This major leads to licensure for teaching young children from birth through grade 3, with an emphasis on working in inclusive settings. The student will complete the UNIFI/General Education requirements, the Professional Education Requirements, the specified major requirements, plus electives to complete a minimum of 120 hours. The prescribed program is as follows:

This major leads to licensure for teaching young children from birth through grade 3, with an emphasis on working in inclusive settings (endorsement #1001 PK-3 Birth through grade three, Inclusive Settings). Early childhood education majors engage in a blended curriculum that prepares them for both general education and special education positions in early childhood settings.

Students majoring in Elementary Education, Early Childhood Education or Middle Level Education may not repeat or withdraw from any courses within the ELEMECML, LRNTECH, or LITED course categories more than twice (taking any course a total of 3 times). Students in these programs are also limited to a maximum of five course retakes across these same courses. Under extraordinary circumstances, an elementary, early childhood or middle level education major may request in writing that an exception be made to this policy. All written requests will be reviewed by the appropriate C&I faculty who shall determine whether or not an exception will be granted. In any case where an exception is not granted, a student may appeal the decision through the regular appeal process for other teacher education related appeals. This policy applies to all majors declared after April 2016.

I. Professional Education Requirements-Early Childhood Education

Required:
Special Education:
SPED 3150	Meeting the Needs of Diverse Learners in Classrooms	2
Instructional Technology:
LRNTECH 1031	Educational Technology and Design	3
TEACHING 4170/5170	Human Relations: Awareness and Application (*)	3

*: Before enrolling in TEACHING 4170/5170, the student must be fully admitted to the Teacher Education Program.

Level I

Educational Psychology:
TEACHING 2017	Level 1 Field Experience: Exploring Teaching	1
EDPSYCH 2030	Dynamics of Human Development	3

Level II

(Before enrolling in Level II, the student must be fully admitted to the Teacher Education Program.)

TEACHING 3128	Level 2 Field Experience: Lesson Planning and Instruction	1
Educational Psychology:
EDPSYCH 3148	Learning and Motivation in Classroom Contexts	3

Level III

(Before enrolling in Level III, the student must be fully admitted to the Teacher Education Program.)

Social Foundations:
SOCFOUND 3119	Schools and American Society	3
Teaching:		12
TEACHING 3132	Early Childhood Teaching
Total Hours Professional Education Requirements-Early Childhood		31

II. Early Childhood Education Major Requirements

Required:
Educational Psychology:
EDPSYCH 3109	Development and Assessment of Young Children	3
Elementary, Early Childhood, and Middle Level Education:
ELEMECML 3149/5149	Child, Family, School and Community Relationships	3
ELEMECML 3161	Teaching Elementary School Science	3
ELEMECML 3164	Teaching Elementary School Social Studies	3
ELEMECML/SPED 4124	Infant Toddler Curriculum and Early Intervention	3
ELEMECML 4130/5130	Guidance and Instruction in Early Childhood Education	3
ELEMECML 4151/5151	Early Childhood Curriculum Development and Organization	3
ELEMECML 4162/5162	Administration and Advocacy of Early Childhood Programs	2
ELEMECML 4192/5192	Field Experience and Seminar in Early Childhood	2
Literacy Education:
LITED 1044	Children's Literature	3
LITED 3115	Methods of Teaching Early Literacy	3
LITED 3119/5119	Language Development and Emergent Literacy	3
Mathematics:
MATH 1204	Mathematical Reasoning ^**	3
MATH 2204	Mathematical Reasoning for Elementary Teachers II ^**	3
MATH 3203	Teaching Mathematics in the Elementary School	3
MATH 3204	Mathematical Reasoning for Elementary Teachers III ^**	3
Life Science course:		3-4
SCI ED 1200	Inquiry into Life Science (recommended)
OR
Any life/biological (BIOL xxxx) science course
Physical Science course:		3-4
SCI ED 1300	Inquiry into Physical Science (recommended)
OR
Any chemistry (CHEM xxxx) or physics (PHYSICS xxxx)
Earth/Space Science:		3-4
One course from the following:
SCI ED 1100	Inquiry into Earth and Space Science (recommended)
EARTHSCI 1100	Astronomy
EARTHSCI 1200	Elements of Weather
EARTHSCI 1300	Introduction to Geology
Special Education:
SPED 4192/5192	Experience in Special Education	1
SPED 4148/5148	Assessment of Young Children and Families with Exceptionalities	3
Total Hours		59-62

**: Students must earn a C- or higher in MATH 1204, MATH 2204, and MATH 3204 in order for the course to satisfy in the Early Childhood Education major.

A 2.50 grade index in all course work at the University of Northern Iowa, and, also, a 2.50 GPA in all course work at this university and elsewhere, or the approval of the head of the Department of Curriculum and Instruction is required for registration in major courses in the department.

Students should plan their course work so that all Early Childhood courses are taken prior to student teaching. Students must have a cumulative, UNI, and major GPA of 2.50 in order to student teach. In addition, students must achieve a grade of C (2.00) or higher in the following methods classes in order to student teach:

ELEMECML 3149/5149	Child, Family, School and Community Relationships	3
ELEMECML 3161	Teaching Elementary School Science	3
ELEMECML 3164	Teaching Elementary School Social Studies	3
ELEMECML/SPED 4124	Infant Toddler Curriculum and Early Intervention	3
ELEMECML 4130/5130	Guidance and Instruction in Early Childhood Education	3
ELEMECML 4151/5151	Early Childhood Curriculum Development and Organization	3
LITED 3115	Methods of Teaching Early Literacy	3
MATH 3203	Teaching Mathematics in the Elementary School	3

Students should apply for their student teaching one year in advance.

Elementary Education Major-Teaching (K-6 General Classroom Teacher)

This major leads to endorsement #102 K-6 Teacher Elementary Classroom.

Students majoring in Elementary Education, Early Childhood Education or Middle Level Education may not repeat or withdraw from any courses within the ELEMECML, LRNTECH, or LITED course categories more than twice (a total of three times for any course). Students in these programs are also limited to a maximum of five course retakes across these same courses. Under extraordinary circumstances, an elementary, early childhood or middle level education major may request in writing that an exception be made to this policy. All written requests will be reviewed by the appropriate C&I faculty who shall determine whether or not an exception will be granted. In any case where an exception is not granted, a student may appeal the decision through the regular appeal process for other teacher education related appeals. This policy applies to all majors declared after April 2016.

The student will complete the UNIFI/General Education requirements, the Professional Education Requirements, the major requirements, a 12-hour area of specialization (this requirement is covered by the UNIFI/General Education program), and electives to complete a minimum of 120 hours. The prescribed program is as follows:

I. Professional Education Requirements-Elementary Education

Required:
Special Education:
SPED 3150	Meeting the Needs of Diverse Learners in Classrooms	2
Instructional Technology:
LRNTECH 1031	Educational Technology and Design	3
Human Relations:
TEACHING 4170/5170	Human Relations: Awareness and Application ^**	3

**: Before enrolling in TEACHING 4170/5170, the student must be fully admitted to the Teacher Education Program

Level I

Educational Psychology:
TEACHING 2017	Level 1 Field Experience: Exploring Teaching	1
EDPSYCH 2030	Dynamics of Human Development	3

Level II

(Before enrolling in Level II, the student must be fully admitted to the Teacher Education Program.)

TEACHING 3128	Level 2 Field Experience: Lesson Planning and Instruction	1
EDPSYCH 3148	Learning and Motivation in Classroom Contexts	3
MEASRES 3150	Classroom Assessment	2

Level III

(Before enrolling in Level III, the student must be fully admitted to the Teacher Education Program.)

Social Foundations:
SOCFOUND 3119	Schools and American Society	3
Teaching:		12
TEACHING 3134	Elementary Teaching
Total hours Professional Education Requirements-Elementary Education		33

II. Elementary Education Major Requirements

Required:
Elementary, Early Childhood, and Middle Level Education:		15
ELEMECML 3120	Classroom Management K-8
ELEMECML 3161	Teaching Elementary School Science
ELEMECML 3164	Teaching Elementary School Social Studies
ELEMECML 4123/5123	Methods of Teaching Visual and Performing Arts Integration in the Elementary Classroom
ELEMECML 4150	Elementary Curriculum
Literacy Education:		9
LITED 1044	Children's Literature
LITED 3115	Methods of Teaching Early Literacy
LITED 3116	Methods of Teaching Content Literacy in the Intermediate Grades ^*
Kinesiology, Allied Health and Human Services-Interdepartmental:		3
KAHHS 2045	Health and Physical Education for Elementary Teachers
Mathematics:
MATH 1204	Mathematical Reasoning ^**	3
MATH 2204	Mathematical Reasoning for Elementary Teachers II ^**	3
MATH 3204	Mathematical Reasoning for Elementary Teachers III ^**	3
MATH 3203	Teaching Mathematics in the Elementary School	3
Life Science course:		3-4
SCI ED 1200	Inquiry into Life Science (recommended)
OR
Any life/biological (BIOL xxxx) science course ^***
Physical Science course:		3-4
SCI ED 1300	Inquiry into Physical Science (recommended)
OR
Any chemistry (CHEM xxxx) or physics (PHYSICS xxxx) ^***
Earth/Space Science:		3-4
One course from the following:
SCI ED 1100	Inquiry into Earth and Space Science (recommended)
EARTHSCI 1100	Astronomy
EARTHSCI 1200	Elements of Weather
EARTHSCI 1300	Introduction to Geology
Total Hours		48-51

*: Middle Level/Elementary Education double majors may substitute LITED 4117/5117 Methods of Teaching Content Literacy at the Middle and Secondary Levels for LITED 3116 Methods of Teaching Content Literacy in the Intermediate Grades.
**: Students must earn a C- or higher in MATH 1204, MATH 2204 and MATH 3204 in order for the course to satisfy in the Elementary Education major.
***: Excluding 1000Z transfer courses,

A 2.50 grade index in all work at the University of Northern Iowa and, also, a 2.50 GPA on all course work at this university and elsewhere, or the approval of the head of the Department of Curriculum and Instruction is required for registration in major courses in the department.

