Department of Curriculum and Instruction

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)

ECE 6201. Technology and Trends in Early Childhood Curriculum — 3 hrs.

In the evolving landscape of early childhood education, technology and play-based curriculum trends are shaping contemporary practices. Integrating STEM education with hands-on activities and digital tools fosters critical thinking and problem-solving skills. Play-based learning, emphasizing social-emotional development and creativity, is increasingly incorporated into curricula. Effective integration requires comprehensive teacher training and professional development, along with active parental involvement and support. Staying abreast of trends in educational technology, including AI, is vital, while addressing ethical considerations and ensuring equitable access remains paramount. Prerequisite(s): consent of department. (Odd Summers)

ECE 6289. Seminar in Early Childhood Education — 2 hrs.

Special topics listed in Schedule of Classes. May be repeated to a maximum of 4 hours. (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)

LRNTECH 1031. Educational Technology and Design — 3 hrs.

This is a foundational course that prepares early childhood, elementary, and middle level pre-service educators to facilitate student learning in technology-rich Pre-K-12 environments. The course provides hands-on experiences that integrate technology, pedagogy, and content knowledge to support clearly-defined student learning outcomes. Pre-service teachers select and design technology-enhanced learning tools to promote collaboration, creativity, communication, and higher-order thinking skills in the classroom. In support of Iowa DoE's adoption of Computer Science Teachers Association (CSTA) Standards, the course includes a unit on integrating computer science and computational thinking in the mainstream K-12 curriculum. Students explore contemporary topics related to educational media and technology trends in education. (Fall and Spring)

LRNTECH 3600. Technology, Pedagogy, and Learning in the Digital Age — 3 hrs.

This course provides practical skills in integrating technology, pedagogy, and content knowledge, enabling educators to create engaging and accommodating learning environments. Emphasis is placed on developing proficiency in digital citizenship, media literacy, Universal Design for Learning (UDL), and integrating fundamental computer science and generative artificial intelligence (GenAI) concepts within school curriculum frameworks. Through hands-on activities, students learn to use appropriate technology to differentiate instruction and assessments to meet specific learning objectives. They will plan, design, and curate materials that foster creativity, collaboration, computational thinking, and problem-solving skills necessary for the digital age. (Fall and Spring)

LRNTECH 4110/5110. Foundations of Distance Learning and Development — 3 hrs.

This course offers students who are interested in online teaching with best practices and instructional principles essential for effective distance learning. It provides an overview of theoretical frameworks and explores emerging trends in distance education. Students will examine processes specific to online environments and evaluates relevant research in online education. Prerequisite(s): junior standing. (Spring)

LRNTECH 4120/5120. Designing Accessible and Inclusive Learning Environments — 3 hrs.

This course provides a comprehensive understanding of how to design digital learning experiences that are accessible and inclusive to all learners including those with disabilities. Students will explore the principles of the Universal Design for Learning (UDL), accessibility standards, and best practices for creating equitable digital environments. Additionally, the course includes a review of assistive technologies and their role in empowering learners with disabilities. Prerequisite(s): junior standing. (Spring)

LRNTECH 4131/5131. Selection and Application of Learning Technologies — 3 hrs.

This course explores the principles and methods of utilizing computer technology alongside various auditory, visual, and tactile instructional media and technologies. These tools are applied across diverse educational, instructional, informational, and communication settings. Additionally, the course covers research, instructional design skills, equipment operation, and materials production in relation to effective learning strategies. Prerequisite(s): junior standing. (Fall)

LRNTECH 4153/5153. Developing Digital Learning Environments — 3 hrs.

This course centers on instructional system design models for the systematic development of e-learning instruction. The course examines theories and practices within e-learning environments, with an emphasis on enhancing usability and accessibility. It includes instructional methods for assessing learner needs, selecting and implementing suitable technologies, and evaluating the overall effectiveness of e-learning initiatives. Students are tasked with applying their skills to integrate instructional technology effectively, enabling them to plan, create, and manage e-learning projects in a real-world setting. Prerequisite(s): junior standing. (Fall)

LRNTECH 4160. Learning Technology Projects — 1-3 hrs.

Independent learning technology projects. Credit to be determined at the time of registration; project, credit, and evaluation criteria require advance consent of instructor. May be repeated for a maximum of 3 hours. (Variable)

LRNTECH 4186/5186. Studies in Learning Technology — 1-3 hrs.

