30 Total Credit Hours 

Required Courses

• AREDU 603 – Development & Disability Child & Youth 3 credits. This course examines the physical, cognitive, social, and emotional development of children and youth, with a comprehensive overview of differences and exceptionalities identified in high and low incidence areas of disability. Theories and issues of childhood related to social, emotional, intellectual, physical, and moral development and learning will be applied and analyzed, as well as the promotion of health and wellness, conflict resolution, and knowledge of mandatory reporting requirements. The historical and legal foundations of cross categorical special education are explored, including major federal legislation (IDEA, ADA, and Section 504), state rules and policies (PI 34 and Child Find), referral processes, and collaboration between general and special education. Knowledge and skills related to the history and basic components of inclusive learning environments, specific characteristics of each disability area, the implications of atypical childhood, and the lifelong effects of each disability are emphasized.  A practicum experience will enable candidates to demonstrate abilities to work with children and youth of all backgrounds.  
• AREDU 662 – Integrative Classroom Environments 3 credits. This course explores the meaning of curriculum and promising instructional practices for elementary and middle school grades. This includes understanding instructional organization promoting science, technology, art, and math integrated curriculum along with the literary opportunities of such curriculum in a framework of culturally responsive teaching. 
• AREDU 664 – Science Explorations and Methods 3 credits. This course introduces teacher candidates to national science education standards and research-based pedagogical models for understanding and using fundamental concepts in physical, life, earth and space sciences and scientific inquiry processes. Science curriculum, teaching strategies, and assessment are covered and integrated STEM approaches are explored. A field activity is required. 
• AREDU 671 – Mathematics Methods 3 credits. This course focuses on mathematics standards, content, and pedagogy, exploring major concepts, operations, algorithms, procedures, applications, and practices for teaching mathematics at the Elementary and Middle School levels. The course will focus on planning, teaching, and assessing math instruction. 
• AREDU 672 – Literacy Language Arts Methods I 3 credits. This course is the first of a two-course series that prepares students to lead anti-racist, evidence-based literacy instruction. Curriculum fosters deep knowledge of literacy with an emphasis on emergent and early stages of reading. Through analysis of literacy research, students develop skills relevant to the Foundations of Reading Test (FORT), including phonics, phonemic awareness, word work, vocabulary, fluency, comprehension, and writing. Students learn how to integrate skill development while cultivating intellect, criticality, joy, and literate identities. Activities emphasize reflective practice and literacy advocacy. Course aligns with a practicum at PK-2 level. Course Fee: $75
• AREDU 674 – Literacy Language Arts Methods II 3 credits. This course is the second of a two-course series that prepares students to lead anti-racist, evidence-based literacy instruction. Curriculum fosters deep knowledge of literacy with an emphasis on transitional and fluent stages of reading. Through analysis of literacy research, students develop skills relevant to the Foundations of Reading Test (FORT), including phonics, phonemic awareness, word work, vocabulary, fluency, comprehension, and writing. Students learn how to integrate skill development while cultivating intellect, criticality, joy, and literate identities. Activities emphasize reflective practice and literacy advocacy. Course aligns with a practicum at grade 3 and beyond. Course Fee: $75
• AREDU 675 – Social Studies Methods & Diversity 3 credits. This course focuses on the standards, content, and pedagogy of Social Studies instruction at the Elementary and Middle School levels. The course will equip students to select methods, resources, and assessment strategies to teach major Social Studies concepts including Inquiry Practices and Processes, Civics, Economics, Geography, and History. The course explores issues of oppression and privilege such as racism and sexism, in addition to many aspects of identity (including race, gender, legal status, social class and sexual orientation) through a lens of Culturally Responsive Teaching, a pedagogical stance that recognizes and honors the importance of students’ cultural realities in all aspects of learning. The course will develop skills for working respectfully with diverse students, families, cultures, and communities. The course will also address the history, culture, and tribal sovereignty of American Indian Tribes and bands in Wisconsin. 
• AREDU 751 – Reflections on Teaching Practice AR 1.5 credits. This course engages candidate teachers in the inquiry, reflection, and action necessary for developing socially just classrooms. Candidates engage in reflecting on their student teaching practice completing the Edgewood College Initial Educator Performance Assessment.

Required Clinical Experiences

• AREDU 620 – Initial 8-Wk Practicum, AR Programs 0 credits. This is the initial practicum for asynchronous residency programs in ACE, ASP, and CCSE. Students will complete 50 hours of field experience in a PK-12 placement aligned with their licensure area. Students will have linked assignments from concurrent enrollment in foundations and methods courses. Each student will have supervisory observations at the initial level during this course.  
• AREDU 622 – Advanced 8-Wk Practicum AR Programs 0 credits. This is the advanced practicum for asynchronous residency programs in ACE, ASP, and CCSE. Students will complete 50 hours of field experience in a PK-12 placement aligned with their licensure area. Students will have linked assignments from concurrent enrollment in foundations and methods courses. Each student will have supervisory observations at the advanced level during this course. 
• AREDU 757 – ACE Student Teaching AR Programs 1.5 credits. This course is a supervised field teaching experience in Elementary and Middle School education with a school setting appropriate for advancing prospective professional practice.
  • Corequisite: AREDU 751 Reflections on Teaching Practice, AR Programs 

Optional: Add-on Licensing Sequence 

English as a Second Language (ESL)

