2008-2010 Undergraduate Catalog

EDUCATION

Gildemeister Hall, Room 152 (507-457-5360; Fax: 507-457-5354)
www.winona.edu/education/advising
Melanie Reap (Chairperson)

Note: The College of Education plans to restructure some program offerings in 2007-2008. As a result, the Education faculty listing may change after this catalog is printed. Please contact the department for current listings.

FACULTY
Dana Brigson, Assistant Professor; B.S., University of Wisconsin-Whitewater; M.S., University of Wisconsin-La Crosse; 2007 –
Nancy Ann Eckerson, Associate Professor; B.S., M.S., Minnesota State University-Mankato; Ph.D., Iowa State University; 2000 –
John Gustafson, Associate Professor; B.A. Bemidji State University; M.A., California State University-Los Angeles; Ed.D; University of South Dakota 1998 –
Donna Helble, Professor; B.A., Simpson College, Iowa; M.S., Winona State University; Ed.D., University of Northern Colorado; 1984 –
Margaret Hoody, Assistant Professor; B.S., University of St. Thomas; M.S., Minnesota State University–Mankato; 2007 –
Jeanette Karjala, Professor; B.A., Western Washington University, Bellingham; Fifth Year and M.A., Western Washington University, Bellingham; Ph.D.,
University of North Dakota, Grand Forks; 1992 –
Celeste Miller, Professor; B.A., University of Arizona; M.Ed., University of Maryland; Ph.D., Pennsylvania State University; 1997 –
Melanie Reap, Associate Professor, B.S., M.S., Texas A & M University; Ph.D., University of Oklahoma; 1999 –
James Reineke, Associate Professor; B.A., B.S., University of Minnesota-Twin Cities; Ph.D., Michigan State University; 1996 –
J. Ann Rethlefsen, Associate Professor; B.A., Colby College; M.S., University of Wisconsin-Milwaukee; Ed.D., Saint Mary’s University of Minnesota; 2004 –
Stace Rierson, Assistant Professor; B.A., University of Wisconsin-Madison; M.S., University of Wisconsin-Milwaukee; Ph.D., The Ohio State University;
2006 –
Janice Sherman, Professor; B.S., State University of New York-Buffalo; M.S., Colorado State University; Ed. D., University of North Dakota; 1989–
Thomas Sherman, Professor; B.S., State University of New York-Buffalo; M.Ed., Colorado State University; Ed.D., University of Colorado; 1989 –
Arne Sippola, Associate Professor; B.A., Central Washington University; M.A. , University of Alaska; M.Ed., Ph.D., University of Washington; 2007 –
Lloyd (Tom) Stevens, Assistant Professor; B.S., Minnesota State University-Mankato; M.A., University of Northern Iowa; 2007 –
Patricia Tolmie, Professor; B.S., M.S., Winona State University; Ph.D., University of Wisconsin-Madison; 1980 –
Rhea Walker, Associate Professor; B.S., M.A., University of Northern Iowa; Ph.D., Iowa State University; 2004 –
Penny Warner, Associate Professor; B.S., M.S., University of Wisconsin; Ph.D., University of Minnesota; 2000 –
Maudie Williams, Professor; B.S., Fort Valley State College; M.S., Tuskegee Institute; Ed.D., University of Florida; 1989 –
Rod Winters, Associate Professor, B.A., Central College; M.A., University of Northern Colorado; Ed.D., University of Northern Iowa; 1998 –
Shenglan Zhang, Assistant Professor; B.A., Hebei Normal University; M.A.; Beijing Normal University; M.A., University of Southern California; Ph.D.,
Michigan State University, 2007 –

TEACHER EDUCATION OVERVIEW
The Education Department delivers courses in the professional education sequence required of all teaching majors. In addition, the department delivers the Business Education major, the Training and Development certificate program, and the Training and Development minor.
As a department, we seek to integrate into pre-service teacher education the knowledge, skills, and professional dispositions necessary to be an effective educator. This includes (1) a philosophy of education; (2) knowledge of the individual learner; (3) understanding of the opportunities, objectives, and responsibilities of schooling in a democratic society; (4) practice toward teaching effectively; and (5) the professionalism to work with others as leaders in promoting continual improvement of schools.
Teacher education program requirements outlined under each major are subject to change as Minnesota Board of Teaching licensure rules change. Students should check with their program advisor and the advising website (www.winona.edu/education/advising) regularly for current program/licensure requirements.

PASS/NO CREDIT (P/NC) COURSES
Except for internships and practica, students must take all courses in the major, minor, certificate, and licensures on a grade-only basis. The P/NC option is available to non-majors unless otherwise noted. Courses offered on a pass/no-credit-only or grade-only basis are so designated in the course descriptions.

REPETITION OF COURSES
No Education Department course may be repeated more than once due to withdrawal or earning a grade less than “C.”

INCOMPLETE GRADES
The grade of incomplete (“I”) may be granted at the discretion of the course instructor in special cases in which, for reasons beyond the student’s control, all course assignments were not finished though the student is passing all other aspects of the course. The incomplete must be resolved by the second week of the next semester in which the student enrolls for any course that serves as a prerequisite for other courses.

TEACHER EDUCATION PROGRAMS
Elementary Education, K-6 with:
Early Childhood Emphasis, Birth- 6
Communication Arts and Literature, 5-8
Mathematics, 5-8
Science, 5-8
Social Studies, 5-8
Business Education, 5-12 Keyboarding for Computer Applications Endorsement, K-8
Communication Arts and Literature, 5-8 and 5-12
Health Education, 5-12
Mathematics, 5-8 and 5-12
Music: Instrumental and Classroom, K-12
Music: Vocal and Classroom, K-12
Physical Education, K-12
DAPE endorsement, K-12
Science: Chemistry, 9-12 + General Science 5-8
Science: Chemistry, 9-12
Science: Earth, 9-12 + General Science 5-8
Science: Life, 9-12 + General Science 5-8
Science: Life, 9-12
Science: Physics, 9-12 + 5-8 General Science
Science: Physics, 9-12
Social Studies, 5-12
Special Education: Developmental Adapted Physical Education, Pre-K-12
Special Education: Developmental Disabilities, K-12
Special Education: Learning Disabilities, K-12
Teaching English as a Second Language, K-12
Visual Arts, K-12
World Languages French, K-12
World Languages German, K-12
World Languages Spanish, K-12

The following Education Department majors are available at WSU-Rochester:
• K-6 with Middle Level Communication Arts and Literature 5-8 Specialty
• K-6 with Middle Level Social Studies 5-8 Specialty
All other majors are available only on the Winona campus. See pages 40 amd 41 for the articulation of the 2+2 programs available at the WSU-Rochester campus.
ADMISSION TO THE WSU TEACHER EDUCATION PROGRAM
I. Attend the Admissions Meeting the semester before you wish to start taking classes. An Admissions Meeting is scheduled early each semester. At this mandatory meeting, students review the criteria for admission and complete an application form; students are given an Admissions Folder to begin documenting their attainment of the admission criteria. (If a student has been accepted previously but did not start the education sequence the following semester, the student must attend a new admissions meeting and be re-accepted under the criteria in effect for that semester.)
II. Document attainment of minimum admission criteria by submitting a complete Admissions Folder to the Education Department no later than the designated due date. The Admissions Folder is complete only if it contains highlighted documents that demonstrate the admission criteria in effect during that semester.

