Curriculum and Instruction | 2024-2025 Academic Catalog | SIU

The strategic reading lab assists students in mastering the strategies necessary to interact with and comprehend college text(s).The lab is taught in conjunction with ENGL 101 so that students can become more aware of their reading and writing behaviors. The lab focuses on strategies with text(s) and critical analysis of text(s).

Credit Hours: 1

(Same as MATH 120) Modern approaches to mathematics instruction for the elementary grades. Mathematics content includes problem solving, intuitive set theory, development of whole numbers, integers and rational numbers and the fundamental arithmetic operations. Place value. Prime numbers and divisibility properties. Computation includes students' informal mathematics, mental computation and estimation, algorithms and the appropriate use of calculators. Emphasis is placed throughout on reasoning, multiple representations of mathematical concepts, making connections and communication. Three hours lecture/laboratory per week. Prerequisite: Three years of college preparatory mathematics including Algebra I, Algebra II and Geometry and satisfactory placement score.

Credit Hours: 3

Use of resources such as the library, electronic databases, and the Internet in order to find, evaluate, and use information effectively, efficiently, and ethically. Students will learn to determine the extent of the information needed, as well as learn to use software tools to manage their research.

Credit Hours: 1

Focuses on play as an integral part of child's learning. Covers play theory and design of the learning environment. Learning how to promote prosocial behaviors through supportive relationships and environments within diverse settings and guide self-regulation, prosocial development and task engagement of children. Emphasis on appropriate ways to guide children in their play activities and routines, and ways to develop creativity in children. Requires several independently scheduled observations of children's play in the campus Child Development Laboratories.

Credit Hours: 3

(University Core Curriculum Course) (Same as MATH 220) Modern approaches to mathematics instruction for the elementary grades. Mathematics content focuses on (1) Algebra: rational and irrational numbers, ordering of numbers, decimal representations, percents, ratio and proportion, perimeter and area concepts, Pythagorean Theorem, concept of square root and nth root, exponent notation; (2) Geometry: triangles, quadrilaterals, polygons, angles associated with a polygon, reflectional and rotational symmetry, congruence and similarity, tessellations; (3) Transformations: translations, rotations, reflections; (4) Measurements: perimeter, area, surface area, volume, mass, temperature, and conversion of measurements. Emphasis is placed on mathematical reasoning, multiple representations, making connections, and communication.

Credit Hours: 3

The development of creativity in young children. Methods and curriculum that foster creativity in graphic expression, music and creative movement among preschool and primary school children.

Credit Hours: 3

(Same as WGSS 286) (University Core Curriculum) [IAI Course: S7 902] This course will explore topics related to intimate relationships, including attraction, communication, dating, cohabitation, marriage and conflict. Study of changing patterns in family living throughout the family life cycle and the dynamic relationships within families. Students will critically evaluate current theory and research concerning the elements of family relationships.

Credit Hours: 3

A study of essential factors of health, nutrition, and safety as they apply to environments of children birth to age eight. Emphasis will be given to nutritional needs, health routines, health appraisals, safety, hygiene, childhood illness, and social-emotional needs. Students will examine the relationship of the child, family, school, and community on the child's health and well-being.

Credit Hours: 3

This introductory course in child development surveys major milestones in children's social, emotional, physical, and intellectual development. Students are exposed to current developmental theories, as well as practices recommended for parents and teachers to support healthy development in children from infancy through the primary grades.

Credit Hours: 3

This course includes work experiences relevant to the student's major program, such as work in child care centers, teacher's aid in public school, or with federal, state, or local agencies or programs that deal with children. Prerequisite: 12 semester hours completed with a grade of B or better in the student's major area of concentration in the Curriculum and Instruction department and consent of Curriculum and Instruction Academic Affairs Committee.

Credit Hours: 1-4

This class will prepare students to plan optimal learning environments for preschool children. Emphasis is placed on integrated learning and appropriate instructional methods in language, literacy, social studies, math and science. Students are required to have concurrent enrollment in CI 318B. Prerequisites: C or better in EDUC 214 and CI 217. Consent of the instructor is required for non-early childhood majors and graduate students.

Credit Hours: 3

This practicum will prepare students to work in optimal learning environments for preschool children. Participation is one-half day per week for the semester at the SIU Child Development Laboratories. Students are required to have concurrent enrollment in CI 318A. Prerequisites: C or better in EDUC 214 and CI 217. Consent of instructor is required for non-early childhood majors and graduate students.