Individualized study of a specific problem or application in an area as determined by instructor and student. Prerequisite(s): junior standing. (Fall, Spring, Summer)

LRNTECH 4189. Readings in Learning Technology — 1-3 hrs.

Independent instructional technology projects. Credit to be determined at time of registration; project, credit and evaluation criteria require advance consent of instructor. (Fall, Spring, Summer)

LRNTECH 6205. Understanding and Evaluating Research — 3 hrs.

This course is designed to familiarize students with the process of reading for understanding and evaluating research reports. This course emphasizes becoming proficient consumers of research by gaining the skills necessary to critically evaluate published research findings from any field. The focus of this course is to become familiar with the sections of research reports, the jargon, and how to read with criticality in order to effectively evaluate the potential usefulness of any research report. (Fall)

LRNTECH 6208. Enhancing Learning Through Action Research — 3 hrs.

Action research engages educators with systematic investigation of practical solutions that improve their teaching practice. This course engages students in creating an action research proposal and preparing an IRB application for research. This proposal may be used as a starting point for the final masters paper. Prerequisite(s): LRNTECH 6240. (Fall)

LRNTECH 6215. Designing and Implementing Professional Development — 3 hrs.

This course emphasizes planning and producing activities essential for creating effective professional development in a range of formats. This course provides students with the vision and skill to design professional development experiences in a variety of formats, including flipped, hybrid, web-enhanced, and fully online. Students in the cohort will collaborate on the development, marketing, and implementation of a professional development conference, webinar, or other PD experience offered to a real-world audience. Prerequisite(s): LRNTECH 6240. (Variable)

LRNTECH 6216. Adult Learning Instructional Strategies — 3 hrs.

The focus of this course is adult learning theories and practices and their application to designing instruction. The course covers basic instructional design concepts followed by a comprehensive exploration of andragogy and adult learning theories and practices. Emphasis is placed on the distinctions between creating instructional materials for adults versus traditional pedagogical approaches. The course integrates andragogical practices with learning theories applicable to adult learners in the digital age. (Fall)

LRNTECH 6237. Creating Change through Digital Leadership — 3 hrs.

Explores leading change towards 21st century learning. Change theory is introduced and then applied to everyday educational systems. Leadership skills are developed through both theory and practical applications. (Fall)

LRNTECH 6238. Topics and Emerging Trends in Learning Technology — 3 hrs.

This course is tailored for educators and trainers that focuses on the latest advancements and emerging trends in learning technologies. As the landscape of learning technology evolves, so too will the topics covered in this course. The primary objective is to empower educators and trainers with the essential skills necessary to integrate current and emerging learning technologies into their professional settings. (Summer)

LRNTECH 6240. Instructional Design for 21st Century Learning — 3 hrs.

This course is designed to equip students with the skills necessary to effectively plan, develop, implement, and evaluate instructional strategies across diverse learning environments. This project-based course integrates instructional design models with contemporary learning theories, enabling students to craft instruction for both educational and professional contexts, and is tailored to large-group, small-group, and individual learners. (Spring)

LRNTECH 6245. Creating Educational Multimedia Content — 3 hrs.

This course introduces students to the principles and practical skills necessary for producing effective instructional media materials. Throughout the course, students will be involved in hands-on projects of various aspects of media production, focusing on creating content that enhances learning experiences in diverse educational settings. (Summer)

LRNTECH 6250. Writing a Graduate Paper/ePortfolio — 3 hrs.

This course refines skills in writing a Masters level Literature Review through the research, reading, writing and formatting of the paper. The Masters ePortfolio is organized, formatted and development begun. (Fall)

LRNTECH 6260. Advanced Learning Technology Projects — 1-3 hrs.

Independent learning technology projects. Credit to be determined at time of registration; project, credit and evaluation criteria require advance consent of instructor. May be repeated for maximum of 3 hours. (Fall, Spring, Summer)

LRNTECH 6285. Readings in Learning Technology — 1-3 hrs.

Reviews individualized selected readings in an area of emphasis as determined by instructor and student. May be repeated for maximum of 3 hours. (Fall, Spring, Summer)

LRNTECH 6286. Studies in Learning Technology — 1-3 hrs.

Individualized study of a specific problem or application in an area as determined by instructor and student. (Fall, Spring, Summer)

LRNTECH 6289. Seminar in Learning Technology — 3 hrs.

Provides the opportunity for candidates to explore a variety of topics in preparation for their profession. (Variable)

LRNTECH 6297. Practicum in Learning Technology — 2-3 hrs.