Current minimum admission criteria, which must be documented, include:
1. 30 semester hours of completed credit of which no more than 2 semester hours may be pass/no credit hours. All transfer credits to be considered for admission must have been accepted by WSU and be designated on the credit evaluation prepared by the WSU Office of Admissions.
2. Cumulative GPA of 2.75 or better (highlight on transcript).
Note: Students who do not meet the 2.75 GPA may check a box (“Alternate Admission Requests”) on the application form, requesting
the Admission Committee to consider an alternate GPA. The alternate GPA calculation is based upon the last 30 semester credits completed or quarter credit equivalent. The calculation must include all semester or quarter hour coursework in any given semester needed to meet the 30-semester hour credit requirement.
3. Grade of “B” or better in a 3-credit college-level writing course (ENG 111 if taken at WSU).
4. Grade of “B” or better in a 3-credit college-level speech course (CMST 191 if taken at WSU).
5. Grade of “C” or better in a 3-credit college-level math course (MATH 100 or higher at WSU).
6. Official score report on all three sections of the Pre-Professional Skills Test (PPST): Math, Reading, and Writing. It will take up to 8 weeks from the time a student completes the exam for results of the Writing section to be processed and reported to WSU. It is the student’s responsibility to take the test at least two months before the deadline for completing the Admissions Folder. (Competency in each of the sections is not required for admittance to the WSU program, but it is required to obtain licensure.) Register for these tests online at www.ets.org/praxis, or call the La Crosse test site at 608-785-8968 or the Rochester test site at 507-292-9713.
7. Evidence of having passed the Education Department Writing Proficiency exam. All applicants for admission to the education program are required to pass this exam, which is given during the Admissions Meeting. A $20 fee is payable by check at the time of this exam. Currently enrolled WSU students may have this fee billed to their tuition account.
8. Copy of completed DARS (Degree Audit Reporting System) form prepared by the WSU Office of Admissions for students who have transferred from another institution.
9. Affirmation of a record of good citizenship on the completed admission form.
Notes:
• Admission to teacher education is limited each semester. Additional criteria are used to determine admission to the program if the number of applicants exceeds the number of available seats.
• The University reserves the right to consider as part of the admission and retention policy those dispositions, general health, and scholastic achievement, or other standards as may be appropriate. Students must adhere to the WSU Student Conduct Policy.

RETENTION IN WSU TEACHER EDUCATION PROGRAM
Assistance Plan
Students identified by teacher education faculty as needing assistance in academic, personal, or professional domains are required to attend a review meeting to be called by the Education Department Chairperson and to include the education faculty member involved, appropriate department chairperson(s), and the student’s advisor to demonstrate corrective action in the identified areas of concern.
Assistance plans will likely draw upon services such as those provided by the Counseling Center, the Writing Center, Student Support Services, and the Advising and Retention Office. If a student withdraws from the program for any reason, she or he must reapply for admission to continue in the program.

Continuation in Teacher Education
1. The successful completion of conditions outlined in the student assistance plan will be required for continuation in teacher education programs under the following circumstances:
• A grade of less than “C” in any Education Department course
• Withdrawal (WD) from the same Education Department course
more than once, or withdrawal (WD) from two different Education
Department courses in two different semesters
• Failure to meet GPA requirements outlined below
2. Teacher education students must maintain at least a 2.75 GPA in order to be placed in student teaching. Teacher education students who do not meet this GPA requirement may not student teach until they meet the 2.75 requirement.
3. Student assistance plans and academic warning letters are treated as part of the student’s teacher education record.

Dismissal from Teacher Education Program
Students may be dismissed from the Teacher Education Program for either of the following reasons:
• Failure to document the fulfillment of student assistance plan commitments.
• Breach of ethical responsibilities, as stated in the Minnesota Code of Ethics for Teachers in the WSU Teacher Education Student Handbook. A student dismissed for an ethical violation will not be allowed to continue in any field experience that semester, will be dropped from the Teacher Education Program at the end of the semester, and will not be readmitted to the major.
Student appeals must follow the process outlined in the WSU Teacher Education Student Handbook.

STUDENT TEACHING
Requirements
Student teaching is required for all teacher education programs and is done during the final semester at WSU. One full semester is required in an area public school or early childhood program contracted by the University or elsewhere in Minnesota through the Common Market Program. All student teachers will complete a full semester in their licensure area. Student teachers follow the calendars of their respective school districts. The Student Teaching Director will indicate the beginning and ending dates of placement.
Student teaching at the secondary level is required in all major fields. If a second major is completed, the Director of Student Teaching will indicate the WSU student teaching requirements necessary to meet licensure requirements.

Application
Application for student teaching is made to the Director of Student Teaching two semesters prior to the student teaching semester. Students apply for a semester when they will not have other commitments, such as coaching, music tours, classes, etc. Applications are available in the Student Teaching Office (Gildemeister Hall).

Student Teaching Progression Policy
If the classroom supervisor or the University supervisor has any concern(s) regarding the student teacher’s performance (academic or professional), it is imperative that the concern be addressed immediately. All three parties—the classroom supervisor, the University supervisor and the student teacher—will meet and discuss all concerns. It is important that all three parties share a common understanding of the concern(s) and the impact upon the completion of a successful student teaching experience. A clear warning will be given, and a written plan developed, stating clear expectations and the consequences if those expectations are not met within a specified timeline. If students do not satisfactorily complete student teaching after remediation, they may apply to graduate with a Professional Studies degree.