Students should plan their course work so that the following courses are taken concurrently as a professional semester block, prior to student teaching:

Elementary, Early Childhood, and Middle Level Education:
ELEMECML 3120	Classroom Management K-8
ELEMECML 3161	Teaching Elementary School Science
ELEMECML 3164	Teaching Elementary School Social Studies
Literacy Education:
LITED 3116	Methods of Teaching Content Literacy in the Intermediate Grades
Mathematics:
MATH 3203	Teaching Mathematics in the Elementary School

To be eligible for the courses in the Professional Semester block, students must have completed Level II of the Professional Education Requirements, a curriculum course [ELEMECML 4150 Elementary Curriculum], and have a cumulative 2.50 GPA. Students should plan their course work so that all Elementary Education courses are taken prior to student teaching. Students must have a cumulative, UNI, and major GPA of 2.50 in order to student teach. In addition, students must achieve a grade of C (2.00) or higher in the following methods classes in order to student teach:

ELEMECML 3120	Classroom Management K-8	3
ELEMECML 3161	Teaching Elementary School Science	3
ELEMECML 3164	Teaching Elementary School Social Studies	3
LITED 3115	Methods of Teaching Early Literacy	3
LITED 3116	Methods of Teaching Content Literacy in the Intermediate Grades	3
MATH 3203	Teaching Mathematics in the Elementary School	3

Students should apply for their student teaching one year in advance.

Verification of Iowa Teaching Licensure Requirements

In addition to the Elementary Education major requirements, students must complete coursework in 9 credit hours in the social sciences: history, economics, psychology, sociology, geography or political science/Civic Literacy to be eligible to be recommended for an Iowa teaching license. Courses used to satisfy a UNIFI/General Education category may also be used to satisfy these licensure requirements.

9 hours from 3 different areas:
History: with prefix HISEUA, HISEUB, HISNW, HISUS, HIST
or classes
HUM 1021	Humanities I: The Ancient, Classical, and Medieval Worlds
or HUM 1022	Humanities II: The Renaissance, Reformation, and Enlightenment
or HUM 1023	Humanities III: The Age of Revolution to the Present
Economics: with prefix ECON
Psychology: with prefix PSYCH
Sociology: with prefix SOC
Geography: with prefix GEOG
Political Science/Civic Literacy: with prefix POL AMER

III. Area of Specialization

Students will include a 12-hour area of specialization. UNIFI/General Education courses may be counted toward the 12-hour area of specialization.

Listed below are teaching minors that are available to students pursuing K-6 General Classroom teacher licensure. Completion of a minor will grant the appropriate endorsement in addition to the K-6 General Classroom teacher endorsement.

Endorsement Minors:

Art Education (K-8)-Teaching (listed in Department of Art)
Basic Science (K-8)-Teaching (listed in Science and Science Education)
Early Childhood Education-Teaching (listed below)
Health Education (K-8)-Teaching (listed in Department of Health, Recreation and Community Services)
Mathematics (K-8)-Teaching (listed in Department of Mathematics)
Languages (K-8)-Teaching (listed in Department of Languages and Literatures)
Literacy Education (Reading K-8 and 5-12) (listed below)
Social Studies (K-8)-Teaching (listed below)
Special Education-Teaching (listed in Department of Special Education)

Elementary Education: Purple Pathway Major

The Purple Pathway for Paraeducators (PPP) is an accelerated pathway that builds on the elementary paraeducator's Associate Degree (or higher) and their employment as a full-time elementary paraeducator. The pathway requires two years, including the summer between, ending in Student Teaching. The PPP is built in 10 sessions of 8 weeks each with a total credit load of 8 sch/session. The course of study prepares the teacher candidate for endorsement as an elementary (K-6) and special education (K-8) (Strat 1: Mild and Moderate Disabilities) teacher. Teacher candidates engage in application of knowledge and skills that they learn in classes while working in their assignment in schools and engage in practica under the supervision of their mentor (MCL) assigned by the school district. The final practica conducted in Sessions 7-8 also incorporates virtual supervision by UNI supervisors via GoReact. Students are required to maintain a 2.5 GPA throughout the program, and have a 2.5 major GPA to student teach and to graduate. Students must receive a C or higher in each session.

The program is created as 8 week sessions with 3 hour meetings once/week and 2 Saturday meetings of 6 hours each for a total meeting time for the session 36 hours. During the 8 weeks, the teacher candidate works in their elementary paraeducator role for 320 hours and applies the knowledge and skills learned during classwork. Students also engage in asynchronous work with readings and assignments in preparation for class and for assessment purposes.

ELSPED 3115	Schooling and Inclusive Education in the 21st Century	8
ELSPED 3116	Child Development and Integrated Arts, Media, and Early Literacy	8
ELSPED 3117	Inclusive Classroom Environments and Learning Assessment	8
ELSPED 3118	Learning Motivation, Behavior Support, and Reasoning Skills	8
ELSPED 4115	Engaging in Integrated Science, Methods of Teaching Science, and Math Reasoning Part 1	8
ELSPED 4116	Engaging in Integrated Science, Methods of Teaching Science, and Math Reasoning Part 2	8
ELSPED 4117	Differentiating Literacy and Social Studies for All Students	8
ELSPED 4118	Differentiating Math for All Students and Differentiation Practicum	8
ELSPED 4120	Transitions: Education and Post K-12	2
ELSPED 4121	Health and Fitness for Elementary Teachers	2
TEACHING 3134	Elementary Teaching	6
TEACHING 3135	Special Education Teaching	6
Total Hours		80

Middle Level Education Dual Major-Teaching

This major is designed to prepare students to teach young adolescents at the middle level of education (grades 5-8). This is a dual major and must be combined with either an elementary or secondary education teaching major. Students will complete UNIFI/General Education requirements, the Professional Education Requirements, major requirements for middle level education, major requirements for elementary or secondary education, and endorsement requirements for the Iowa Middle School endorsement for a minimum total of 129 hours.

This major leads to 2-4 of the following endorsements: 1821: 5-8 Middle School Language Arts, 1822: 5-8 Middle School Mathematics, 1823: 5-8 Middle School Science, 1824: 5-8 Middle School Social Studies. The holder of this endorsement is authorized to teach in grades five through eight in two to four concentration areas in which the specific requirements have been completed. The holder is not authorized to teach art, industrial arts, music, reading, physical education and special education, but may teach in other areas allowed by the State of Iowa.

Students majoring in Elementary Education, Early Childhood Education or Middle Level Education may not repeat or withdraw from any courses within the ELEMECML, LRNTECH, or LITED course categories more than twice (a total of 3 times for any course). Students in these programs are also limited to a maximum of five course retakes across these same courses. Under extraordinary circumstances, an elementary, early childhood or middle level education major may request in writing that an exception be made to this policy. All written requests will be reviewed by the appropriate C&I faculty who shall determine whether or not an exception will be granted. In any case where an exception is not granted, a student may appeal the decision through the regular appeal process for other teacher education related appeals. This policy applies to all majors declared after April 2016.