Students will be provided the opportunity to spend significant time on-site in a supervised position. This practicum experience assists students in discovering, developing and refining necessary competencies and skills for their proposed career goals. (Variable)

LRNTECH 6298. Capstone Field Experience — 3 hrs.

This course provides students with the practical application of a capstone field experience within the context of their current educational, corporate, or other professional work environment. The course is an opportunity for students to apply the knowledge and skills learned throughout the program to facilitate a hands-on, capstone instructional experience relevant to their work setting. The outcome of this course is a comprehensive set of curricular or training materials directly applicable to the vocational environment.

LRNTECH 6299. Research — 3 hrs.

Students complete their masters literature review/project report/original research/journal article during this course. This is the final course of the program. Prerequisite(s): consent of department. (Fall, Spring, Summer)

LRNTECH 7340. Designing Instructional Systems — 3 hrs.

This doctoral level course engages students in creating innovative instructional projects by applying current research, multiple instructional design models and learning theories in the systematic instructional design process. (Variable)

LITED 1044. Children's Literature — 3 hrs.

Evaluation, selection, and use of children's literature in a variety of environments and experiences. (Fall and Spring)

LITED 3115. Methods of Teaching Early Literacy — 3 hrs.

Reading and writing instruction in grades PK-3, with an emphasis on integrating reading, writing, speaking, and listening, as well as integration across content areas. This course includes 5 hours of field experience. Prerequisite(s): Registration requires admission to Teacher Education program. Prerequisite(s) or corequisite(s): LITED 1044; must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. (Fall and Spring)

LITED 3116. Methods of Teaching Content Literacy in the Intermediate Grades — 3 hrs.

Reading and writing instruction in grades 3-6, with an emphasis on integrating reading, writing, speaking, and listening, as well as integration across content areas. This course includes 5 hours of field experience. Prerequisite(s): ELEMECML 4150 or ELEMECML 4151; LITED 1044; junior standing. Requires admission to teacher education program. Prerequisite(s) or corequisite(s): LITED 3115; must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. (Fall and Spring)

LITED 3119/5119. Language Development and Emergent Literacy — 3 hrs.

Theories underlying young children's acquisition of oral language and early reading and writing. Emphasis on implications for literacy curriculum in the primary grades and for addressing multilingual learners' rights and needs. Prerequisite(s): LITED 1044 and one of the following: LITED 3115, LITED 3116 or LITED 4117/5117 or consent of instructor; junior standing. Students must earn a GPA of 2.50 or above in Literacy Education minor courses numbered LITED 3119/5119 or above and have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. (Variable)

LITED 3121/5121. Children's Literature for Diversity and Social Justice — 3 hrs.

Issues and trends in children's literature, including use in elementary school programs. Focus on values, uses, and controversies related to children's literature by and about major American minority groups, including ethnic, religious, and socioeconomic minorities. Prerequisite(s): LITED 1044; junior standing. Students must earn a GPA of 2.50 or above in Literacy Education minor courses numbered LITED 3119/5119 or above and have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. (Variable)

LITED 4117/5117. Methods of Teaching Content Literacy at the Middle and Secondary Levels — 3 hrs.

Literacy instruction in the middle and secondary grades, including understanding the reading process, literacy across the curriculum, improving fluency, and assessment of literacy. Prerequisite(s): junior standing. Registration requires admission to Teacher Education Program. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. (Fall and Spring)

LITED 4140/5140. Assessment and Evaluation of Literacy — 3 hrs.

Introductory course in evaluating reading, writing, and language of individual children through formative and summative assessments and instruction within a classroom setting. Includes group and individual evaluation, informal assessment procedures, selection of materials, and instructional strategies to meet the needs of individual learners. LITED 4140/5140 and LITED 4193/5193 are linked and co-taught. Prerequisite(s): LITED 1044 or ENGLISH 3940/5940; LITED 3115, LITED 3116, or LITED 4117/5117; LITED 3119/5119 or LITED 3121/5121 or TESOL 4510/5510; or consent of instructor; junior standing. Students must earn a GPA of 2.50 or above in Literacy Education minor courses numbered LITED 3119/5119 or above and have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. Priority registration for Literacy Education minors and English teaching majors and minors. Corequisite(s): LITED 4193/5193. (Fall and Spring)

LITED 4147/5147. Advanced Literacy Practices — 3 hrs.