LICENSURE: ELEMENTARY AND SECONDARY TEACHING
Minnesota Licensure
The state of Minnesota requires that all teacher education candidates for licensure shall:
• Hold a baccalaureate degree from a college or university that is accredited by the regional association for the accreditation of colleges and secondary schools.
• Demonstrate the Standards of Effective Practice.
• Verify the completion of an approved teacher preparation program.
• Meet the prescribed scores on the Pre-Professional Skills Tests (Praxis I-PPST) in reading, writing, and mathematics as set by the Minnesota Board of Teaching.
• Meet the prescribed scores on the Principles of Learning and Teaching and a test of content knowledge in each area of their licensure (Praxis II).
Praxis II subject assessments include:
Business Education
Chemistry
Communication Arts & Literature, Grades 5-8
Communication Arts & Literature, Grades 5-12
Early Childhood Education
Earth and Space Science
Elementary Education
French
German
Health
Mathematics, Grades 5-8
Mathematics, Grades 5-12
Music (Instrumental/Vocal)
Physical Education
Physics
Science, Grades 5-8
Social Studies, Grades 5-8
Social Studies, Grades 5-12
Spanish
Special Education
Visual Arts

WSU is in full compliance with Title II regulations and its reporting structure. Based on scores reported for the 2003-2006 reporting period, WSU’s institutional pass rate is 96%. The statewide pass rate was 94% in 2003-2006.
In the fall semester of 2006, a total of 1,260 students were enrolled in the WSU teacher preparation program. Of those students, 266 were in supervised student teaching experiences, which required a total of 600 hours in 15 weeks. The student-faculty ratio in supervised student teaching experiences is 264 students to 32 full- and part-time faculty.

Licensure in Other States
Students interested in becoming certified to teach in states other than Minnesota must contact that state’s Department of Education to obtain licensure requirements. Most states will issue a temporary license to allow time to complete differences in their requirements. Students should contact the Licensure Certification Officer (Gildemeister Hall) regarding any changes in licensure requirements for particular states.

ELEMENTARY TEACHING LICENSES
• Elementary Education with Early Childhood Emphasis (Birth-Grade 6): A teacher of early childhood education is authorized to design, implement, and evaluate developmentally appropriate learning experiences for young children from birth through grade 6 in a variety of early childhood or public school P-6 settings. The early childhood education/elementary teacher collaborates with families, colleagues, and related service personnel to enhance the learning of all young children. Students in this program will be eligible for Early Childhood Education and Elementary Education Licensure.
• K-6 Middle Level with a Content Specialty (K-8): A teacher with this license is certified to design, implement, and evaluate developmentally appropriate learning experiences for children in kindergarten through grade 8. A K-6 teacher with content specialty also designs, implements, and evaluates learning experiences in a specific content area in grades 6 through 8 and collaborates with families, colleagues, and related service personnel to enhance the learning of school-aged children and youth.

Add-on Licensure for Candidates with Prior Licensure
• Early Childhood Education (Birth - Grade 3): A teacher of early childhood education is authorized to design, implement, and evaluate developmentally appropriate learning experiences for young children from birth through grade 3 in a variety of early childhood or publicschool P-3 settings. The early childhood education teacher collaborates with families, colleagues, and related service personnel to enhance the learning of all young children.
• Pre-Primary Specialty (Age 3 to Grade 3): A teacher with this license is certified to design, implement, and evaluate developmentally appropriate learning experiences for young children from age three through grade 3 in a variety of school settings. Teachers collaborate with families, colleagues, and related service personnel to enhance the learning of young children.
• Middle Level Content Specialty (Grades 5-8): A teacher with this license is certified to design, implement, and evaluate developmentally appropriate learning experiences for children in grades 5-8. A K-6 teacher with an add-on content specialty also designs, implements, and evaluates learning experiences in a specific content area in grades 5 through 8 and collaborates with families, colleagues, and related service personnel to enhance the learning of school-aged children and youth.

SECONDARY TEACHING LICENSES
For detailed information regarding the course requirements in secondary teaching majors, please refer to the associated department in this catalog; for detailed information about Business Education, see page 97. Secondary teaching majors are required to complete the Professional Education Sequence in addition to their major content course requirements.

5-12 Majors (Teaching)
B.S. Major - Business Education (BEDT)
B.S. Major - Chemistry (CHET)
B.S. Major - Communication Arts and Literature (CALT)
B.S. Major - Earth Science (ESCT)
B.S. Major - Life Science (BLST)
B.S. Major - Mathematics (MTHT)
B.S. Major - Physics (PHST)
B.S. Major – Health Promotion – School Health (HPST)
B.S. Major - Social Science/History (SSHT)

9-12 Majors (Teaching)
B.S. Major - Chemistry (CHET)
B.S. Major - Life Science (BLST)
B.S. Major - Physical Science (CPST)
(Offered by the Chemistry Department.)
B.S. Major - Physical Science (PPST)
(Offered by the Physics Department.)

K-12 Majors (Teaching)
B.S. Major - Art (ARTT)
B.S. Major - French (FRNT)
B.S. Major - German (GRMT)
B.S. Major - Music (MUSI or MUSV)
B.S. Major - Physical Education (PET)
B.S. Major - Spanish (SPNT)
B.S. Major - Special Education: Learning Disabilities (SELD)
B.S. Major - Special Education: Developmental Disabilities (SEDD)
B.S. Major - Teaching English as a Second Language (ESLT)

PROFESSIONAL EDUCATION SEQUENCE FOR K-12 AND 5-12 LICENSURE (32-36 S.H.)
Notes:
1. These courses require formal admission to the teacher education program. (See page 91, “Admission to the WSU Teacher Education Program.”)
2. The College of Education plans to restructure some program offerings in 2007-2008. As a result, the content, numbering, and/or credit hours for Professional Education Sequence courses will likely be revised after this catalog goes to print. To obtain the latest course requirements, please refer to the current program sheets, which are available from the department office or online at www.winona.edu/education/advising.

EDUC 304 Human Development and Learning:
Middle Level and K-12 (4) OR
EDUC 305 Human Development and Learning: Secondary (4)
EDUC 308 Human Relations and Student Diversity (3)
(EDUC 308 satisfies the University Studies
Multicultural Perspectives Category.)
 EDUC 311 Instructional Planning and Assessment: Middle Level and K-12 (3) OR
 EDUC 312 Instructional Planning and Assessment: Secondary (3)
EDUC 429 Secondary Reading and Teaching Strategies (4)
EDUC 449 Middle Level Philosophy, Organization and Interdisciplinary Planning (3)
EDUC 459 The Professional Educator (3)
 EDST 465 Student Teaching - Senior High School (12 - 16)

PROFESSIONAL EDUCATION SEQUENCE FOR ELEMENTARY EDUCATION LICENSURE (29-32 S.H.)
Notes:
1. These courses require formal admission to the teacher education program. (See page 91, “Admission to the WSU Teacher Education Program.”)
2. The College of Education plans to restructure some program
offerings in 2007-2008. As a result, the content, numbering, and/or credit hours for Professional Education Sequence courses will likely be revised after this catalog goes to print. To obtain the latest course requirements, please refer to the current program sheets, which are available from the department office or online at www.winona.edu/education/advising.