Required:
Educational Psychology:		3
EDPSYCH 4152/5152	Development of the Middle School Aged Child
Middle Level Education:		8
ELEMECML 3120	Classroom Management K-8
or EDPSYCH 4151/5151	Approaches to Classroom Management for Secondary Students
ELEMECML 4135/5135	Middle Level Instruction, Differentiation, and Assessment
ELEMECML 4152/5152	Middle Level Curriculum
Literacy Education:		4
LITED 4117/5117	Methods of Teaching Content Literacy at the Middle and Secondary Levels
LITED 4155/5155	English Language Structures and Usage for K-8 Educators
Minimum of two subject concentration areas		24
Total Hours		39

Students will complete a minimum of 12 hours of course work in two, three, or four subject area concentrations. Subject area concentrations are limited to the following four areas and must include the specified course work:

Language Arts:

Language Arts: to include composition, language usage, speech, young adult literature, and literature across cultures		12
Composition course options:
ENGLISH 1005	College Writing and Research
ENGLISH 2015	Introduction to Writing Studies
ENGLISH 2120	Critical Writing About Literature
PHIL 1050	The Art of Critical Thinking and Writing
Language Usage course options:
LITED 4155/5155	English Language Structures and Usage for K-8 Educators
Speech course options:
COMM 1000	Oral Communication
Young Adult Literature course options:
ENGLISH 4940/5940	Literature for Young Adults
Literature Across Cultures course options:
ENGLISH 2520	Multicultural Literature
LITED 3121/5121	Children's Literature for Diversity and Social Justice

Mathematics:

Mathematics: to include algebra		12
Math course options:
Any MATH course, including one course from MATH 1100, MATH 1140, MATH 1420, MATH 3211, MATH 4500/5500 ^*
STAT 1772	Introduction to Statistical Methods

Science:

Science: to include life, earth, and physical		12
Life Science course options:
Any BIOL course ^**
SCI ED 1200
Earth Science course options:
Any EARTHSCI course
SCI ED 1100	Inquiry into Earth and Space Science
Physical Science course options:
Any CHEM course ^***
Any PHYSICS course
SCI ED 1300	Inquiry into Physical Science

Social Studies:

Social Studies: to include United States history, world history, government, and geography		12
United States History course options:
HIST 1023	History of the United States
HIST 1110	United States History to the Civil War and Emancipation
HIST 1120	United States History since the Civil War and Emancipation
HIST 4110/5110	American Colonial History
HIST 4130/5130	The Early Republic, 1785-1850
HIST 4140/5140	Civil War and Reconstruction
HIST 4150/5150	Foundations of Modern America: The United States, 1877-1929
HIST 4160/5160	U.S. History from 1929 to 1960
HIST 4170/5170	U.S. Environmental History
HIST 4175/5175	History on Film
HIST 4180/5180	Recent United States History
HIST 4190/5190	The American Revolution and Its War
HIST 4200/5200	History of Iowa
HIST 4220/5220	History of the American West
HIST 4235/5235	Popular Culture in the United States
HIST 4240/5240	History of American Thought
HIST 4245/5245	African-American History
HIST 4250/5250	Religion in America
HIST 4260/5260	United States Women's History
HIST 4270/5270	American Indian History
HIST 4275/5275	United States Constitutional History
World History course options:
HIST 1210	Making the Modern World
HIST 4310/5310	History of Ancient Greece
HIST 4320/5320	History of Ancient Rome
HIST 4330/5330	Greek and Roman Life and Culture
HIST 4340/5340	Barbarians, Saints, and Pestilence: The Middle Ages
HIST 4350/5350	Rebirth, Reform, and Rebellion: The Beginnings of the Modern World
HIST 4360/5360	Age of Absolutism and the Enlightenment
HIST 4420/5420	History of Ireland
HIST 4440/5440	Kings, Heretics, Witches, and Revolutionaries: England to 1688
HIST 4460/5460	History of Germany to 1648
HIST 4480/5480	The Ancient Near East
HIST 4510/5510	Europe from the French Revolution to World War I
HIST 4520/5520	Europe from World War I to the Present
HIST 4610/5610	English History since 1688
HIST 4630/5630	History of Germany Since 1648
HIST 4640/5640	Modern Mediterranean Europe: History and Culture
HIST 4650/5650	Modern Central and Eastern Europe
HIST 4660/5660	History of Imperial Russia
HIST 4670/5670	History of Soviet Russia
HIST 4675/5675	Great Power Diplomacy from the Congress of Vienna to the Present
HIST 4680/5680	Military History from Napoleon to the Present
HIST 4690/5690	Modern European Women's History
HIST 4720/5720	Modern Latin American History
HIST 4730/5730	African Kingdoms & Societies
HIST 4740/5740	Modern African History
HIST 4820/5820	Modern Middle East History
HIST 4830/5830	Sanskrit and Sovereigns; Sultans and Sufis: A History of South Asia to 1526 CE
HIST 4840/5840	Mughals and Marauders; Merchants and Mahatmas: A History of South Asia since 1526 CE
HIST 4850/5850	Pre-Modern Chinese History
HIST 4860/5860	Modern Chinese History
HIST 4870/5870	Courtiers, Warriors, and Merchants: Japan to 1800
HIST 4880/5880	The Legacy of the Samurai: Japan since 1800
Government course options:
Any POL AMER course
Any POL COMP course
Any POL GEN course
Any POL INTL course
Any POL THRY course
Geography course options:
Any GEOG course

*: Excluding MATH 100, MATH 1310, MATH 1900, MATH 3203, MATH 3304.
**: Excluding BIOL 1033 and BIOL 3101.
***: Excluding CHEM 1610.

Some or all of this course work may be completed as part of the UNIFI/General Education requirements. Students should contact their advisor, the College of Education Advising Center, or the undergraduate record analyst in the Office of the Registrar to determine specific courses required for the endorsement.

Students should plan their course work so that all Middle Level Education courses are taken prior to student teaching. Students must have a cumulative, UNI, and major GPA of 2.50 in order to student teach. In addition, students must achieve a grade of C (2.00) or higher in the following methods classes in order to student teach:

ELEMECML 3120	Classroom Management K-8	3
ELEMECML 4135/5135	Middle Level Instruction, Differentiation, and Assessment	3
LITED 4117/5117	Methods of Teaching Content Literacy at the Middle and Secondary Levels	3

and other methods courses required by their second major. Students should apply for their student teaching one year in advance.

Each program of study should be planned so the following courses are completed after Level II of the Professional Education Requirements and prior to student teaching:

ELEMECML 3120	Classroom Management K-8	3
ELEMECML 4135/5135	Middle Level Instruction, Differentiation, and Assessment	3
ELEMECML 4152/5152	Middle Level Curriculum	2

and all methods courses. The student teaching semester will include two experiences, one in either an elementary or secondary classroom, depending on the primary major, and the other in a teamed or departmentalized, grades 5-8, middle level classroom. Students enroll for TEACHING 3137 and TEACHING 3134 or TEACHING 3138 for a total of 12 hours.

Minors

Early Childhood Education Minor -Teaching

Elementary Education majors may choose to minor in Early Childhood Education. This minor provides undergraduate students wishing to teach in prekindergarten and kindergarten classrooms with advanced knowledge and experiences in child development and learning, integrated curriculum, family and community relations, positive guidance and assessment in early childhood. Completion of a minor will lead to the State of Iowa Teacher- PK-Kindergarten (ED 103) endorsement which can only be earned in conjunction with the K-6 General Classroom teacher endorsement.

Enrollment Management Policies: The Early Childhood Education teaching minor is only available to students pursuing K-6 General Classroom teacher licensure. Early Childhood Education minors may begin their program in either fall or spring semester. Students should contact their advisor, the College of Education Advising Center, or the undergraduate record analyst in the Office of the Registrar to determine specific courses required for the endorsement.

Admission requirements: In order to declare this minor, a student must have a GPA of 2.5 or higher and be admitted to the Teacher Education program.

A 1.67 (C-) or higher is needed for EDPSYCH 2030 and MEASRES 3150 to count in the minor. A 2.00 (C) or higher is needed for ELEMECML 3149/5149, ELEMECML 4130/5130, and ELEMECML 4151/5151 to count in the minor. A 2.67 (B-) or higher is needed for LITED 3119/5119 to count in the minor.

Students should plan their course work so that all Early Childhood Education courses are taken prior to student teaching. Students must have a cumulative, UNI, minor and major GPA of 2.50 in order to student teach. Student teaching placements in a PreK classroom and an elementary classroom are required (TEACHING 3132 and TEACHING 3134).

