom Environments and Learning Assessment — 8 hrs.

Teacher candidates will experience two parallel modules. One module will focus on assessment in regular and special education environments, and the second will focus on building inclusive environments for all children that include a practicum experience. Teacher candidates will study classroom assessment in theory and practice, including the development and appropriate use of formative and summative assessments, assessment quality, grading/communication, standardized testing, and emphasizing the use of data to enhance teaching and learning. Collection and use of educational data to assess and teach diverse learning needs, educational planning and progress monitoring, instructional models, curricular access, mapping, and development will support teaching in inclusive classrooms supporting all students learning. Teacher candidates create culturally responsive teaching plans by designing and implementing daily lessons in one-to-one settings. Prerequisite(s): declared Purple Pathway for Paraeducators majors only. (Spring)

ELSPED 3118. Learning Motivation, Behavior Support, and Reasoning Skills — 8 hrs.

Teacher candidates will study recent trends in the elementary classroom environment and curriculum for grades K through 6 while examining the influence of cognition and motivational factors on children's learning, motivation, and behavioral supports. The second module of this session focuses on skills needed to organize and manage the culturally sustaining and inclusive classroom environment for instruction in elementary classrooms using individual, small group, and whole group strategies that facilitate productive behaviors for learning. The development of professional behaviors and effective skills for interdisciplinary and family collaboration is experienced by the teacher candidate throughout the program, including problem-solving and strategies for an individual. In a third module, learners engage in mathematics as problem-solving, focusing on whole numbers, rational number concepts, and arithmetic operations with connections to algebraic thinking. Connections to practice are explored with classroom stories and experiences learners encounter in their work as paraeducators. Prerequisite(s): declared Purple Pathway for Paraeducators majors only. (Spring)

ELSPED 4115. Engaging in Integrated Science, Methods of Teaching Science, and Math Reasoning Part 1 — 8 hrs.

This course will focus students on science investigations in life and physical sciences and prepare teacher candidates to teach science in the elementary classroom. It will engage teacher candidates with mathematics as problem-solving, communication, connections, and reasoning and includes data analysis, probability, and algebraic reasoning. Prerequisite(s): declared Purple Pathway for Paraeducators majors only. (Summer)

ELSPED 4116. Engaging in Integrated Science, Methods of Teaching Science, and Math Reasoning Part 2 — 8 hrs.

This course focuses on science investigations in physical and earth sciences, preparing teacher candidates to teach science in the elementary classroom. It will also feature a module on mathematics as problem-solving, communication, connections, and reasoning and includes geometry, measurement, and proportionality. Prerequisite(s): declared Purple Pathway for Paraeducators majors only. (Summer)

ELSPED 4117. Differentiating Literacy and Social Studies for All Students — 8 hrs.

This course focuses on learning about differentiated content reading, writing, and social studies methods of teaching. Students use reading and writing strategies to support learning about social science content and the differentiation process for experiences that support inclusive elementary classrooms. The focus on supporting diverse learners is woven throughout this course. The coursework is linked to grouping, assessment for learning, and strategies for discussions and responses to readings. An integrated unit will be collaboratively designed with specific attention to differentiated literacy and social studies for diverse learners and could be implemented in student teaching. Prerequisite(s): declared Purple Pathway for Paraeducators majors only. (Fall)

ELSPED 4118. Differentiating Math for All Students and Differentiation Practicum — 8 hrs.

Learners will continue their study of differentiated methods of teaching elementary mathematics and engaging in small group teaching practica in diverse classrooms. Teacher candidates will work with children who have IEPs and identify and utilize assessment instruments and strategies to evaluate the learning needs of K-8 students in a special education environment. This course will encompass the Level III Benchmark where students have the opportunity to teach whole group lessons in a subject area agreed upon between the student and classroom teacher. Prerequisite(s): declared Purple Pathway for Paraeducators majors only; ELSPED 3117. (Fall)

ELSPED 4120. Transitions: Education and Post K-12 — 2 hrs.