EDUC 303 Human Development and Learning: Elementary Education with Early Childhood Emphasis (4) OR
EDUC 304 Human Development and Learning: Middle Level and K-12 (4)
EDUC 308 Human Relations and Student Diversity (3)*
 EDUC 310 Instructional Planning and Assessment: Elementary
Education with Early Childhood Emphasis (3)
 EDUC 311 Instructional Planning and Assessment: Middle Level and K-12 (3)
 EDUC 449 Middle Level Philosophy, Organization and Interdisciplinary Planning (3)
 EDUC 459 The Professional Educator (3)
 EDST 460 Student Teaching – Elementary Education with Early Childhood (1 - 16) OR
 EDST 464 Student Teaching – K-6 Middle Level (16)
* EDUC 308 satisfies the University Studies Multicultural Perspectives category.

LICENSURE REQUIREMENTS FOR
POST-BACCALAUREATE STUDENTS
A Bachelor of Arts graduate who holds a degree from WSU or another accredited institution may qualify for teacher licensure by satisfying the following requirements:
1. Complete the Professional Education Sequence (including student teaching in the major field). The student must have a minimum of a “C” grade in each course in the Professional Education Sequence before he or she is allowed to student teach.

Anyone applying for a Minnesota teaching license must complete a course that covers the effects of drugs and alcohol and an approved course in human relations. In addition, Minnesota and Wisconsin both require verification of scores that meet the Minnesota Department of Education’s minimum levels in the reading, writing, and mathematics components of the PRAXIS I test (PPST). In order to be licensed, Minnesota also requires qualifying scores on exit exams called PRAXIS II in the content of all areas in which the teacher will be licensed, and on a test of the Principles of Learning and Teaching. Wisconsin and other states have specific requirements for certification in addition to the completion of WSU’s Professional Education Sequence. Students should contact the Licensure Certification Officer (Gildemeister Hall) for more information about teacher certification.
2. Complete one of the Bachelor of Science teaching majors with a GPA of 2.50-2.75 in the major as required by the major department.
3. Earn a cumulative GPA of 2.75. (All previous college and university credit will be included in computing the cumulative GPA.)
4. Students should consult with the department offering the major for any additional GPA requirements.
To receive a second bachelor’s degree, the student must earn at least 30 semester credits after completing requirement for the first degree. For more information about dual degrees, see page 23.
The Board of Teaching/State Department of Education issues licenses. Application for the license to teach in the State of Minnesota must be made during the last few weeks of the final semester of attendance at WSU. Application forms are available in the Teacher Certification Licensure Office (Gildemeister Hall).

UNIVERSITY STUDIES FLAG
REQUIREMENTS
Students may use flag courses to satisfy both University Studies and major requirements. Flag courses will usually be in the student’s major or minor program. The Education Department offers the following flag courses in the University Studies Program:
FLAG
Oral 
EDST 460 Student Teaching – Elementary Education with Early
Childhood Emphasis (1-16)
EDST 464 Student Teaching/K6-Middle Level (1-16)
EDST 465 Student Teaching – Senior High School K-12
Specialty (1-16)
EDST 467 Student Teaching – Early Childhood (Birth to Grade 3)
(1-16)

Math/Critical Analysis 
EDUC 310 Instructional Planning and Assessment: Elementary
Education with Early Childhood Emphasis (3)
EDUC 311 Instructional Planning and Assessment: Middle Level and K-12 (3)
EDUC 312 Instructional Planning and Assessment: Secondary (3)
Writing 
EDUC 410 Foundations of Early Childhood Education (3)
EDUC 449 Middle Level Philosophy, Organization, and
Interdisciplinary Planning (3)
EDUC 459 The Professional Educator (3)
Flag courses that can be used to satisfy education major/minor requirements are identified in the lists of required courses and electives in this section. (Flag requirements for business education are listed on page 98.)

ELEMENTARY EDUCATION WITH EARLY CHILDHOOD EMPHASIS (ELEC)
125-128 S.H. Birth to Grade 6

UNIVERSITY STUDIES (48 S.H.)
I. BASIC SKILLS
ENG 111 College Reading and Writing (4)
CMST 191 Introduction to Public Speaking (3)
MATH 100 Survey of Math (3) or higher math course
HERS 204 Personal and Community Health (3)
II. ARTS AND SCIENCES CORE
Humanities: HIST 150 OR HIST 151 recommended and one elective (6) Natural Science: SCIE 201 and SCIE 401
Social Science: SPED 400 and SOC 150 (6)
Fine and Performing Arts: MUS 320 (3)
III. UNITY AND DIVERSITY
MTED 201 Technology-Based Geometry and Probability for Elementary Teachers (4)
Science and Social Policies Elective (3)
Contemporary Citizenship Elective (3)

LICENSE REQUIREMENTS (16-19 S.H.)
EDUC 321 Children’s Literature (3)
EDUC 352 Integrating Microcomputers into the Classroom (3)
(test-out option available)
MTED 125 Mathematics for Elementary Teachers (4)
PESS 200 Teaching Elementary Physical Education (3)
HERS 320 Health Education in Elementary Schools (3)
* SOC 212 The Family (3)

PROFESSIONAL EDUCATION SEQUENCE (26 S.H.)
Notes:
1. These courses require formal admission to the teacher education program. (See page 91, “Admission to the WSU Teacher Education Program.”)
2. The College of Education plans to restructure some program
offerings in 2007-2008. As a result, the content, numbering, and/ or credit hours for Professional Education Sequence courses will
likely be revised after this catalog goes to print. To obtain the latest course requirements, please refer to the current program sheets, which are available from the department office or online at
www.winona.edu/education/advising.