EDPSYCH 2030	Dynamics of Human Development	3
MEASRES 3150	Classroom Assessment	2
EDPSYCH 3109	Development and Assessment of Young Children	3
ELEMECML 3149/5149	Child, Family, School and Community Relationships	3
ELEMECML 4130/5130	Guidance and Instruction in Early Childhood Education	3
ELEMECML 4151/5151	Early Childhood Curriculum Development and Organization	3
ELEMECML 4192/5192	Field Experience and Seminar in Early Childhood	2
LITED 3119/5119	Language Development and Emergent Literacy	3
Total Hours		22

Literacy Education Minor -Teaching

Required:
Literacy Education:		4
LITED 4140/5140	Assessment and Evaluation of Literacy
LITED 4193/5193	Experience in Literacy: Field
Course work chosen for appropriate endorsement		21
Total Hours		25

Reading K-8 Endorsement

Literacy Education:
LITED 1044	Children's Literature	3
LITED 3115	Methods of Teaching Early Literacy	3
LITED 3116	Methods of Teaching Content Literacy in the Intermediate Grades	3
or LITED 4117/5117	Methods of Teaching Content Literacy at the Middle and Secondary Levels
LITED 3119/5119	Language Development and Emergent Literacy	3
LITED 3121/5121	Children's Literature for Diversity and Social Justice	3
LITED 4147/5147	Advanced Literacy Practices	3
LITED 4192/5192	Experience in Literacy: Tutoring	3
Total Hours		21

Reading 5-12 Endorsement

Literacy Education:
LITED 3119/5119	Language Development and Emergent Literacy	3
or TESOL 4510/5510	Language Development
LITED 4117/5117	Methods of Teaching Content Literacy at the Middle and Secondary Levels	3
LITED 4147/5147	Advanced Literacy Practices	3
LITED 4192/5192	Experience in Literacy: Tutoring	3
Languages and Literatures/Linguistics:
ENGLISH 2520	Multicultural Literature	3
or ENGLISH 2420	Survey of American Literature
ENGLISH 4940/5940	Literature for Young Adults	3
ENGLISH 4920/5920	The Teaching of Writing	3
or TESOL 4120/5120	Introduction to Linguistics
or TESOL 3110	The Structure of English
Total Hours		21

English/Language Arts K-8 Endorsement

Literacy Education:
LITED 1044	Children's Literature	3
LITED 3115	Methods of Teaching Early Literacy	3
LITED 3116	Methods of Teaching Content Literacy in the Intermediate Grades	3
or LITED 4117/5117	Methods of Teaching Content Literacy at the Middle and Secondary Levels
LITED 3119/5119	Language Development and Emergent Literacy	3
LITED 3121/5121	Children's Literature for Diversity and Social Justice	3
Languages and Literatures/Linguistics:
ENGLISH 2520	Multicultural Literature	3
or ENGLISH 2420	Survey of American Literature
or ENGLISH 4940/5940	Literature for Young Adults
Theatre:
THEATRE 1050	Creative Drama	3
or ELEMECML 4123/5123	Methods of Teaching Visual and Performing Arts Integration in the Elementary Classroom
Total Hours		21

In order to declare the Literacy Education Minor, a student must have a cumulative and UNI GPA of 2.50 or higher. To continue in the minor, students must earn a C or above in minor courses numbered LITED 3119/5119 Language Development and Emergent Literacy or above and maintain a cumulative and UNI GPA of 2.50 or higher.

Persons selecting this program are eligible for the State of Iowa Reading K-8, Reading 5-12, or English/Language Arts K-8 endorsement, depending on their choice of courses.

Social & Emotional Learning Minor

The Social & Emotional Learning Minor is composed of 20-23 credits of course work and 3 workshops which are embedded into the ELEMECML 3186 seminar. The goal of the minor program is to support elementary and secondary educators becoming leaders in their schools and communities in the area of Social & Emotional Learning (SEL). Early Childhood majors should work with a CATS advisor if interested in this minor. Students who complete this minor will have a deeper understanding of how to create safe spaces for all students, promote empathy, engage in and teach well-being practices, support student self-awareness, and facilitate shared decision-making.

Elementary Education Majors:
Required:
ELEMECML 3120	Classroom Management K-8	3
ELEMECML 4123/5123	Methods of Teaching Visual and Performing Arts Integration in the Elementary Classroom	3
ELEMECML 4150	Elementary Curriculum	3
EDPSYCH 2030	Dynamics of Human Development	3
or PSYCH 2202	Developmental Psychology
TEACHING 4170/5170	Human Relations: Awareness and Application	3
SPED 3150	Meeting the Needs of Diverse Learners in Classrooms	2
ELEMECML 3186: The Science & Practice of Well-Being: Mindfulness, Compassion, & Joy for Teachers		3
Elective (select one of the following):		3
SOC 1000	Introduction to Sociology
FAM SERV 1010	Human Identity and Relationships
EDPSYCH 4118/5118	Mental Health and Well-Being in the Classroom
EDPSYCH 4157/5157	Interpersonal Forgiveness
EDPSYCH 4232/5232	Risk and Resilience: Child, Family, School and Community Factors
PSYCH 2203	Social Psychology ^*
PHIL 3360	Intellectual Vices and Virtues: Theory and Practice
SOC 2075	The Self in Social Context ^*
SW 3143	Self-Care and Stress Management in Helping Professions
SPED 4161/5161	Constructions of Behavior and Humanistic Supports ^*
Total Hours		23
Secondary Education Majors:
Required:
EDPSYCH 2030	Dynamics of Human Development	3
or PSYCH 2202	Developmental Psychology
TEACHING 4170/5170	Human Relations: Awareness and Application	3
SPED 3150	Meeting the Needs of Diverse Learners in Classrooms	2
ELEMECML 3186: The Science & Practice of Well-Being: Mindfulness, Compassion, & Joy for Teachers		3
Electives (select three of the following):		9
SOC 1000	Introduction to Sociology
FAM SERV 1010	Human Identity and Relationships
EDPSYCH 4118/5118	Mental Health and Well-Being in the Classroom
EDPSYCH 4157/5157	Interpersonal Forgiveness
EDPSYCH 4232/5232	Risk and Resilience: Child, Family, School and Community Factors
PSYCH 2203	Social Psychology ^*
PHIL 3360	Intellectual Vices and Virtues: Theory and Practice
SOC 2075	The Self in Social Context ^*
SW 3143	Self-Care and Stress Management in Helping Professions
SPED 4161/5161	Constructions of Behavior and Humanistic Supports ^*
Total Hours		20

*

The following courses have prerequisites:

PSYCH 2203 has a prerequisite of PSYCH 1001.

SOC 2075 has a prerequisite of SOC 1000 or SOC 1060.

SPED 4161/5161 has a prerequisite of SPED 3150 and a corequisite of SPED 4162/5162 and SPED 4163/5163 and a prerequisite or corequisite of SPED 4150/5150.

Social Studies Minor (K-8)-Teaching

This minor leads to endorsement #164: K-8 Social Studies.

Required:
Elementary, Early Childhood, and Middle Level Education:		3
ELEMECML 4143/5143	Applications/Content in Elementary Social Studies
Completion of 21 hours in social studies to include course work from at least 3 of the following areas:		21
Psychology (PSYCH xxxx)
Economics (ECON xxxx)
American Government (POL AMER xxxx)
History: (HIST xxxx) (HISUS xxxx) (HISEUA xxxx) (HISEUB xxxx) (HISNW xxxx)
Geography (GEOG xxxx)
Sociology (SOC xxxx) (CRIM xxxx)
In addition to the course work in three areas above, courses may be taken from:
Social Science (SOC SCI xxxx)
Anthropology (ANTH xxxx)
Total Hours		24

Master of Arts Degree Programs

Major in Learning Technologies and Instructional Design

This program is designed to prepare graduates for successful careers involving educational media, instructional design, teaching, and technology. The program begins with essential tools and foundations leading up to creative and hands-on opportunities that equip graduates to lead change and promote successful teaching and earning in the classroom, non-profit, or corporate setting.

Students interested in this program must submit a completed Application for Admission to Graduate Study and should refer to their MyUNIverse Student Center To-Do list or contact the Department of Curriculum and Instruction for other application requirements. Graduate information and application for graduate admission can be found at https://admissions.uni.edu/application.

The Graduate Record Examination (General Test) is not required for admission to the program.

Only graduate courses (course numbers 5000 or above) will apply to a graduate degree, even if the undergraduate course number (4999 or less) is listed. No exceptions will be made.

This major is available on both the thesis and non-thesis options, and requires a minimum of 33 semester hours for thesis and 30 semester hours for non-thesis. A minimum of 15 semester hours of 6000-level course work is required for the thesis option. A minimum of 12 semester hours of 6000-level course work is required for the non-thesis option.

All students completing the thesis option are required to complete a research proposal. A student completing the thesis option must include 6 hours of LRNTECH 6299 in the program of study.

All students completing the non-thesis option are required to complete the departmental graduate research requirement and prepare a research proposal at the end of the student's program of study.

Required:
LRNTECH 4110/5110	Developing and Directing Online Learning	3
LRNTECH 4131/5131	Exploring Issues and Trends in Learning Technologies	3
LRNTECH 4153/5153	Developing Digital Learning Environments	3
MEASRES 6205	Educational Research	3
LRNTECH 6208	Enhancing Learning Through Action Research	3
LRNTECH 6215	Designing and Implementing Professional Development	3
LRNTECH 6237	Creating Change through Digital Leadership	3
LRNTECH 6240	Understanding Instructional Design	3
LRNTECH 6289	Seminar in Learning Technology	3
LRNTECH 6299	Research	3 or 6
Thesis Option (6 hours)
Non-thesis Option (3 hours)
Total hours - non-thesis option		30
Total hours - thesis option		33

Major in School Library Studies

The Graduate Record Examination (General Test) is not required for admission to the program.

Only graduate courses (course numbers 5000 or above) will apply to a graduate degree, even if the undergraduate course number (4999 or less) is listed. No exceptions will be made.