Credit Hours: 1

(Same as MATH 321) Modern approaches to mathematics instruction for the elementary grades. Mathematics content focuses on: straight-edge and compass construction. Justification and proof of geometric properties. Three-dimensional geometry. Coordinate geometry. Transformations expressed in coordinate notation. Analysis of linear relationships geometrically and algebraically. Modeling various "real-world" situations by linear equations and inequalities. Setting up and solving equations and inequalities. Exploration of statistical data. Representation of data, interpretation of data, misrepresentation of data. Introduction to the fundamental ideas of statistics; measures of spread and central tendency. Introduction to the fundamental concepts of probability. Counting techniques needed for calculating probabilities. Dependent and independent events. Conditional probability. Odds, expected value. Simulation. Emphasis is placed throughout on reasoning, multiple representations of mathematical concepts, making connections and communication. Prerequisite: C or better in CI 220, Mathematics 220 or equivalent.

Credit Hours: 3

(Same as MATH 322) Modern approaches to mathematics instruction for the elementary grades. Mathematics content focuses on: algebra and algebraic thinking, geometry, relations and functions and their applications to real-life problems. Emphasis is placed throughout on reasoning, multiple representations of mathematical concepts, making connections and communication. Prerequisite: C or better in CI 321 or Mathematics 321.

Credit Hours: 3

In this course, students will learn to use multimedia technology and group management strategies appropriate for Kindergarten through third grade classrooms. They will develop professional leadership and collaboration skills and apply professional standards to analyze and reflect on their work. Prerequisite: admission to the Teacher Education Program, CI 318 or concurrent enrollment in CI 318, or consent of instructor.

Credit Hours: 3

(Same as WGSS 386) Study of changing patterns in family living throughout the family life cycle. Insights into common current family problems typical of each stage of the family life cycle. Prerequisite: CI 227 or WGSS 286 with a grade of C or better.

Credit Hours: 3

Study of the major theories of child development and children's development in the areas of physical development, perceptual development, cognitive development, language development, social, and emotional development. Students will develop observational strategies for studying, understanding, and assessing children's development and learn various approaches to assessment of development and learning in young children. Each student will perform an "authentic" assessment. Prerequisite: EDUC 214 (C or better).

Credit Hours: 3

This course emphasizes the structure, content, and process of teaching social studies in Prekindergarten through 4th grade classrooms. Teacher candidates develop short-term and long-term instructional plans that integrate content areas, address the needs of diverse learners, engage students in the processes of critical thinking, and facilitate effective use of current and emerging digital tools to locate and analyze, evaluate, and use information sources to support research and learning. Early Childhood majors must take CI 318A,B prior to taking this course. Prerequisite: CI 431.

Credit Hours: 3

This course emphasizes the structure, content, and process of teaching social studies/social sciences in the elementary/middle level school setting, especially grades 4-8. Specific attention is given to the fundamentals of developing social studies/social sciences content knowledge, literacy skills and objectives, planning interdisciplinary units of instruction (IDU), integrating various instructional strategies and methods to meet the diverse learning needs in the elementary/middle level setting, developing a general teaching model, organizing the curriculum, assessing learning processes, and facilitating effective use of current and emerging digital tools to locate and analyze, evaluate, and use information sources to support research and learning, as well as designing multi-tiered interventions. Prerequisite: CI 361.

Credit Hours: 3

(Same as MATH 388) This course is designed for early childhood and elementary school teachers, focusing on Preschool through 4th grade mathematics content and methods. Math content covers the developmental progression of concepts and skills in counting and cardinality, numbers and operations in base-ten system, algebraic thinking, fractional reasoning, measurement and data, and geometry. Methods of math teaching are integrated with the delivery of math content. The course showcases standards-based mathematical practices including problem solving, mathematical modeling, communication and justification, use of tools and technology, assessment and intervention, diverse learner support, building supportive math environments, lesson planning, and making interdisciplinary connections. Prerequisite: CI/MATH 220.