EDUC 303 Human Development & Learning: Elementary Education with Early Childhood Emphasis (4)
EDUC 308 Human Relations and Student Diversity (3) (EDUC 308 satisfies the University Studies
Multicultural Perspectives Category.)
 EDUC 310 Instructional Planning & Assessment: Elementary Education with Early Childhood Emphasis (3)
EDUC 459 The Professional Educator (3)
 EDST 460 Student Teaching - Elementary Education with Early Childhood Emphasis (1-16)

METHODS (34 S.H.)
Note: These courses require formal admission to the teacher education program. (See page 91, “Admission to the WSU Teacher Education Program.”)
ART 300 Elementary Art Education (3)
EDUC 328 Teaching Reading and Language Arts I (3)
EDUC 329 Teaching Reading and Language Arts II (3)
EDUC 333 Teaching Social Studies in the Elementary School (3)
EDUC 334 Teaching Mathematics in the Elementary School (3)
EDUC 335 Teaching of Science & Environmental Studies in the Elementary School (3)
EDUC 410 Foundations of Early Childhood Education (3)
EDUC 413 Development in Infancy (3)
EDUC 414 The Developing Child in the Social World (3)
EDUC 416 Early Childhood/Kindergarten Curriculum (4)
EDUC 424 Organization & Administration of Early Childhood Education Programs (3)

K-6 WITH MIDDLE LEVEL COMMUNICATION ARTS & LITERATURE 5-8 SPECIALTY (KMCL)
114-117 S.H. Kindergarten - Grade 8

UNIVERSITY STUDIES (48 S.H.)
I. BASIC SKILLS
ENG 111 College Reading and Writing (4)
CMST 191 Introduction to Public Speaking (3)
MATH 100 Survey of Math (3) or higher math course
HERS 204 Personal and Community Health (3)
II. ARTS AND SCIENCES CORE
Humanities: ENG 240 Young Adult Literature and HIST 150 OR
HIST 151 recommended (6)
Science electives: SCIE 201 and SCIE 401 (7)
Social Science: SPED 400 and one elective (6)
Fine and Performing Arts: MUS 320 (3)
III. UNITY AND DIVERSITY
MTED 201 Technology-Based Geometry and Probability for Elementary Teachers (4)
Science and Social Policies elective (3)
Contemporary Citizenship Elective (3)

PROFESSIONAL EDUCATION SEQUENCE (29 S.H.)
Notes:
1. These courses require formal admission to the teacher education program. (See page 91, “Admission to the WSU Teacher Education Program.”)
2. The College of Education plans to restructure some program
offerings in 2007-2008. As a result, the content, numbering, and/ or credit hours for Professional Education Sequence courses will
likely be revised after this catalog goes to print. To obtain the latest course requirements, please refer to the current program sheets, which are available from the department office or online at
www.winona.edu/education/advising.

EDUC 304 Human Development & Learning: Middle Level and K-12 (4)
EDUC 308 Human Relations and Student Diversity (3) (EDUC 308 satisfies the University Studies
Multicultural Perspectives Category.)
 EDUC 311 Instructional Planning & Assessment: Middle Level and K-12 (3)
EDUC 449 Middle Level Philosophy, Organization and InterdisciplinaryPlanning (3)
EDUC 459 The Professional Educator (3)
 EDST 464 Student Teaching/K-6-Middle Level (16)

METHODS (21 S.H.)
Note: These courses require formal admission to the teacher education program. (See page 91, “Admission to the WSU Teacher Education Program.”)
ART 300 Elementary Art Education (3)
EDUC 328 Teaching Reading and Language Arts I (3)
EDUC 329 Teaching Reading and Language Arts II (3)
EDUC 330 Literacy for Second Language Learners (3)
EDUC 333 Teaching Social Studies in the Elementary School (3)
EDUC 334 Teaching Mathematics in the Elementary School (3)
EDUC 335 Teaching of Science & Environmental Studies in the
Elementary School (3)

K-6 WITH MIDDLE LEVEL MATHEMATICS 5-8 SPECIALTY (KMMA)
119-122 S.H. Kindergarten - Grade 8

UNIVERSITY STUDIES (49 S.H.)
I. BASIC SKILLS
ENG 111 College Reading and Writing (4)
CMST 191 Introduction to Public Speaking (3)
MATH 100 Survey of Math (3) or higher math course
HERS 204 Personal and Community Health (3)
II. ARTS AND SCIENCES CORE
Humanities: HIST 150 OR HIST 151 recommended
and one elective (6)
Natural Science: SCIE 201 and SCIE 401 (7)
Social Science: SPED 400 and one additional course (6)
Fine and Performing Arts: MUS 320 (3)
III. UNITY AND DIVERSITY
MTED 201 Technology-Based Geometry and Probability for Elementary Teachers (4)
Science and Social Policies: Elective (3)
Contemporary Citizenship Elective (3)

LICENSE REQUIREMENTS (20-23 S.H.)
EDUC 321 Children’s Literature (3) OR ENG 240 Young Adult
Literature (3)
EDUC 352 Integrating Microcomputers into the Classroom (3) (test-out option available)
MATH 120, MATH 140, OR MATH 160 (3)
MTED 125 Mathematics for Elementary Teachers (4)
MTED 221 Middle School Methods in Mathematics (1)
PESS 200 Teaching Elementary Physical Education (3)
HERS 320 Health Education in the Elementary School (3)
STAT 110 Fundamentals of Statistics (3)

PROFESSIONAL EDUCATION SEQUENCE (29 S.H.)
Notes:
1. These courses require formal admission to the teacher education program. (See page 91, “Admission to the WSU Teacher Education Program.”)
2. The College of Education plans to restructure some program offerings in 2007-2008. As a result, the content, numbering, and/or credit hours for Professional Education Sequence courses will likely be revised after this catalog goes to print. To obtain the latest course requirements, please refer to the current program sheets, which are available from the department office or online at www.winona.edu/education/advising.