This course is taken with Student Teaching. Student teaching is offered on a credit/no credit basis only and provides the teacher candidate the opportunity to experience, in-depth, teaching responsibilities. This course incorporates work with post-school transition programming for individuals with disabilities and will support teacher candidates' understanding of current initiatives and research related to planning and supporting educational (K-12) and post-school transitions for students with disabilities at the intersections of race, gender, gender identity, immigration, sexual orientation, and among other historically marginalized people (i.e., Black, Indigenous, and Youth of Color). This module explores the development and implementation of self-determined careers, post-secondary education opportunities, and inclusive community living for adolescents and adults. Prerequisite(s): declared Purple Pathway for Paraeducators majors only. Corequisite(s): EDUC 4134 or EDUC 4135. (Spring)

ELSPED 4121. Health and Fitness for Elementary Teachers — 2 hrs.

This course is taken with Student Teaching. Student teaching is offered on a credit/no credit basis only and provides the teacher candidate the opportunity to experience, in-depth, teaching responsibilities. This module includes work on methods and materials in health education and physical education appropriate for all children. Prerequisite(s): declared Purple Pathway for Paraeducators majors only. Corequisite(s): EDUC 4134 or EDUC 4135. (Spring)

ELEMECML 3100/5100. Integrating Science, Technology, Engineering, and Mathematics in the Elementary Classroom — 3 hrs.

Focuses on integrating science, technology, engineering principles, and mathematics using both modeling and an inquiry approach. Engineering and scientific practices drive both the instructional planning, and inquiry-oriented curricula and assessment. The practice of engineering, along with the difference between science and engineering is addressed. Prerequisite(s): two courses from SCI ED 1200, SCI ED 1300, and SCI ED 1100 OR approval of the instructor; junior standing. (Even Falls)

ELEMECML 3120. Classroom Management K-8 — 3 hrs.

Focus on skills needed to organize and manage appropriate instruction in the elementary classroom. Prerequisite(s): ELEMECML 4150; junior standing. Registration requires full admission to the Teacher Education Program. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. (Fall and Spring)

ELEMECML 3149. Child, Family, School and Community Relationships — 3 hrs.

In this course, preservice educators will explore the impact of personal identity, worldview, and prior experiences on perceptions, expectations, and interactions within the context of education. Students will participate in a service learning component built into the course to provide context and connection. We will focus on the importance of aligning the family, school, and community spheres of influence to optimize student learning experiences. Through practical exercises and case studies, preservice teachers will develop skills in building strong partnerships among families, schools, and communities. Special attention will be given to communication strategies that are developmentally appropriate and individually effective in connecting with children and families. Students will be equipped with the knowledge and tools necessary to develop meaningful home-community-school relationships that promote each child's education and support them in reaching their maximum potential. (Fall, Spring, Summer)

ELEMECML 3159. Integrating STEM in Elementary Classrooms — 3 hrs.

Integrating STEM in Elementary Classrooms

ELEMECML 3161. Methods of Teaching Elementary School Science — 3 hrs.

Investigation of current textbook series, trends, teaching materials, and appropriate instructional strategies for contemporary elementary school science programs. Prerequisite(s): EDUC 2301 or EDUC 2302; EDUC 2401 or EDUC 2402; junior standing. Registration requires full admission to the Teacher Education Program. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. (Fall and Spring)

ELEMECML 3164. Methods of Teaching Elementary School Social Studies — 3 hrs.

Basic methods and materials for teaching the knowledge, skills, attitudes and values in history, geography, political science/civic literacy, economics and behavioral sciences. Prerequisite(s): EDUC 2301 or EDUC 2302; EDUC 2401 or EDUC 2402; junior standing. Registration requires full admission to the Teacher Education Program. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. (Fall and Spring)

ELEMECML 3187. Facilitating Early STEM Education — 3 hrs.

What does STEM for children ages 4-9 look like? This course explores how to design high quality STEM experiences for PK-2 children that are developmentally appropriate. Students will engage in readings, discussions, and discovery of how these experiences are meaningful to our youngest learners, and how to enable children's access to them every day. (Fall and Spring)

ELEMECML 4121/5121. Infant and Toddler Curriculum and Guidance — 2 hrs.