Credit Hours: 3

(Same as MATH 389) Designed for elementary and middle school teachers, focusing on 4th-8th grade math content and methods. Math content covers the developmental sequence of grade-appropriate mathematical concepts and skills in number systems, operations and algebraic thinking, ratios and proportional relationships, expressions and equations, functions and applications, measurement and data analysis, statistics and probability, and geometry. Methods of math teaching are integrated with delivery of math content. The course showcases standards-based mathematical practices including problem solving, mathematical modeling, communication and justification, use of tools and technology, informative assessment, meeting the needs of diverse learners, building supportive math environments, lesson planning, and making interdisciplinary connections. Co-requisites: EDUC 302 and EDUC 319. Prerequisites: CI 388, MATH 108, and MATH 282 with grades of C or better.

Credit Hours: 3

In-depth reading in various areas of education as related to the field of curriculum. Special approval needed from the instructor.

Credit Hours: 1-3

In-depth reading in various areas of education as related to the field of language arts. Special approval needed from the instructor.

Credit Hours: 1-3

In-depth reading in various areas of education as related to the field of science. Special approval needed from the instructor.

Credit Hours: 1-3

In-depth reading in various areas of education as related to the field of mathematics. Special approval needed from the instructor.

Credit Hours: 1-3

In-depth reading in various areas of education as related to the field of reading. Special approval needed from the instructor.

Credit Hours: 1-3

In-depth reading in various areas of education as related to the field of social studies. Special approval needed from the instructor.

Credit Hours: 1-3

In-depth reading in various areas of education as related to the field of early childhood education. Special approval needed from the instructor.

Credit Hours: 1-3

In-depth reading in various areas of education as related to the field of elementary education. Special approval needed from the instructor.

Credit Hours: 1-3

In-depth reading in various areas of education as related to the field of middle school. Special approval needed from the instructor.

Credit Hours: 1-3

In-depth reading in various areas of education as related to the field of instruction. Special approval needed from the instructor.

Credit Hours: 1-3

In-depth reading in various areas of education as related to the field of environmental education. Special approval needed from the instructor.

Credit Hours: 1-3

In-depth reading in various areas of education as related to the field of children's literature. Special approval needed from the instructor.

Credit Hours: 1-3

In-depth reading in various areas of education as related to the field of family studies. Special approval needed from the instructor.

Credit Hours: 1-3

The selection, investigation, and writing of a research topic under the personal supervision of a member of the departmental staff. Maximum of 6 hours to be counted toward a bachelor's degree. Special approval needed from the instructor.

Credit Hours: 1-6

The selection, investigation, and writing of a research topic under the personal supervision of a member of the departmental staff. Maximum of 6 hours to be counted toward a bachelor's degree. Special approval needed from the instructor.

Credit Hours: 1-6

The selection, investigation, and writing of a research topic under the personal supervision of a member of the departmental staff. Maximum of 6 hours to be counted toward a bachelor's degree. Special approval needed from the instructor.

Credit Hours: 1-6

The selection, investigation, and writing of a research topic under the personal supervision of a member of the departmental staff. Maximum of 6 hours to be counted toward a bachelor's degree. Special approval needed from the instructor.

Credit Hours: 1-6

The selection, investigation, and writing of a research topic under the personal supervision of a member of the departmental staff. Maximum of 6 hours to be counted toward a bachelor's degree. Special approval needed from the instructor.

Credit Hours: 1-6

The selection, investigation, and writing of a research topic under the personal supervision of a member of the departmental staff. Maximum of 6 hours to be counted toward a bachelor's degree. Special approval needed from the instructor.

Credit Hours: 1-6

The selection, investigation, and writing of a research topic under the personal supervision of a member of the departmental staff. Maximum of 6 hours to be counted toward a bachelor's degree. Special approval needed from the instructor.

Credit Hours: 1-6

The selection, investigation, and writing of a research topic under the personal supervision of a member of the departmental staff. Maximum of 6 hours to be counted toward a bachelor's degree. Special approval needed from the instructor.

Credit Hours: 1-6

The selection, investigation, and writing of a research topic under the personal supervision of a member of the departmental staff. Maximum of 6 hours to be counted toward a bachelor's degree. Special approval needed from the instructor.

Credit Hours: 1-6

The selection, investigation, and writing of a research topic under the personal supervision of a member of the departmental staff. Maximum of 6 hours to be counted toward a bachelor's degree. Special approval needed from the instructor.

Credit Hours: 1-6

The selection, investigation, and writing of a research topic under the personal supervision of a member of the departmental staff. Maximum of 6 hours to be counted toward a bachelor's degree. Special approval needed from the instructor.

Credit Hours: 1-6

The selection, investigation, and writing of a research topic under the personal supervision of a member of the departmental staff. Maximum of 6 hours to be counted toward a bachelor's degree. Special approval needed from the instructor.