Selection, implementation, and interpretation of a variety of reading, writing, and language arts assessment procedures; small group literacy instruction, and, the development and implementation of effective individualized instructional programs. LITED 4147/5147 and LITED 4192/5192 are linked and co-taught. Prerequisite(s): LITED 1044 or ENGLISH 3940/5940; LITED 3115, LITED 3116, or LITED 4117/5117; LITED 3119/5119 or LITED 3121/5121; LITED 4140/5140; or consent of instructor; junior standing. Students must earn a GPA of 2.50 or above in Literacy Education minor courses numbered LITED 3119/5119 or above and have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. Priority registration for Literacy Education minors and English teaching majors and minors. Corequisite(s): LITED 4192/5192. (Fall and Spring)

LITED 4192/5192. Experience in Literacy: Tutoring — 3 hrs.

Supervised tutoring in the University Reading Center or in a public school reading center. LITED 4147/5147 and LITED 4192/5192 are linked and co-taught. Prerequisite(s): LITED 4140/5140; junior standing. For the Literacy Education Minor, students must earn a GPA of 2.50 or above in Literacy Education minor courses numbered LITED 3119/5119 or above and have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. Corequisite(s): LITED 4147/5147. (Fall and Spring)

LITED 4193/5193. Experience in Literacy: Field — 1-2 hrs.

Supervised experience teaching in elementary or secondary reading programs. May be repeated for maximum of 4 hours. LITED 4140/5140 and LITED 4193/5193 are linked and co-taught. Prerequisite(s): junior standing. Students must earn a GPA of 2.50 or above in Literacy Education minor courses numbered LITED 3119/5119 or above and have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. Corequisite(s): LITED 4140/5140. (Fall and Spring)

LITED 6212. Methods and Materials in Literacy Education — 3 hrs.

Integrated approach to language learning within and across grades K-12, with a strong emphasis on reading and writing connections within content areas and across children's and young adult literature. Prerequisite(s): graduate standing; previous course work in literacy education or consent of instructor. (Variable)

LITED 6238. Advanced Assessment and Evaluation of Literacy Development — 3 hrs.

Experience in assessment and evaluation of literacy processes. An in depth examination of the interrelationship of assessment and evaluation to literacy development including current issues and practices. Prerequisite(s): graduate standing, previous course work in literacy education, or consent of instructor. (Variable)

LITED 6239. Advanced Literacy Curriculum Studies — 3 hrs.

Students locate, read, examine, analyze, and evaluate a variety of historical and contemporary research pieces on current issues and topics in literacy curriculum and instruction; make plans for research studies and write literature reviews, conference and grant proposals. Prerequisite(s): graduate standing or consent of instructor. (Variable)

LITED 6240. Language Development and Variability — 3 hrs.

Exploration of research on factors generally associated with variability in language and literacy development, on methods designed to promote language and literacy development, and on roles of teachers and parents in promoting this development in children with differences. Prerequisite(s): graduate standing, previous course work in literacy education, or consent of instructor. (Variable)

LITED 6245. Ideological, Cultural, and Sociopolitical Issues in Children's Literature — 3 hrs.

Advanced literacy course exploring ideological, cultural, social, and political issues in children's literature. Study in sociocultural contexts of literacy instruction, with critical analysis of literature as an instrument to inform and transform life as well as learning. Prerequisite(s): LITED 1044 or consent of instructor. (Variable)

LITED 6260. Roles of the Reading Specialist — 3 hrs.

Exploration of the five major leadership roles required of school personnel who serve as reading and language arts specialists. Prerequisite(s): graduate standing or consent of instructor. (Variable)

LITED 6289. Seminar — 2-4 hrs.

Seminar topics to be announced in Schedule of Classes. May be repeated for maximum of 4 hours. Prerequisite(s): consent of instructor. (Variable)

LITED 6290. Practicum in Literacy — 2-4 hrs.

Supervised experience in teaching and/or supervision of literacy instruction with licensed teachers who are serving in leadership roles in the area of literacy. May be repeated for maximum of 4 hours. Prerequisite(s): consent of instructor. (Variable)

LITED 6299. Research — 1-6 hrs.

Intended as the final course in the Curriculum and Instruction: Literacy Education program; focuses on completion of final research project and preparation for comprehensive examination in a collaborative seminar setting. Thesis requires a total of 6 hours. Non-thesis requires a total of 3 hours. Prerequisite(s): consent of department. (Fall, Spring, Summer)

LITED 7397. Practicum in Reading — 1-4 hrs.