Methods of implementing appropriate curriculum for and guidance of very young children, including children with diverse needs in inclusive group settings. Includes a required 15 hours field experience. Prerequisite(s) or corequisite(s): EDPSYCH 3109/5109; EDPSYCH 3148; junior standing. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. (Fall and Spring)

ELEMECML 4123/5123. Methods of Teaching Visual and Performing Arts Integration in the Elementary Classroom — 3 hrs.

Introduction, exploration and application of various methods for teaching and assessing visual and performing arts integration with content across the elementary curriculum. Prerequisite(s): junior standing. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. (Fall and Spring)

ELEMECML 4124/5124. Infant Toddler Curriculum and Early Intervention — 3 hrs.

Methods of implementing appropriate curriculum for and guidance of very young children, including children with diverse needs in natural settings. Interagency collaboration and services to support and coach families of infants and/or toddlers with developmental delays or disabilities. Prerequisite(s): SPIE 3150; EDPSYCH 3109/5109; EDPSYCH 3148; junior standing. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. Prerequisites are waived for students from the Department of Communication Sciences and Disorders. Corequisite(s): SPIE 4191/5191. [Same as SPIE 4124/5124] (Fall and Spring)

ELEMECML 4130/5130. Guidance and Instruction in Early Childhood Education — 3 hrs.

Discussion of the role of the teacher in guiding young children in their learning activities. Emphasis on planning and implementing inclusive early childhood programs. Prerequisite(s): must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course; junior standing. Corequisite(s): ELEMECML 4192/5192 for Early Childhood majors and minors. ELEMECML 4192/5192; SPIE 4141/5141; SPIE 4191/5191 for Early Childhood Special Education minors. Prerequisite(s) or corequisite(s): ELEMECML 4151. (Fall and Spring)

ELEMECML 4135/5135. Middle Level Instruction, Differentiation, and Assessment — 3 hrs.

Strategies for instruction, differentiation, and assessment for addressing the cognitive characteristics and needs of young adolescents in grades five through eight. Prerequisite(s): EDPSYCH 3148; EDPSYCH 4152/5152; junior standing. Prerequisite(s) or corequisite(s): ELEMECML 4152/5152 or equivalent. Registration requires full admission to the Teacher Education Program. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. (Fall and Spring)

ELEMECML 4141/5141. Integrated Activities in Elementary School STEM — 3 hrs.

Pedagogy that facilitates the development of cross-cutting concepts and habits of inquiry within STEM (science, technology, engineering, and mathematics) through authentic, meaningful, and integrative investigations in elementary classrooms. Prerequisite(s): for undergraduate students: junior standing. Prerequisites for graduate students: admission to the Elementary Education Master's Program (MAE) or consent of instructor. (Spring)

ELEMECML 4143/5143. Applications/Content in Elementary Social Studies — 3 hrs.

Applying knowledge of current trends, resources, and content as a means of developing, enriching, and expanding the social studies curriculum. Prerequisite(s): ELEMECML 3164; junior standing. Registration requires full admission to the Teacher Education Program. (Fall)

ELEMECML 4150. Elementary Curriculum — 3 hrs.

Recent trends in the curriculum for children in grades K-6. Prerequisite(s) or corequisite(s): full admission to the Teacher Education Program. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. (Fall and Spring)

ELEMECML 4151. Early Childhood Curriculum Development and Organization — 3 hrs.

Current trends in curriculum for preschool and primary children. Attention to the impact of classroom environment on learning. (Fall and Spring)

ELEMECML 4152/5152. The Nature of Middle School — 3 hrs.

Examination of middle school design, programs, and practices for meeting the needs of young adolescents in grades 5-8, including middle school philosophy, history, community building, interdisciplinary instruction, teaming, exploratory courses, family involvement, and advisory programs. Prerequisite(s): junior standing. Prerequisite(s) or corequisite(s): EDUC 2402. Registration requires full admission to the Teacher Education Program. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. Students must be available for a 10-hour field experience. (Fall and Spring)

ELEMECML 4162/5162. Administration and Advocacy of Early Childhood Programs — 3 hrs.

Overview of knowledge, skills and legal framework needed for leading, evaluating and advocating for inclusive and developmentally appropriate programs for children of diverse backgrounds and abilities, ages birth-8 years. Prerequisite(s): must have full admission to the Teacher Education Program; must have cumulative and UNI GPA of 2.50 or higher to enroll in this course; junior standing. (Fall and Spring)

ELEMECML 4192/5192. Field Experience and Seminar in Early Childhood — 2 hrs.