This major is available on the non-thesis option only. A minimum of 30 semester hours is required for the non-thesis option. A minimum of 12 hours of 6000-level course work is required for the non-thesis option.

The non-thesis option requires completion of the departmental graduate research requirement.

The program is open to students who hold or have completed coursework for teaching licensure. Students completing this major are eligible for endorsement #174 K-12 School Teacher Librarian endorsement if they hold or are eligible to hold a teaching license.

Required:
School Library Studies:
SLS 4114/5114	Introduction to the School Library Program	3
SLS 4115/5115	Organization of Information	3
SLS 4132/5132	Library Resources for Children	3
SLS 4134/5134	Library Resources for Young Adults	3
SLS 6223	Elementary School Library Curriculum	3
SLS 6225	Leadership in the School Library Program	3
SLS 6230	Technologies for Libraries	3
SLS 6250	Secondary School Library Curriculum	3
SLS 6290	Practicum in School Libraries	3
SLS 6295	Research in Library and Information Science	3
Total Hours		30

Licensure Preparation for Endorsement 108 K-8 School Teacher Librarian

Completion of the following courses leads to endorsement 108 K-8 School Teacher Librarian. The program is open to students who hold or have completed coursework for teaching licensure. Students completing the following set of courses are eligible for the K-8 School Teacher Librarian endorsement if they hold or are eligible to hold a teaching license. In order to be recommended through UNI, all courses must be on your UNI transcript.

Required:
School Library Studies:
SLS 4114/5114	Introduction to the School Library Program	3
SLS 4115/5115	Organization of Information	3
SLS 4132/5132	Library Resources for Children	3
SLS 6223	Elementary School Library Curriculum	3
SLS 6225	Leadership in the School Library Program	3
SLS 6230	Technologies for Libraries	3
SLS 6290	Practicum in School Libraries	3
SLS 6295	Research in Library and Information Science	3
Total Hours		24

Licensure Preparation for Endorsement 109 5-12 School Teacher Librarian

Completion of the following courses leads to endorsement 109 5-12 School Teacher Librarian. The program is open to students who hold or have completed coursework for teaching licensure. Students completing the following set of courses are eligible for the 5-12 School Teacher Librarian endorsement if they hold or are eligible to hold a teaching license. In order to be recommended through UNI, all courses must be on your UNI transcript.

Required:
School Library Studies:
SLS 4114/5114	Introduction to the School Library Program	3
SLS 4115/5115	Organization of Information	3
SLS 4134/5134	Library Resources for Young Adults	3
SLS 6225	Leadership in the School Library Program	3
SLS 6230	Technologies for Libraries	3
SLS 6250	Secondary School Library Curriculum	3
SLS 6290	Practicum in School Libraries	3
SLS 6295	Research in Library and Information Science	3
Total Hours		24

Master of Arts in Education Degree Programs

The Department of Curriculum and Instruction offers three Master of Arts in Education degree programs. The student must complete the professional core, required courses in the program, and electives, if any, for a specified number of semester hours in the program of study.

Major in Early Childhood Education

This program is designed to improve the students' competence in teaching young children and in providing leadership for program development and implementation.

The Graduate Record Examination (General Test) is not required for admission to the program.

Only graduate courses (course numbers 5000 or above) will apply to a graduate degree, even if the undergraduate course number (4999 or less) is listed. No exceptions will be made.

The degree program in this major requires a minimum of 30 semester hours for non-thesis option or a minimum of 33 semester hours for thesis option.

Students completing the thesis option are required to pass an oral comprehensive examination prepared and administered by the thesis committee. The examination will be comprehensive in nature and will normally accompany the thesis defense. Students completing the thesis option must include 6 hours of ELEMECML 6299 Research on the program of study. Students completing the non-thesis option are required to complete:

The department graduate research requirement
A performance-based and/or standard-based measure demonstrating student competency upon completion of the program.

Required professional core:
MEASRES 6205	Educational Research	3
EDPSYCH 6214	Foundations of Instructional Psychology	3
Curriculum and Instruction:
ECE 6201	Issues and Trends in Early Childhood Curriculum	2
ELEMECML 6205	Technology in Early Childhood Education	2
ELEMECML 6210	Diversity in Early Childhood Education: Theory and Practice	3
LITED 6212	Methods and Materials in Literacy Education	3
ELEMECML 6214	Recent Research in Early Childhood Education	3
ELEMECML 6221	Analysis and Design of Curriculum for Young Children	2
ELEMECML 6236	Assessment in Early Childhood	2
ECE 6289	Seminar in Early Childhood Education (or 2-4 credits of approved electives)	2-4
Research:		3 or 6
ELEMECML 6299	Research
Thesis Option (6 hours)
Non-thesis Option (3 hours)
Total hours thesis option		33
Total hours non-thesis option		30

Major in Elementary Education

This program is designed to improve the student’s effectiveness as a classroom teacher, instructional leader, curriculum developer, and action researcher.

The Graduate Record Examination (General Test) is not required for admission to the program.

Only graduate courses (course numbers 5000 or above) will apply to a graduate degree, even if the undergraduate course number (4999 or less) is listed. No exceptions will be made.

The degree program in this major requires a minimum of 30 semester hours for non-thesis option or a minimum of 33 semester hours for thesis option.

Students completing the thesis option are required to pass an oral comprehensive examination prepared and administered by the thesis committee. This comprehensive examination will normally accompany the thesis defense. Students on the thesis option must include 6 hours of ELEMECML 6299 Research on the program of study. Students completing the non-thesis option are required to complete the department graduate research requirement.

Required Professional Core:
EDPSYCH 6214	Foundations of Instructional Psychology	3
MEASRES 6205	Educational Research	3
Curriculum and Instruction:
LITED 6212	Methods and Materials in Literacy Education	3
ELEMECML 6201	Issues and Trends in Curriculum	3
ELEMECML 4141/5141	Integrated Activities in Elementary School STEM	3
ELEMECML 6242	Analysis and Improvement of Science Instruction in the Elementary School	3
ELEMECML 6243	Analysis and Improvement of Social Studies Instruction in the Elementary School	3
ELEMECML 6289	Seminar in Education	6
Research:		3 or 6
ELEMECML 6299	Research
Thesis Option (6 hours)
Non-thesis Option (3 hours)
Total hours (non-thesis option)		30
Total hours (thesis option)		33

Major in Literacy Education

This program is designed to develop and extend the expertise of educators in both leadership and classroom positions who wish to specialize in the area of literacy education. Students examine theories, programs and practices in the teaching of literacy, the evaluation of literacy development and the integration of literacy across curricular areas.

The Graduate Record Examination (General Test) is not required for admission to the program.

Only graduate courses (course numbers 5000 or above) will apply to a graduate degree, even if the undergraduate course number (4999 or less) is listed. No exceptions will be made.

The degree program in this major requires a minimum of 30 (non-thesis option) or 33 (thesis option) semester hours.

Students on the thesis option must include 6 hours of LITED 6299 Research on the program of study. Students completing the non-thesis option must meet the department graduate research requirement. Students on the non-thesis option must include 3 hours of LITED 6299 Research on the program of study.

Students that begin the Master’s program with an Iowa reading endorsement (K-8 or 5-12), will need to complete the entire Master’s program at UNI in order for UNI to make a recommendation for license with the Iowa Board of Educational Examiners for Reading Specialist K-12 endorsement.

Students who did not begin the Master’s program with an Iowa reading endorsement (K-8 or 5-12), will need to include an additional six (6) hours of coursework at 5000-level (LITED 4147/5147Advanced Literacy Practices and LITED 4192/5192 Experience in Literacy: Tutoring), in order to complete the Reading Specialist K-12 endorsement and have UNI make a recommendation for license with the Iowa Board of Educational Examiners. Students may include the additional six hours in their program of study for the M.A.E. Literacy Education, or students may complete the six hours of UNI coursework post M.A.E.

Required Professional Core:
EDPSYCH 6216	Advances in Educational Psychology: The Psychology of Literacy	3
MEASRES 6205	Educational Research	3
Literacy Education:		21
LITED 6212	Methods and Materials in Literacy Education
LITED 6238	Advanced Assessment and Evaluation of Literacy Development
LITED 6239	Advanced Literacy Curriculum Studies
LITED 6240	Language Development and Variability
LITED 6245	Ideological, Cultural, and Sociopolitical Issues in Children's Literature
LITED 6260	Roles of the Reading Specialist
LITED 6290	Practicum in Literacy
Literacy Education Research Requirement:		3 or 6
LITED 6299	Research
Thesis Option (6 hours)
Non-thesis Option (3 hours)
Total hours (non-thesis option)		30
Total hours (thesis option)		33

Doctor of Education Degree Program

The Doctor of Education Degree is one degree supervised through the College of Education. It can be completed with one of the following Intensive Study Area concentrations:

Allied Health, Recreation, and Community Services
Curriculum and Instruction
Educational Leadership
Postsecondary Education: Student Affairs

Students interested in the interdisciplinary Doctor of Education (Ed.D.) degree must submit a completed Application for Admission to Graduate Study and should refer to their MyUNIverse Student Center To-Do list. Graduate information and application for graduate admission can be found at https://admissions.uni.edu/application.