Supervised professional experience teaching reading education courses at the university level or participating in reading program supervision and consulting within a school district. May be repeated for maximum of 4 hours. Prerequisite(s): consent of instructor. (Variable)

SLS 4114/5114. Introduction to the School Library Program — 3 hrs.

Survey of the five roles of the Teacher Librarian pertaining to functions of the school library, ethical and legal issues, national and state professional guidelines and standards, strategies for working with other teachers and paraprofessionals, and selection tools and evaluation criteria to develop a quality collection. Prerequisite(s): junior standing; consent of instructor. (Variable)

SLS 4115/5115. Organization of Information — 3 hrs.

Introduction to the theory and practice of information organization and retrieval in the context of school libraries. Explores the principles, core concepts, best practices, and trends of cataloging and classification as well as the key elements of performing copy cataloging. Emphasis is placed on the tools to develop, curate, organize, and manage a collection designed to meet the diverse curricular and personal needs of the learning community. The key focus of the course is supporting the user's ability to access information efficiently and effectively with an emphasis on equity of access. Prerequisite(s): junior standing. (Variable)

SLS 4132/5132. Library Resources for Children — 3 hrs.

A study of the literature and resources created for children served by elementary school libraries. Centers on the process of evaluation in order to meet children's developmental, educational, cultural, social, linguistic and recreational needs. Includes strategies for supporting students' reading motivation and reading comprehension with emphasis placed on methods to foster leisure reading and model personal enjoyment of reading, based on familiarity with selection tools and current trends in the literature for youth. Also explores best practices for supporting intellectual freedom and responding to challenges to library materials. Prerequisite(s): junior standing. (Variable)

SLS 4134/5134. Library Resources for Young Adults — 3 hrs.

A study of the literature and resources created for young adults in relation to their characteristics, needs, interests and abilities. Emphasis on selection to meet the developmental, educational, cultural, and recreational needs of secondary students. This includes strategies for reading promotion and for creating a welcoming and inclusive library environment. Prerequisite(s): junior standing. (Variable)

SLS 6223. Elementary School Library Curriculum — 3 hrs.

Study of PK-5 school library curriculum development, frameworks, national standards and strategies to plan, deliver, and assess instruction using children's literature, digital and information literacies, digital citizenship, and emerging technologies. Includes when and why information is needed, where to find it, and how to evaluate, use and communicate it ethically. (Variable)

SLS 6225. Leadership in the School Library Program — 3 hrs.

Prepares teacher librarians to plan, develop, implement, evaluate and advocate for school library programs, resources, and services in fulfillment of the mission of the library program within the school and district. Emphasis on making effective use of data and other forms of evidence to evaluate and inform decisions about library policies, resources, and services as part of advocacy for students and the library. Includes the development of policies and procedures to support ethical use of information, intellectual freedom, selection and reconsideration of library materials, copyright, and the privacy of users. (Variable)

SLS 6230. Technologies for Libraries — 3 hrs.

Emphasis on technologies for school libraries, including the design of an engaging and user-centered school library website that promotes local and remote access to the school library program for various audiences. Includes curation of emerging technologies for library instruction, for students' use, and for improving access to information and ideas through the school library. Students will evaluate electronic resources for content, quality, and ease of use. (Variable)

SLS 6250. Secondary School Library Curriculum — 3 hrs.

Study of 6-12 school library curriculum development, standards, and collaborative strategies to teach with young adult literature, digital and information literacies in the context of inquiry-based learning, digital citizenship, and current instructional technologies. Includes question negotiation for the type of information needed, search strategies to locate relevant sources, critical evaluation of source credibility and point of view, and ethical information use including copyright, attribution, and verification of accuracy. Emphasizes flexible, open and equitable library access. (Variable)

SLS 6289. Seminar — 2-3 hrs.

Critical assessment of the elements of school library services such as Inquiry Learning at the building and system levels. May be repeated up to six hours with permission of the Division. Prerequisite(s): SLS 6223; SLS 6250. (Variable)

SLS 6290. Practicum in School Libraries — 3 hrs.

Experience in the function of elementary and secondary school libraries. Effective teaching, collaboration, inquiry based learning, and integration of National School Library Standards, considering learner development, diversity, and differences. Prerequisite(s): SLS 4114/5114 or written consent of instructor. (Variable)

SLS 6295. Research in Library and Information Science — 3 hrs.

Survey of data, basic research methodologies and critical evaluation of school library research studies to inform library decision making. Development of a substantial written report documenting research of school libraries. (Variable)