EDUC 304 Human Development & Learning:
Middle Level and K-12 (4)
EDUC 308 Human Relations and Student Diversity (3) (EDUC 308 satisfies the University Studies Multicultural Perspectives Category.)
 EDUC 311 Instructional Planning & Assessment: Middle Level and K-12 (3)
EDUC 449 Middle Level Philosophy, Organization and
Interdisciplinary Planning (3)
EDUC 459 The Professional Educator (3)
 EDST 464 Student Teaching/K-6-Middle Level (16)

METHODS (21 S.H.)
Note: These courses require formal admission to the teacher education
program. (See page 91, “Admission to the WSU Teacher Education Program.”)
ART 300 Elementary Art Education (3)
EDUC 328 Teaching Reading and Language Arts I (3)
EDUC 329 Teaching Reading and Language Arts II (3)
EDUC 333 Teaching Social Studies in the Elementary School (3)
EDUC 334 Teaching Mathematics in the Elementary School (3)
EDUC 335 Teaching of Science & Environmental Studies in the
Elementary School (3)
EDUC 434 Remedial Mathematics Methods (3)

K-6 WITH MIDDLE LEVEL SCIENCE 5-8 SPECIALTY (KMSC)
122-126 S.H. Kindergarten - Grade 8

UNIVERSITY STUDIES (48 S.H.)
I. BASIC SKILLS
ENG 111 College Reading and Writing (4)
CMST 191 Introduction to Public Speaking (3)
MATH 100 Survey of Math (3) or higher math course
HERS 204 Personal and Community Health (3)
II. ARTS AND SCIENCE CORE
Humanities: HIST 150 OR HIST 151 recommended and
one elective (6)
Science: GEOS 120 and GEOS 130 (7)
Social Science: SPED 400 and one additional course (6)
Fine and Performing Arts: MUS 320 (3)
III. UNITY AND DIVERSITY
MTED 201 Technology-Based Geometry and Probability for Elementary Teachers (4)
Science and Social Policies: GEOS 103 recommended (3) OR BIOL 104 for Wisconsin licensure
Contemporary Citizenship Elective (3)

LICENSE REQUIREMENTS (27-31 S.H.)
EDUC 321 Children’s Literature (3) OR ENG 240 Young Adult Literature (3)
EDUC 352 Integrating Microcomputers into the Classroom (3) (test-out option available)
MTED 125 Mathematics for Elementary Teachers (4)
PESS 200 Teaching Elementary Physical Education (3)
HERS 320 Health Education in Elementary School (3)
Science: *BIOL 118 recommended OR *BIOL 242 (4)
Science: *CHEM 108 (4) or a combination of CHEM 212 (4) AND CHEM 213 (4)
Science: *PHYS 115 (3)

PROFESSIONAL EDUCATION SEQUENCE (29 S.H.)
Notes:
1. These courses require formal admission to the teacher education program. (See page 91, “Admission to the WSU Teacher Education Program.”)
2. The College of Education plans to restructure some program offerings in 2007-2008. As a result, the content, numbering, and/or credit hours for Professional Education Sequence courses will likely be revised after this catalog goes to print. To obtain the latest course requirements, please refer to the current program sheets, which are available from the department office or online at www.winona.edu/education/advising.

METHODS (18 S.H.)
Note: These courses require formal admission to the teacher education
program. (See page 91, “Admission to the WSU Teacher Education Program.”)
ART 300 Elementary Art Education (3)
EDUC 328 Teaching Reading and Language Arts I (3)
EDUC 329 Teaching Reading and Language Arts II (3)
EDUC 333 Teaching Social Studies in the Elementary School (3)
EDUC 334 Teaching Mathematics in the Elementary School (3)
EDUC 335 Teaching of Science & Environmental Studies in the Elementary School (3)

K-6 WITH MIDDLE LEVEL SOCIAL STUDIES 5-8 SPECIALTY (KMSO)
123-126 S.H. Kindergarten - Grade 8

UNIVERSITY STUDIES (48 S.H.)
I. BASIC SKILLS
ENG 111 College Reading and Writing (4)
CMST 191 Introduction to Public Speaking (3)
MATH 100 Survey of Math (3) or higher math course
HERS 204 Personal and Community Health (3)
Humanities: HIST 150 and HIST 151 (6)
Science electives: one with lab; one without (7)
Social Science: SPED 400 and one elective (6)
Fine and Performing Arts: MUS 320 (3)
II. ARTS AND SCIENCE CORE
Humanities: HIST 150 and HIST 151 (6)
Science electives: SCIE 201 and SCIE 401 (7)
Social Science: SOC 150 (3)
Fine and Performing Arts: MUS 320 (3)
III. UNITY AND DIVERSITY
MTED 201 Technology-Based Geometry and Probability for Elementary Teachers (4)
Science and Social Policies elective (3)
Contemporary Citizenship Elective (3)

LICENSE REQUIREMENTS (27-31 S.H.)
EDUC 321 Children’s Literature (3) ENG 220, ENG 221, or
ENG 240 (3)
EDUC 352 Integrating Microcomputers into the Classroom (3)
(test-out option available)
MTED 125 Mathematics for Elementary Teachers (4)
PESS 200 Teaching Elementary Physical Education (3)
HERS 320 Health Education in Elementary School (3)
SPED 400 Education of Exceptional Children/Youth (3)
Non-Western History: HIST 123 or HIST 165 or HIST 170 (3)
Western Civilization:*HIST 120 or *HIST 121 or *HIST 122 (3)
Social Science: *ECON 202 (3)
Social Science: *GEOG 110 or GEOG 320 (3)

PROFESSIONAL EDUCATION SEQUENCE (29 S.H.)
Notes:
1. These courses require formal admission to the teacher education program. (See page 91, “Admission to the WSU Teacher Education Program.”)
2. The College of Education plans to restructure some program offerings in 2007-2008. As a result, the content, numbering, and/or credit hours for Professional Education Sequence courses will likely be revised after this catalog goes to print. To obtain the latest course requirements, please refer to the current program sheets, which are available from the department office or online at www.winona.edu/education/advising.

METHODS (18 S.H.)
Note: The courses require formal admission to the teacher education program. (See page 91, “Admission to the WSU Teacher Education Program.”)
ART 300 Elementary Art Education (3)
EDUC 328 Teaching Reading and Language Arts I (3)
EDUC 329 Teaching Reading and Language Arts II (3)
EDUC 333 Teaching Social Studies in the Elementary School (3)
EDUC 334 Teaching Mathematics in the Elementary School (3)
EDUC 335 Teaching of Science & Environmental Studies in the Elementary School (3)

COURSE DESCRIPTIONS
Note: The prefix for Education courses is EDUC except where noted otherwise.

115 - Improving Reading and Study Skills (1 S.H.)
To assist students who may have problems with reading skills and to help them develop efficient study habits to participate successfully in college level courses. Offered each semester. P/NC only.
120 - Parenting (3 S.H.)
The social, emotional, physical, and intellectual development of children from birth to adolescence is outlined. Parenting strategies and child-rearing practices are discussed. Grade only. Offered each semester.
150 - Introductory Field Experience (1 S.H.)
A general elective teaching assistant experience at a selected school level for either an introductory classroom experience or an additional classroom experience. May be repeated once for two credits. Prerequisite: Instructor’s permission. P/NC Only. Offered each semester. Note: Persons enrolling in EDUC 150 must arrange their schedule with the Field Experience Director in the Education Department prior to pre-registration.