• EDU 630 – Paradigms of ESL/Bilingual Education 3 credits. This course prepares educators with sociocultural competence for working with multilingual students. Course focuses understanding the sociopolitical context, past and present, for ESL/Bilingual education in the U.S. and program models that situate learning. Using a sociocultural lens, students examine their own cultural/linguistic identity and factors that shape the schooling experience and language development for multilinguals. Activities build knowledge of policy for schooling of multilingual learners and prepare teacher candidates to advocate for students and families.
• EDU 631 – Second Language Acquisition Content 3 credits. This course provides a comparative overview of first and second language acquisition theories and practices and explores the factors that influence acquisition. Emphasis is placed on curriculum and design, instructional strategies, and cultural considerations in order to engage language learners in academic coursework in the content areas while they develop a second language. 
• EDU 632 – Language for Teachers I 3 credits. This course provides an understanding of how language functions to achieve a range of purposes that are important in our daily lives, in school learning and in the wider community. It introduces a robust linguistic model that describes how language varies from context to context and places knowledge about language at the core of classroom practice. 
• EDU 635 – ESL Curriculum Design & Assessment 3 credits. This course provides an overview of pedagogical approaches to teaching ELLs (English language learners).  Course content explores the role of scaffolding instruction and the integration of academic reading, writing, listening and speaking.  Students will learn how to develop genre-based units of instruction paying attention to the language demands in a particular discipline.  This course also examines complex issues of evaluation of ELLs, and prepares students to design formal and informal assessment of language and content. 

Bilingual Education

• EDU 630 – Paradigms of ESL/Bilingual Education 3 credits. This course prepares educators with sociocultural competence for working with multilingual students. Course focuses understanding the sociopolitical context, past and present, for ESL/Bilingual education in the U.S. and program models that situate learning. Using a sociocultural lens, students examine their own cultural/linguistic identity and factors that shape the schooling experience and language development for multilinguals. Activities build knowledge of policy for schooling of multilingual learners and prepare teacher candidates to advocate for students and families.
• EDU 631 – Second Language Acquisition Content 3 credits. This course provides a comparative overview of first and second language acquisition theories and practices and explores the factors that influence acquisition. Emphasis is placed on curriculum and design, instructional strategies, and cultural considerations in order to engage language learners in academic coursework in the content areas while they develop a second language. 
• EDU 636 – Bilingual Ed Curriculum Design/Assm 3 credits. This course provides an overview of pedagogical approaches to teaching and learning in bilingual education settings.  Students will examine effective bilingual instructional methods across content areas, with attention to developing language in different disciplines.  Students will understand the role of reading, writing, speaking, and listening in designing instruction and assessment.   Review of current research and curricula will be used to develop practical applications for bilingual settings.  
• EDU 638 – Biliteracy Development 3 credits. This course prepares bilingual educators for developing reading and writing among preK-12 students learning in two languages. Using a case study approach, participants will carry out formative assessment of literacy and language behaviors with a focus student or student group.  They will use observation and analysis to design biliteracy instruction that honors student strengths across languages and across domains.  Class sessions will incorporate collaboration and reflection of case studies in different contexts, addressing factors that impact biliteracy development. This course builds knowledge of foundational skills, reading strategies, writing, reading comprehension, and reading fluency. Readings and activities will be carried out in Spanish and English.  

Bilingual and ESL (combined)

• EDU 630 – Paradigms of ESL/Bilingual Education 3 credits. This course prepares educators with sociocultural competence for working with multilingual students. Course focuses understanding the sociopolitical context, past and present, for ESL/Bilingual education in the U.S. and program models that situate learning. Using a sociocultural lens, students examine their own cultural/linguistic identity and factors that shape the schooling experience and language development for multilinguals. Activities build knowledge of policy for schooling of multilingual learners and prepare teacher candidates to advocate for students and families.
• EDU 631 – Second Language Acquisition Content 3 credits. This course provides a comparative overview of first and second language acquisition theories and practices and explores the factors that influence acquisition. Emphasis is placed on curriculum and design, instructional strategies, and cultural considerations in order to engage language learners in academic coursework in the content areas while they develop a second language. 
• EDU 635 – ESL Curriculum Design & Assessment 3 credits. This course provides an overview of pedagogical approaches to teaching ELLs (English language learners).  Course content explores the role of scaffolding instruction and the integration of academic reading, writing, listening and speaking.  Students will learn how to develop genre-based units of instruction paying attention to the language demands in a particular discipline.  This course also examines complex issues of evaluation of ELLs, and prepares students to design formal and informal assessment of language and content. 
• EDU 636 – Bilingual Ed Curriculum Design/Assm 3 credits. This course provides an overview of pedagogical approaches to teaching and learning in bilingual education settings.  Students will examine effective bilingual instructional methods across content areas, with attention to developing language in different disciplines.  Students will understand the role of reading, writing, speaking, and listening in designing instruction and assessment.   Review of current research and curricula will be used to develop practical applications for bilingual settings. 
• EDU 638 – Biliteracy Development 3 credits. This course prepares bilingual educators for developing reading and writing among preK-12 students learning in two languages. Using a case study approach, participants will carry out formative assessment of literacy and language behaviors with a focus student or student group.  They will use observation and analysis to design biliteracy instruction that honors student strengths across languages and across domains.  Class sessions will incorporate collaboration and reflection of case studies in different contexts, addressing factors that impact biliteracy development. This course builds knowledge of foundational skills, reading strategies, writing, reading comprehension, and reading fluency. Readings and activities will be carried out in Spanish and English.