This program is intended to provide practicing educators, informal and nonformal settings, the opportunity to continue their study and earn the terminal professional degree in their field. The Ed.D. degree requires a minimum of 48 semester hours of credit beyond the master's degree. There are three components to the program:

Professional Common Core (work in educational foundations, fundamentals, and research)		24
Advanced Professional Study (in one of three areas of intensive study)		15
Dissertation		9
Total Hours		48

By design, all students are required to study in basic areas that undergird and define educational practice and develop skills of problem definition, data collection and analysis, and interpretation. The four areas of intensive study provide for a specialized focus on practice.

Note: Students interested in special education within the Curriculum and Instruction ISA or the Educational Leadership ISA should consult the respective ISA descriptions for further information.

In some areas, it is possible to combine doctoral degree study with work toward an endorsement to perform a particular role in K-12 education.

Brief definitions of the four ISAs follows:

Allied Health, Recreation, and Community Services

This area of intensive study is designed to provide students with advanced planning, management, supervision and evaluation of programs in the community and its institutions. The combined areas of allied health, recreation and community services are diverse professional areas knitted together by a unified commitment to enhancing, enriching and sustaining the individual and collective well-being of people, communities and society as a whole. Graduates are prepared for careers as applied scholars, evaluators, or practitioners in public and environmental health departments, recreation and tourism industry; allied health and social services agencies; the military, government, and non-governmental agencies; religious organizations; libraries and museums; and civic and professional associations. The program of study will be based upon students' needs, interests, and upon approval by an academic advisor and program of study committee. (For more information, contact the Head of the Department of Health, Recreation and community Services.)

Curriculum and Instruction

This area of intensive study is designed to prepare scholar practitioners to plan, implement, evaluate, and supervise educational programs for children, from infancy through adolescence, and adult learners, inclusive of a wide variety of diversity. Faculty in this intensive study area come from many departments and disciplines including, but not limited to, prekindergarten through tertiary curriculum and pedagogy; foundations of education in psychology, philosophy, social sciences; disability studies in education, gifted and talented, and multicultural education; literacy education; instructional technology, school library studies; and P-12 content areas such as mathematics, physical education, science, social studies, and language arts. Students interested in becoming special education scholar-practitioners to plan, implement, evaluate, and supervise educational programs for children and adult learners with an emphasis on inclusion and diversity will apply for admission through the Curriculum and Instruction Intensive Study Area. For more information see https://coe.uni.edu/academics/doctoral-program.

Educational Leadership

This area of intensive study in education administration prepares personnel for leadership positions in PK-12 schools, post-secondary institutions, and other educational services or settings. Typical positions held by educators with the terminal degree focused on educational leadership include: principals, superintendents, school district central office administrators, professors of educational leadership, special education directors at the Area Education Agency level or Department of Education administrators and consultants. Students interested in special education administration will apply for admission through Educational Psychology, Foundations, and Leadership Studies. (For more information, contact the Head, Department of Educational Psychology, Foundations, and Leadership Studies, or please see the catalog at www.uni.edu/catalog/collegeofeducation/edpsychfoundleadershipstudies or visit the Department of Educational Psychology, Foundations, and Leadership Studies website at https://coe.uni.edu/epfls.

Postsecondary Education: Student Affairs

This area of intensive study in postsecondary education prepares personnel for leadership positions in colleges and universities. Typical positions held by educators with the terminal degree focused on postsecondary education include: department heads, directors, vice presidents, professors, and consultants. (For more information, contact the Head, Department of Educational Psychology, Foundations, and Leadership Studies, or please see the catalog at www.uni.edu/catalog/collegeofeducation/edpsychfoundleadershipstudies or visit the Department of Educational Psychology, Foundations, and Leadership Studies website at https://coe.uni.edu/epfls.

Program Certificates

The University of Northern Iowa makes available, in addition to traditional programs, the opportunity for students to earn program certificates. Program certificates provide an alternative to programs leading to a degree, a major, or a minor; they certify that an individual has completed a program approved by the university. For information on the following certificates, contact the Department of Curriculum and Instruction or the Office of the Registrar, which serves as the centralized registry.

Learning Technologies Facilitator Certificate

This certificate is designed to provide educators/instructional designers the essentials in creating and using digital learning environments. Courses will equip students with skills to design, develop, and facilitate digital learning environments. Those earning the certificate will serve as instructional design leaders in their field.

No prerequisites required.

Required:
Instructional Technology:		12
LRNTECH 4131/5131	Exploring Issues and Trends in Learning Technologies
LRNTECH 4153/5153	Developing Digital Learning Environments
LRNTECH 6215	Designing and Implementing Professional Development
LRNTECH 6240	Understanding Instructional Design

Early Childhood Education Teaching, B.A.

Teacher candidates:

Promote child development, learning, and individual learning differences, using characteristics of learners and content knowledge.
Demonstrate knowledge of the foundations of special education, drawing upon historical, philosophical, and social foundations of early childhood education. (UNI SLO - Content Knowledge)
Build family and collaborative community relationships through communication, using developmentally and individually effective approaches to connect with children and families.
Observe, document, and assess support needs of young children and families
Assess, diagnose, and evaluate children according to legal provisions in an unbiased manner with early childhood assessments (e.g., child observation, documentation, and data collection) and instruments for individuals with disabilities to positively influence the development of each child. (UNI SLO - Critical Thinking)
Use methods and strategies to implement appropriate curricular and instructional practices based on knowledge of individual children, the family, community, and curricular goals and content. (UNI SLO - Communication)
Adhere to ethical, collaborative, and professional responsibilities.
Engage in 40 hours of early childhood field experiences, including observation and practice in a PK special education program and various preschool settings, plus 20 hours of teaching experience in infant and toddler environments.
Use individual positive behavioral support, change, and classroom management theories appropriate to young children.

Elementary Education Teaching, B.A.

Teacher candidates:

Demonstrate content knowledge and skills through planning, lesson implementation, and learning assessments for culturally sustaining experiences during inclusive classroom-based activities. (UNI SL) - Content Knowledge)
- Use content knowledge of and clinical practice in literacy, including assessment (diagnostic and evaluation), language arts integrations, technology integration in teaching and learning activities, research-based literacy methods, and classroom management associated with literacy.
- Use content knowledge of and clinical practice in mathematics, including assessment (diagnostic and evaluation), current research-based instructional methods (e.g., problem-solving, reasoning, communication, recognizing, making, and applying connections, integration of manipulatives, ability to construct and apply multiple connected representations, the application of content in real-world experience, and classroom management in mathematics.
- Use content knowledge of clinical practice in social sciences (history, geography, political science/civic literacy, economics, behavioral sciences) and research-based approaches to teaching and learning of social sciences, integration in teaching and student learning in social sciences, and classroom management as it applies to the social sciences.
- Use content knowledge of and clinical practice in science (e.g., physical, earth/space, and life sciences), research-based methods of inquiry-based teaching and learning technology integration in science, and classroom management associated with science.
- Engage with methods of teaching physical education, health and wellness, and visual and performing arts.
- Engage in teaching field experience in primary and intermediate classrooms.
Reflect, analyze (UNI SLO - Critical Thinking), and explain (UNI SLO - Communication) the relationship between culturally relevant pedagogical content knowledge and skills in planning, implementing, and assessing inclusive classroom-based activities and experiences.
Synthesize and evaluate experiences in diverse classrooms and coursework that explain teacher candidate teaching philosophy and their ability to develop positive relationships with students. (UNI SLO - Critical Thinking)

Elementary Education: Purple Pathway, B.A.

Teacher apprentices:

Use skills, knowledge base, and dispositions that support child growth and development, adhering to philosophical, historical, social, and cultural foundations and state/federal law.
Collaborate to prepare curriculum, instruction, intervention, and assessment of children with and without disabilities. (UNI SLO - Content Knowledge)
Demonstrate content knowledge and skills through planning, lesson implementation, and progress assessments during individualized and inclusive classroom-based activities in primary and intermediate classrooms. (UNI SL) - Content Knowledge)
- Use content knowledge of and clinical practice in literacy, including assessment (diagnostic and evaluation), language arts integrations, technology integration in teaching and learning activities, research-based literacy methods, and classroom management associated with literacy.
- Use content knowledge of and clinical practice in mathematics, including assessment (diagnostic and evaluation), current research-based instructional methods (e.g., problem-solving, reasoning, communication, recognizing, making, and applying connections, integration of manipulatives, ability to construct and apply multiple connected representations, the application of content in real-world experience, and classroom management in mathematics.
- Use content knowledge of and clinical practice in social sciences (history, geography, political science/civic literacy, economics, behavioral sciences) and research-based approaches to teaching and learning of social sciences, integration in teaching and student learning in social sciences, and classroom management as it applies to the social sciences.
- Use content knowledge of and clinical practice in science (e.g., physical, earth/space, and life sciences), research-based methods of inquiry-based teaching and learning technologies integrated in science, and classroom management associated with science.
- Engage with methods of teaching physical education, health and wellness, and visual and performing arts.