Credit Hours: 1-6

This course focuses on the development of professional skills in work with young children and families and the exploration of career opportunities within Child and Family Services. Students will participate in practical experiences in social service agencies and early childhood programs, completing two 7-week half-day practicum experiences in different community settings. Restricted to the major.

Credit Hours: 3

This course focuses on the design and development of simulated environments (such as digital games and virtual worlds) and how they may be used for the delivery of online learning and instruction. The production process will focus on the use of suitable technologies and game development toolkits to create immediately usable prototypes for learning showcases.

Credit Hours: 3

Examines the many facets of child abuse and neglect. Emphasis is on the impact of abuse and neglect on children's brain development and behavior as well as the definitions and statistics of child abuse and neglect. Current research in the field will be explored, as well as the roles and responsibilities of various professionals who work with children and their families.

Credit Hours: 3

Current theories and knowledge concerning growth and development of infants with related laboratory field observations. Prerequisite: CI 237 or PSYC 301 or equivalent.

Credit Hours: 3

This course is designed to be an overview of theoretical and research-based understandings of infant development. Principles of development as well as dynamics of human behavior and relations will be explored. A topical approach is taken to allow the understanding of how broad concepts of development apply to infant development. Application of developmental knowledge involved for working with infants and toddlers. Students are required to have concurrent enrollment in CI 405B. Prerequisites: C or better in EDUC 214, CI 217, CI 318A and CI 318B.

Credit Hours: 3

This practicum will prepare students to conceptualize and implement optimal learning environments for infants and toddlers. Participation is one half day per week (fall and spring) or two half days per week (summer). Students are required to have concurrent enrollment in CI 405A. Prerequisites: C or better in EDUC 214, CI 217, CI 318A, and CI 318B.

Credit Hours: 1

Diagnostic instruments and teaching techniques with an emphasis on understanding and teaching students underachieving. Prerequisite: CI 423 or consent of instructor.

Credit Hours: 3

Diagnostic instruments and teaching techniques with an emphasis on understanding and teaching students underachieving. Prerequisite: CI 322 or consent of instructor.

Credit Hours: 3

Diagnostic instruments and teaching techniques with an emphasis on understanding and teaching students who are underachieving. Prerequisite: CI 432 and CI 433 with grades of C or better or consent of instructor.

Credit Hours: 3

This course will examine developmental ecology of early intervention and the dynamic processes by which children and their environments interact. A comprehensive overview of the knowledge base and critical assessment and implementation strategies of early childhood intervention along with intervention models and appropriate practice will be covered. Prerequisites: CI 237, SPED 405 or consent of instructor.

Credit Hours: 3

A graduate-level course designed to explore curriculum development for the visual and performing arts (e.g., drama, painting, drawing) and assessment strategies for the elementary and middle school level.

Credit Hours: 1-3

Techniques of encouraging creative writings in the schools.

Credit Hours: 2

This course will acquaint students with theoretical concepts and professional resources relating to post-university research. This class will utilize professional and free resources that students will have access to after they graduate. Students will leave this class prepared to conduct research for professional or personal advancement as well as lifelong learning. Critical analysis of materials and resources will be strongly emphasized in the course.

Credit Hours: 1

Examines recent findings, current practices, and materials used in early childhood education. Prerequisite: specialized methods course for the field of study selected by the student.

Credit Hours: 3

Examines recent findings, current practices, and materials used in early childhood education. Prerequisite: specialized methods course for the field of study selected by the student.

Credit Hours: 3

Examines recent findings, current practices, and materials used in early childhood education. Prerequisite: specialized methods course for the field of study selected by the student.

Credit Hours: 3

Examines recent findings, current practices, and materials used in early childhood education. Prerequisite: specialized methods course for the field of study selected by the student.

Credit Hours: 3

Examines recent findings, current practices, and materials used in early childhood education. Prerequisite: specialized methods course for the field of study selected by the student.

Credit Hours: 3

(Same as CDS 303) The typical language development and communication skills of the young child will be the focus of this course; attention will be given to an integrated, holistic philosophy toward development and learning in young children ages 0-8. Specifically focusing upon social and environmental influences on the development of language and literacy, students will observe, listen, record, and analyze samples of young children's communication. Prerequisite: EDUC 214, PSYC 301 with grades of C or better or graduate standing.