Experience in guiding young children, planning and implementing instruction in inclusive early childhood classroom. Prerequisite(s): must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course; junior standing. Corequisite(s): ELEMECML 4130/5130 for Early Childhood majors and minors. ELEMECML 4130/5130; SPIE 4141/5141; SPIE 4191/5191 for Early Childhood Special Education minors. (Fall and Spring)

ELEMECML 5153. Early Childhood Curriculum Development and Management — 3 hrs.

Current trends in preschool and primary curriculum with an attention to the interaction of curriculum and classroom environment on learning and development. (Fall and Spring)

ELEMECML 6201. Issues and Trends in Curriculum — 3 hrs.

Current ideas influencing the planning and implementation of curriculum. Prerequisite(s): consent of department. (Variable)

ELEMECML 6205. Technology in Early Childhood Education — 2 hrs.

Examination of policies, expert recommendations, and developmentally appropriate practices for using technology and digital media as learning tools for young children. Prerequisite(s): consent of department. (Variable)

ELEMECML 6210. Diversity in Early Childhood Education: Theory and Practice — 3 hrs.

Current theory and practical strategies for planning and implementing appropriate experiences for young children and families. Students will learn current understandings re: race, ethnicity, culture, socio-economic status, and inclusion of children with special needs. (Variable)

ELEMECML 6214. Recent Research in Early Childhood Education — 3 hrs.

Review of implications of research to gain techniques for improving instruction and programs for young children. Prerequisite(s): ELEMECML 4151 or equivalent. (Variable)

ELEMECML 6221. Analysis and Design of Curriculum for Young Children — 3 hrs.

Students explore curricula for young children to enhance teaching practices and inform future decisions on programs and materials. They use varied philosophical approaches to guide principles in creating environments where play is central to learning, blending traditional activities with digital tools to boost engagement and cognitive growth. While distinct, these approaches all aim to support children's developmental needs through experiential and meaningful interactions. (Variable)

ELEMECML 6236. Assessment in Early Childhood — 3 hrs.

Uses and interpretations of formal and informal measures to assess physical, social, intellectual and emotional development in young children, including English language learners and children with special needs. Emphasis is placed on observational techniques and formative assessments that provide a comprehensive view of each child's growth. The course also covers the importance of culturally responsive assessment practices and the role of family involvement in the assessment process. Additionally, students explore how to use assessment data to inform instructional planning, tailor learning experiences, and identify areas needing intervention. Program assessment is also highlighted, focusing on evaluating the effectiveness of early childhood programs and ensuring they meet educational standards and goals. The ultimate goal is to ensure that assessments are used to promote positive outcomes for all children, recognizing their individual strengths and needs. Overall program assessment is also addressed. (Variable)

ELEMECML 6242. Analysis and Improvement of Science Instruction in the Elementary School — 3 hrs.

Application of current research and national standards regarding attitudes, process skills, inquiry, and essential knowledge to the analysis and improvement of science curriculum including the learning cycle, unifying themes, creativity, and differentiated instruction. Prerequisite(s): admission to the Elementary Education Master's Program M.A.E.) or consent of instructor. (Variable)

ELEMECML 6243. Analysis and Improvement of Social Studies Instruction in the Elementary School — 3 hrs.

Assists teacher in exploring historical and current practices in social studies to create new approaches by using available resources and ideas. Prerequisite(s): ELEMECML 4143/5143 or ELEMECML 4150 or consent of department. (Variable)

ELEMECML 6285. Readings in Education — 1-3 hrs.

(Fall, Spring, Summer)

ELEMECML 6289. Seminar in Education — 3 hrs.

Special topics listed in Schedule of Classes. May be repeated to a maximum of 6 hours. (Fall, Spring, Summer)

ELEMECML 6297. Practicum — 2-3 hrs.

(Fall, Spring, Summer)

ELEMECML 6299. Research — 1-6 hrs.

Prerequisite(s): consent of department. (Fall, Spring, Summer)