299 - Latino and Latin American Perspectives (3 S.H.)
This course investigates Latino demographic growth in Minnesota and creates intercultural exchanges between WSU students and Latino K-12 students with Big Brothers Big Sisters of Greater Winona. The course will address issues pertinent to citizen development such as community-based learning and mentoring. Students will also learn about the history of racism, prejudice, and cultural deficit theory in the United States. Students will understand their own personal biases, where these biases came from, and how to think critically about contemporary issues pertinent to Latino populations in Minnesota. Grade only. Offered each semester.
303 - Human Development and Learning: Elementary Education with
Early Childhood Emphasis (4 S.H.)
This course introduces students to the psychological and social dimensions of learning and development and their influence on students’ participation in school. The course focuses on psychological theories of learning and development, classroom management, and the relationship between psychological theory and classroom practice in early childhood and primary classrooms. 30-40 hours of field experience is required in addition to regularly scheduled on-campus class sessions. Concurrent enrollment with EDUC 310. Grade only. Prerequisite: Admission to the teacher education program. Offered each semester.
304 - Human Development and Learning: Middle Level and K-12 (4 S.H.)
This course introduces students to the psychological and social dimensions of learning and development and their influence on students’ participation in school. The course focuses on psychological theories of learning and development, classroom management, and the relationship between psychological theory and classroom practice in elementary and middle school classrooms. 30-40 hours of field experience is required in addition to regularly scheduled on-campus class sessions. Concurrent enrollment with EDUC 311. Grade only. Prerequisite: Admission to the teacher education program. Offered each semester.
305 - Human Development and Learning: Secondary (4 S.H.)
This course introduces students to the psychological and social dimensions of learning and development and their influence on students’ participation in school. The course focuses on psychological theories of learning and development, classroom management, and the relationship between psychological theory and classroom practice in secondary classrooms. 30-40 hours of field experience is required in addition to regularly scheduled on-campus class sessions. Concurrent enrollment with EDUC 312. Grade only. Prerequisite: Admission to the teacher education program. Offered each semester.
308 - Human Relations and Student Diversity (3 S.H.)
A basic course in human relations for education majors. The course takes a laboratory and a directed study approach in areas such as communication, group interaction, trust, interpersonal relationships, and the study of minorities, ethnic groups, and second language learners. Prerequisite: Admission to the teacher education program. Offered each semester.
310 - Instructional Planning and Assessment: Elementary Education with Early Childhood Emphasis (3 S.H.)
Principles of curriculum formation including writing objectives, unit planning, and daily lesson planning. Evaluation techniques to determine achievement of objectives through teacher-made tests, standardized tests, and observation techniques as well as statistics of measurement, specialized measurement instruments, and interpretation. Taken concurrently with EDUC 303. Grade only. Prerequisite: Admission to the teacher education program. Offered each semester.
311 - Instructional Planning and Assessment: Middle Level and K-12 (3 S.H.)
Principles of curriculum formation including writing objectives, unit planning, and daily lesson planning for elementary and middle levels form the emphasis of this course. Assessment, measurement, and evaluation techniques are studied to determine achievement of objectives through teacher-made tests, performance assessments, standardized tests, and observation techniques. Statistics of measurement, specialized measurement instruments and test interpretation are also studied. Thirty clock-hours of field experience are required, in addition to the regularly scheduled on-campus class sessions. Taken concurrently with EDUC 304. Grade only. Prerequisite: Admission to the teacher education program. Offered each semester.
312 - Instructional Planning and Assessment: Secondary (3 S.H.)
Principles of curriculum formation including writing objectives, unit planning, and daily lesson planning for secondary education form the emphasis of this course. Assessment, measurement, and evaluation techniques are studied to determine achievement of objectives through teacher-made tests, performance assessments, standardized tests, and observation techniques. Statistics of measurement, specialized measurement instruments and test interpretation are also studied. Thirty clock-hours of field experience are required, in addition to the regularly scheduled on-campus class sessions. Taken concurrently with EDUC 305. Grade only. Offered each semester.
321 - Children’s Literature (3 S.H.)
This course teaches students about children’s literature. Consideration will be given to locating and evaluating early literacy, primary, and intermediate children’s books and to the method of organizing, teaching, and evaluating a literature program at all age levels. Current issues and research will be examined. Grade only. Offered each semester.
328 - Teaching Reading and Language Arts I (3 S.H.)
The first of a two-course sequence in literacy methods examines the integration of reading, writing, listening, speaking, and viewing competencies in a unified literacy curriculum for learners ages three to eight (Pre-Kindergarten-3rd grade). Instructional emphasis is placed upon assessment, fluency, active construction of meaning, and matching learner capabilities with appropriate instructional strategies. Prerequisites: EDUC 303 or 304, 310 or 311. Offered each semester.
329 - Teaching Reading and Language Arts II (3 S.H.)
The second of a two-course sequence in literacy methods extends the examination of reading, writing, listening, speaking, and viewing competencies by focusing on learners ages nine to fourteen (grades 4-8). Emphasis is placed upon strategies for expanding purposes and genres, integration of assessment and instruction, and teaching for self-regulation of comprehension, composing, and editing strategies. Prerequisite: EDUC 328. Offered each semester.
330 - Literacy for Second Language Learners (3 S.H.)
This course addresses the teaching of literacy for students with a primary language other than English. After examining the interwoven nature of language and culture, the course will focus on the instructional approaches to meet the needs of second language learners in school settings. Special attention will be given to the role of home school communication in programs for second language learners. Prerequisite: EDUC 328. Grade only. Offered yearly.
331 - Teaching Social Studies in Secondary Schools (3 S.H.)
Materials and methods of teaching geography, history and civics, including the newest textbooks, maps, pictures and other electronic visuals. Prerequisites: EDUC 305 and 312. Offered yearly.
333 - Teaching Social Studies in the Elementary School (3 S.H.)
Course covers social studies curriculum for elementary grades. Development of teaching competencies in small group instruction, guiding student inquiry and conducting discovery lessons. Curriculum materials are studied and evaluated for use in the elementary classrooms. Field experience, micro-teaching, unit planning, and the use of children’s literature in the social studies curriculum are included in this course. Prerequisites: EDUC 303 and 310, or 304 and 311, or 305 and 312. Offered each semester.