Analyze and explain the relationship between culturally relevant pedagogical content knowledge and skills in planning, implementing, and assessing inclusive classroom-based activities and experiences that include children with and without disabilities. (UNI SLO - Communication)
Explain and use unbiased assessment, diagnosis, and assessment/evaluation procedures to make decisions about the individualized support needs of learners (UNI SLO - Content Knowledge and Skills)
Identify experiences in diverse classrooms that suggest a need for support for learning by students requiring specialized support (UNI SLO - Critical Thinking)
Communicate and collaborate with existing and potential partners to support all students, including those with disabilities (e.g., families, classroom teachers, support services personnel, paraprofessionals, community partners, and others involved in the education program). (UNI SLO - Communication)

Middle Level Education Dual Major Teaching, B.A.

Teacher candidates:

Demonstrate competence in oral, written, and visual communication to ensure age-appropriate literacy (e.g., reading, writing, listening, speaking) strategies throughout the curriculum based on current research on middle-level education (Grades 5-8). (UNI SLO - Communication)
Integrate knowledge of middle-school age development and best practices, associated curriculum and instructional models, and assessment practice in the analysis of planning, implementation of instruction, and evaluation of learning. (UNI SLO - Content Knowledge)
Engage in field experience for 30 hours before student teaching, reflecting on and evaluating the relationship between theory and practice in middle schools. (UNI SLO - Critical Thinking)
Select at least two areas for teaching specializations with pedagogical and discipline-specific content knowledge and skills appropriate to middle-level students (Grades 5-8):
- Mathematics: completes 12 semester hours in mathematics that includes coursework in algebra
- Science: completes 12 semester hours in science, including life, earth, and physical science coursework
- Language Arts: completes 12 semester hours in language arts to include coursework in composition, language usage, speech, young adult literature, and literature across cultures
- Social Studies: completes 12 semester hours of coursework in social studies to include US History, world history, government, and geography

Learning Technologies and Instructional Design, M.A.

Students will demonstrate academic writing through the development of a literature review in their culminating masters paper.
Students will apply instructional design principles and the Understanding by Design framework to create digital learning environments.
Students will demonstrate their use of safe, legal, and ethical practices with digital tools through the development of an instructional unit for K-12 students.

School Library Studies, M.A.

Teach multiple strategies to locate, evaluate, and ethically use information in the context of inquiry-based learning for elementary and secondary teachers.
Develop a thematically or conceptually focused collection of reading and informational materials in print and digital formats that support the diverse developmental, cultural, social and linguistic needs of all learners and their communities.
Implement the principles of effective teaching and learning that contribute to an active, inquiry-based approach to learning in a digital environment at the elementary and secondary levels.
Identify a professional problem that is embedded in their practice, is in need of guidance and leadership, and is instrumental for their advocacy for strong school library programs, resources or services among stakeholders.

Early Childhood Education, M.A.E.

Upon completion of the MAE in Early Childhood Education program, students will:

Demonstrate critical thinking skills through their summary, critique and synthesis of early childhood theory and research. Critical thinking
Use effective written communication to convey findings from a critical review of research literature. Written Communication
Analyze evidence-based recommendations for professionals on current and emerging issues in early childhood education. Program Content Knowledge

Elementary Education, M.A.E.

As part of 6243 Analysis and Improvement of Social Studies Instruction in the Elementary School course students will develop a Social Studies Action Plan that demonstrates their connection of theory to practice in two of the following three thematic areas: democratic practice, social justice, or service learning. Critical Thinking
Students will design an IRB approved collaborative action research study. Program Content Knowledge
Students will conduct an IRB approved collaborative action research study and write a formal research paper including the following sections: Introduction, Literature Review, Methods, Results, & Discussion.

Literacy Education, M.A.E.

Students will identify a self-selected topic of inquiry and produce a related review of research.
Students will synthesize content from the course and apply connections to a common course text.
Students will expand upon an identified key issue and produce a rationale grounded in current research.
Students will demonstrate knowledge and application of literacy assessments used to develop instruction for students who struggle with literacy learning.
Students will identify a problem of practice or topic of interest, conduct original literacy research or an in-depth review of related literature, and produce a written final artifact (paper, project, theses).

Early Childhood Education Teaching, B.A.

This is a sample plan of study with a suggested sequencing of classes for the major. University electives may be applied to earn additional academic majors, minors, or certificates. Students should regularly meet with their academic advisor to plan their specific semester schedule to include UNIFI/General Education program and/or university elective hours required.

Plan of Study Grid
Freshman
Fall		Hour
MATH 1204	Mathematical Reasoning	3
SCI ED 1200	Inquiry into Life Science	4
UNIFI/General Education or University Electives		8
	Hours	15
Spring
EDPSYCH 2030	Dynamics of Human Development	3
SCI ED 1300	Inquiry into Physical Science	4
TEACHING 2017	Level 1 Field Experience: Exploring Teaching	1
UNIFI/General Education or University Electives		8
	Hours	16
Sophomore
Fall
LRNTECH 1031	Educational Technology and Design	3
LITED 1044	Children's Literature	3
MATH 2204	Mathematical Reasoning for Elementary Teachers II	3
SCI ED 1100	Inquiry into Earth and Space Science	4
SPED 3150	Meeting the Needs of Diverse Learners in Classrooms	2
	Hours	15
Spring
EDPSYCH 3109	Development and Assessment of Young Children	3
EDPSYCH 3148	Learning and Motivation in Classroom Contexts	3
LITED 3115	Methods of Teaching Early Literacy	3
TEACHING 3128	Level 2 Field Experience: Lesson Planning and Instruction	1
UNIFI/General Education or University Electives		5
	Hours	15
Junior
Fall
ELEMECML 3149/5149	Child, Family, School and Community Relationships	3
ELEMECML 4151/5151	Early Childhood Curriculum Development and Organization	3
ELEMECML 4162/5162	Administration and Advocacy of Early Childhood Programs	2
LITED 3119/5119	Language Development and Emergent Literacy	3
MATH 3204	Mathematical Reasoning for Elementary Teachers III	3
UNIFI/General Education or University Electives		3
	Hours	17
Spring
ELEMECML 3161	Teaching Elementary School Science	3
ELEMECML 3164	Teaching Elementary School Social Studies	3
SPED 4192/5192	Experience in Special Education	1
ELEMECML 4124/5124	Infant Toddler Curriculum and Early Intervention	3
UNIFI/General Education or University Electives		6
	Hours	16
Senior
Fall
ELEMECML 4192/5192	Field Experience and Seminar in Early Childhood	2
ELEMECML 4130/5130	Guidance and Instruction in Early Childhood Education	3
MATH 3203	Teaching Mathematics in the Elementary School	3
SOCFOUND 3119	Schools and American Society	3
TEACHING 4170/5170	Human Relations: Awareness and Application	3
	Hours	14
Spring
TEACHING 3132	Early Childhood Teaching	12
	Hours	12
	Total Hours	120

Elementary Education Teaching, B.A.

Plan of Study Grid
Freshman
Fall		Hour
MATH 1204	Mathematical Reasoning	3
SCI ED 1200	Inquiry into Life Science	4
UNIFI/General Education or University Electives		9
	Hours	16
Spring
SCI ED 1300	Inquiry into Physical Science	4
UNIFI/General Education or University Electives		12
	Hours	16
Sophomore
Fall
LRNTECH 1031	Educational Technology and Design	3
LITED 1044	Children's Literature	3
MATH 2204	Mathematical Reasoning for Elementary Teachers II	3
SCI ED 1100	Inquiry into Earth and Space Science	4
UNIFI/General Education or University Electives		3
	Hours	16
Spring
EDPSYCH 2030	Dynamics of Human Development	3
TEACHING 2017	Level 1 Field Experience: Exploring Teaching	1
MATH 3204	Mathematical Reasoning for Elementary Teachers III	3
UNIFI/General Education or University Electives		6
	Hours	13
Junior
Fall
TEACHING 3128	Level 2 Field Experience: Lesson Planning and Instruction	1
EDPSYCH 3148	Learning and Motivation in Classroom Contexts	3
MEASRES 3150	Classroom Assessment	2
ELEMECML 4123/5123	Methods of Teaching Visual and Performing Arts Integration in the Elementary Classroom(Or all of the following: MUSIC 3020; THEATRE 3112; ARTED 1500	3
SPED 3150	Meeting the Needs of Diverse Learners in Classrooms	2
LITED 3115	Methods of Teaching Early Literacy	3
UNIFI/General Education or University Electives		3
	Hours	17
Spring
ELEMECML 4150	Elementary Curriculum	3
SOCFOUND 3119	Schools and American Society	3
KAHHS 2045	Health and Physical Education for Elementary Teachers	3
UNIFI/General Education or University Electives		3
	Hours	12
Senior
Fall
ELEMECML 3120	Classroom Management K-8	3
ELEMECML 3161	Teaching Elementary School Science	3
ELEMECML 3164	Teaching Elementary School Social Studies	3
LITED 3116	Methods of Teaching Content Literacy in the Intermediate Grades	3
MATH 3203	Teaching Mathematics in the Elementary School	3
TEACHING 4170/5170	Human Relations: Awareness and Application	3
	Hours	18
Spring
Student Teaching		12
	Hours	12
	Total Hours	120

Elementary Education: Purple Pathway, B.A.

Plan of Study Grid
Junior
Fall		Hour
ELSPED 3115	Schooling and Inclusive Education in the 21st Century (Session 1)	8
ELSPED 3116	Child Development and Integrated Arts, Media, and Early Literacy (Session 2)	8
	Hours	16
Spring
ELSPED 3117	Inclusive Classroom Environments and Learning Assessment (Session 3)	8
ELSPED 3118	Learning Motivation, Behavior Support, and Reasoning Skills (Session 4)	8
	Hours	16
Summer
ELSPED 4116	Engaging in Integrated Science, Methods of Teaching Science, and Math Reasoning Part 2 (Session 5/6)	8
ELSPED 4117	Differentiating Literacy and Social Studies for All Students (Session 5/6)	8
	Hours	16
Senior
Fall
ELSPED 4117	Differentiating Literacy and Social Studies for All Students (Session 7)	8
ELSPED 4118	Differentiating Math for All Students and Differentiation Practicum (Session 8)	8
	Hours	16
Spring
ELSPED 4120	Transitions: Education and Post K-12 (Session 9)	2
TEACHING 3134	Elementary Teaching (Session 9)	6
ELSPED 4121	Health and Fitness for Elementary Teachers (Session 10)	2
TEACHING 3135	Special Education Teaching (Session 10)	6
	Hours	16
	Total Hours	80

Middle Level Education Teaching, B.A.

Dual major must be combined with either an elementary or secondary teaching major. See the Department of Curriculum and Instruction Overview link/information for courses required for the Dual Major with Elementary Education. Secondary Teaching majors should consult with their advisors regarding adding the Middle Level Dual Major.

Early Childhood Education Courses

ECE 6201. Issues and Trends in Early Childhood Curriculum — 2 hrs.

Current ideas influencing the planning and implementation of curriculum in early childhood education. 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)

Elementary and Special Education Courses

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): TEACHING 3134 or TEACHING 3135. (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): TEACHING 3134 or TEACHING 3135. (Spring)

Elementary, Early Childhood and Middle Level Education Courses

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 3149/5149. Child, Family, School and Community Relationships — 3 hrs.

Procedures for developing home-community-school relationships to promote the education of each child in reaching her/his maximum potential. Emphasis on preschool-kindergarten level. Prerequisite(s): Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course; junior standing. (Fall and Spring)

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

Integrating STEM in Elementary Classrooms

ELEMECML 3161. 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): ELEMECML 4150 or ELEMECML 4151/5151; 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. 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): ELEMECML 4150 or ELEMECML 4151/5151; 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 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; EDPSYCH 3148; TEACHING 3128; 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): SPED 3150; EDPSYCH 3109; EDPSYCH 3148; TEACHING 3128; 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): SPED 4192/5192 Experience in Special Education: Birth-3. [Same as SPED 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; SPED 4141/5141; SPED 4192/5192 for Early Childhood Special Education minors. Prerequisite(s) or corequisite(s): ELEMECML 4151/5151. (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): completion of Level I of the Professional Education Requirements - Elementary Education. Prerequisite(s) or corequisite(s): Level II of the Professional Education Requirements. 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 4151/5151. Early Childhood Curriculum Development and Organization — 3 hrs.

Current trends in curriculum for preschool and primary children. Includes a 5 hour field experience. Prerequisite(s): EDPSYCH 3109; must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course; junior standing. Prerequisite(s) or corequisite(s): EDPSYCH 3148; TEACHING 3128. (Fall and Spring)

ELEMECML 4152/5152. Middle Level Curriculum — 2 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, interdisciplinary instruction and teaming, core curriculum, exploratory courses, and advisory programs. Students must be available for a Tuesday field experience. Prerequisite(s): junior standing. Prerequisite(s) or corequisite(s): Level II of the Professional Education Requirements. 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 — 2 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; SPED 4141/5141; SPED 4192/5192 for Early Childhood Special Education minors. (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 4151/5151 or equivalent. (Variable)

ELEMECML 6221. Analysis and Design of Curriculum for Young Children — 2 hrs.

Basic assumptions underlying curriculum for young children to prepare students to improve teaching practices, and provide direction to future decision making on programs and materials. (Variable)

ELEMECML 6236. Assessment in Early Childhood — 2 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. Program evaluation will be 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)

ELEMECML 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)

ELEMECML 7354. Curriculum Implementation and Evaluation — 3 hrs.

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

ELEMECML 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)

ELEMECML 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): ELEMECML 7352; and consent of instructor. (Fall, Spring, Summer)

Learning Technologies Courses

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 4110/5110. Developing and Directing Online Learning — 3 hrs.

Students explore online learning and pedagogical considerations when teaching at a distance. Students will actively engage in creating effective distance education experiences that engage online learners, address learner needs, and foster interactive learning environments. Prerequisite(s): LRNTECH 1031; junior standing. (Spring)

LRNTECH 4131/5131. Exploring Issues and Trends in Learning Technologies — 3 hrs.

Students are prepared to critically examine contemporary issues, explore current research, and investigate emerging trends in educational technology. It involves students in strategies for making informed decisions concerning equity, ethics, and enhancing the curriculum. Prerequisite(s): LRNTECH 1031; junior standing. (Fall)

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

Involves students in integrating leading-edge research about developing digital learning environments with hands-on experience. Students use digital and social media to create an inclusive interactive instructional environment and document their pedagogical choices as a final project. 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 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 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 6240. Understanding Instructional Design — 3 hrs.

Students will apply a systematic instructional design model from the initial analysis through design, development and evaluation. Students will master the fundamental practices upon which the instructional design process is based. (Spring)

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 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)

Literacy Education Courses

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 4151/5151; 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 4940/5940; 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 4940/5940/5940; LITED 3115, LITED 3116, or LITED 4117/5117; LITED 3119/5119 or LITED 3121/5121; LITED 4140/5140/5140; 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 4155/5155. English Language Structures and Usage for K-8 Educators — 1 hr.

The study of English language structures, usage, conventions, and variations across contexts. Emphasis on learning to teach these concepts to K-8 students, including English Language Learners. Prerequisite(s): junior standing. Must have a cumulative and UNI GPA of 2.50 or higher to enroll in this course. Priority registration for Middle Level Education Dual majors. (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)

School Library Studies Courses

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)

Department of Curriculum and Instruction

Bachelor of Arts Degree Programs

Early Childhood Education Major-Teaching

I. Professional Education Requirements-Early Childhood Education

II. Early Childhood Education Major Requirements

Elementary Education Major-Teaching (K-6 General Classroom Teacher)

I. Professional Education Requirements-Elementary Education

II. Elementary Education Major Requirements

Verification of Iowa Teaching Licensure Requirements

III. Area of Specialization

Elementary Education: Purple Pathway Major

Middle Level Education Dual Major-Teaching

Language Arts:

Mathematics:

Science:

Social Studies:

Minors

Early Childhood Education Minor -Teaching

Literacy Education Minor -Teaching

Social & Emotional Learning Minor

Social Studies Minor (K-8)-Teaching

Master of Arts Degree Programs

Major in Learning Technologies and Instructional Design

Major in School Library Studies

Licensure Preparation for Endorsement 108 K-8 School Teacher Librarian

Licensure Preparation for Endorsement 109 5-12 School Teacher Librarian

Master of Arts in Education Degree Programs

Major in Early Childhood Education

Major in Elementary Education

Major in Literacy Education

Doctor of Education Degree Program

Allied Health, Recreation, and Community Services

Curriculum and Instruction

Educational Leadership

Postsecondary Education: Student Affairs

Program Certificates

Learning Technologies Facilitator Certificate

Early Childhood Education Teaching, B.A.

Elementary Education Teaching, B.A.

Elementary Education: Purple Pathway, B.A.

Middle Level Education Dual Major Teaching, B.A.

Learning Technologies and Instructional Design, M.A.

School Library Studies, M.A.

Early Childhood Education, M.A.E.

Elementary Education, M.A.E.

Literacy Education, M.A.E.

Early Childhood Education Teaching, B.A.

Elementary Education Teaching, B.A.

Elementary Education: Purple Pathway, B.A.

Middle Level Education Teaching, B.A.

Early Childhood Education Courses

Elementary and Special Education Courses

Elementary, Early Childhood and Middle Level Education Courses

Learning Technologies Courses

Literacy Education Courses

School Library Studies Courses

In the Catalog