334 - Teaching Mathematics in the Elementary School (3 S.H.)
Teaching competencies such as guiding student inquiry, demonstrating mathematical principles and procedures, and using a variety of instructional aids are developed in relation to scope and sequence of elementary curriculums. Prerequisites: EDUC 303 and 310, or 304 and 311. Offered each semester.
335 - Teaching of Science and Environmental Studies in the Elementary School (3 S.H.)
Study and guided application of current materials and methods designed for science and environmental education. Theoretical background and practical skills necessary for teaching both process and content curriculums are developed through individual and group work, as well as field experiences. Prerequisites: EDUC 303 and 310, or 304 and 311, or SCIE 201. Offered each semester.
352 - Integrating Microcomputers into the Classroom (3 S.H.)
This course covers basic technological knowledge, which will enable the teacher to plan technology-based instruction, integrate technology into the curriculum, and enhance the teacher’s technological competencies. Offered each semester. (Test-out option available.)
410 - Foundations of Early Childhood Education (3 S.H.)
This is the introductory course in early childhood education examining the history, theory, trends, and contemporary issues in early childhood education as well as the role of the early childhood teacher. Prerequisite: Admission to the teacher education program. Offered each semester.
413 - Development in Infancy (3 S.H.)
This course addresses the topics of genetics, prenatal development, birth, and physical, social, emotional, and cognitive development in the first two-years with emphasis on care in group settings. Includes 30-hour practicum experiences with infants and toddlers. Prerequisites: EDUC 303 and 410. Grade only. Offered yearly.
414 - The Developing Child in the Social World (3 S.H.)
This course covers physical, social, emotional, language and cognitive development of children ages 3-6, in learning environments and the community relationships needed to support this development. Prerequisites: EDUC 303 and 410. Grade only. Offered yearly.
416 - Early Childhood/Kindergarten Curriculum (4 S.H. )
Planning the curriculum and developing effective teaching strategies and assessment methods for young children from 2 and 1/2 years old through 5 years old. Students gain experience in a supervised preschool program. Prerequisites: EDUC 303 and 410. Grade only. Offered each semester.
424 - Organization and Administration of Early Childhood Education
Programs (3 S.H.)
Local and state laws governing various types of early childhood programs are studied. Financial aspects, buildings, personnel and administrative matters pertaining to the establishment of programs are discussed. Prerequisites: EDUC 303, 410, and 416. Grade only. Offered yearly.
429 - Secondary Reading and Teaching Strategies (4 S.H.)
Emphasis is on reading comprehension, strategies, and study skills in content areas, lesson planning, lesson presentation skills, and media techniques appropriate to the instructional process. Prerequisites: EDUC 305, 312. Offered each semester.
434 - Remedial Mathematics Methods (3 S.H.)
This course covers diagnostic and remediation techniques to facilitate acquisition of basic mathematics skills. Prerequisite: EDUC 334 or instructor’s permission. Offered each semester.
442 - The Adult Learner (3 S.H.)
This course focuses on the characteristics and development of adult learners. Offered yearly.
449 - Middle Level Philosophy, Organization and Interdisciplinary Planning (3 S.H.)
The major focus of this course is middle level philosophy, organization, and interdisciplinary team planning. The major objective of this course is to provide future middle school teachers with a background in the components of the middle school movement and planning appropriate instructional strategies for middle level learners. This course is designed for secondary education majors, K-12 majors, and those seeking K-6 MS licensure. Field experiences are required in addition to the regularly scheduled on campus class sessions. Prerequisites: EDUC 304 and 311 or 305 and 312. Grade only. Offered each semester.
450 - Comparative Education (3 S.H.)
A study of the purposes, organization, offerings, and achievements of education in selected foreign countries. Grade only. Offered yearly.
459 - The Professional Educator (3 S.H.)
This course is designed to familiarize teacher education majors and others associated with the education profession with the historical and philosophical foundations of public education, school organizational patterns, legal responsibilities, professional organizations, and related educational issues. Additional components will involve classroom management and topics related to inclusive and special education. Prerequisites: EDUC 303, 304, or 305, 310, 311, or 312. Take this course the semester prior to student teaching. Offered each semester.
460 - Student Teaching (EDST) - Elementary Education with Early Childhood Emphasis (1-16 S.H.)
A capstone student teaching experience. One full semester of student teaching on a daily, full-time basis in an appropriate educational school setting. Prerequisites: All professional courses required for the major. P/NC only.
464 - Student Teaching (EDST) - K-6 Middle Level (1-16 S.H.)
One full semester of student teaching on a full-day basis in a middle school. Offered each semester. Prerequisites: All professional courses required for the major. P/NC only.
465 - Student Teaching (EDST) - Senior High School K-12 Specialty (1-16 S.H.)
A capstone student teaching experience. One full semester of student teaching on a daily, full-time basis in an appropriate educational school setting. Prerequisites: All professional courses required for the major. P/NC only.
467 - Student Teaching (EDST) - Early Childhood (Birth to Grade 3) (1-16 S.H.)
Supervised teaching in two (2) Early Childhood placements. Offered each semester. P/NC only.
483 - Multicultural Children, Youth, and Families (2 S.H.)
This course provides structure for acquiring, building and demonstrating mechanisms for integrating multicultural content into mainstream curricula. Specific attention is geared to goals, concepts and instructional planning in elementary education addressing culture, ethnicity, race, gender, language, socioeconomic levels, religion, age, ethics and exceptionality. The social reconstructionist approach is infused to provide demonstrations of transforming teaching for equity and justice. Offered yearly.
490 - Individual Problems in Education (1-3 S.H.)
Opportunity for the qualified advanced undergraduate and graduate student to work independently. Topics may include research, development of special projects, selected readings, etc. Time-arranged. Offered each semester. Prerequisites: Major advisor’s permission; completion of the Professional Sequence, and for elementary majors, completion of the Professional Education Sequence. May be repeated to a total of 4 credits. P/NC only for undergraduates.
498 - Workshops and Seminar (1-3 S.H.)
The subject matter to be developed by the Department and instructor prior to the workshop or seminar. Students may repeat the course without limitation on the number of credits as long as the subject matter is different. P/NC only. Offered on demand.
499 - Workshops and Seminar (1-3 S.H.)
The subject matter to be developed by the Department and instructor prior to the workshop or seminar. Students may repeat the course without limitation on the number of credits as long as the subject matter is different. Grade only. Offered on demand.

Last Modified: Tuesday, March 17, 2009 11:55