Credit Hours: 3

Examines current approaches to middle school mathematics and the use of meaningful instructional materials, quantitative literacy, and technologies for problem solving. Students will share experiences and design activities for classroom use. Prerequisite: CI 322 and an overall GPA of at least 2.75, or consent of instructor.

Credit Hours: 3

This course introduces students to the planning, organizing and daily management of programs serving young children and their families. Topics will include funding/budgeting, staffing, programming, and evaluation. Prerequisite: CI 318.

Credit Hours: 3

This course explores the philosophical, social, and psychological foundations of teaching. Students will critically examine the forces that have influenced education at various historical periods. Students will become familiar with the perspective of critical pedagogy in understanding educational decision-making. Students will explore educational contexts that promote optimal learning and development for all students while considering the complexity and multiplicity of cultural variables and identities (e.g., ethnic, linguistic, racial, gender, physical abilities, socioeconomic, etc.). Students will explore, critically analyze, and express a personal philosophy of education. Prerequisite: EDUC 319 with a C or better.

Credit Hours: 1-3

This course is designed to provide students with the knowledge and skills needed to work successfully with families and caregivers in individual and community settings. The focus will be on strengthening relationships within and between home, school and community settings. Family engagement in early childhood programs and elementary schools will be stressed. Co-requisite: EDUC 319.

Credit Hours: 3

This course offers an in-depth look at family literacy programs, policies, and practices. The course adopts a sociocultural underpinning to explore how family literacy can contribute to the literacy growth of families and re-center parents as their children's first teachers. Topics include family diversity and funds of knowledge, the basic components of family literacy programs, opportunities for literacy learning, professional development and program improvement, and advocacy. Participants will gain an understanding of family literacy in historical, educational, social, and political contexts.

Credit Hours: 3

Examination of the reading process with emphasis on the factors and conditions that affect reading. Emphasis also on the formulation of a philosophy of reading and its implications in relation to methods, materials, organizational procedures, and evaluation techniques. Enrollment restricted to consent of department.

Credit Hours: 3

This course covers the oral and written communication processes with emphasis on the English language arts in the elementary school. Focus on the fundamentals of academic and social language of all users of English. Effective planning, delivery, and assessment of literacy lessons align with the Illinois Common Core learning standards for writing, speaking and listening, and reading and that accommodate all learners in the elementary classroom, including English Language Learners (ELL) and students with Individualized Education Programs (IEP). Prerequisite: Communication Studies 101 or equivalent, C or better in CI 321 and CI 435, or consent of instructor. Note: Elementary Education majors must take CI 422 concurrently with this class.

Credit Hours: 3

Content and methods of elementary school science, grades P-4. Emphasis on materials and strategies for effective science education. One or more field trips. Prerequisites: SCI 210A, and SCI 210B. Restricted to students already admitted to the Teacher Education Program.

Credit Hours: 3

Specifically designed to develop those cognitive processes and concepts needed by elementary and middle level teachers in the teaching of modern science programs. Prerequisite: CI 426, SCI 210A, and SCI 210B.

Credit Hours: 3

The major focus will be the application of inquiry skills as used in all areas of science instruction at the junior and senior high school levels; students will be expected to demonstrate mastery of basic and integrated science process skills through conducting and reporting results of science investigations.

Credit Hours: 3

Emphasis on creating optimum learning environments, planning for instruction, models of teaching, integrated learning and appropriate instructional methods in science and social sciences, grades 1-3. Concurrent enrollment in CI 430 required. Prerequisites: CI 318A,B, CI 324, or consent of instructor.

Credit Hours: 3

Emphasis on creating optimum learning environments, integrated learning and appropriate instructional methods in the content area of mathematics, grades 1-3. Concurrent enrollment in CI 429 required. Prerequisite: CI 318A,B, CI 324, with grades of C or better, or consent of instructor.

Credit Hours: 3

This course provides teacher candidates with the theoretical knowledge necessary to critically examine various models of literacy instruction. It introduces the reading process, including the relationship between reading, writing, listening, and speaking; the importance of differentiating instruction for all learners; and how to select appropriate literature for use in early childhood, elementary, and middle level classrooms. Co-requisites: EDUC 301 and EDUC 313. Restricted to students already admitted to the Teacher Education Program.

Credit Hours: 3

This course explores the variables that affect literacy development at the P-4 level. Teacher candidates will learn to employ all four strands of the English/language arts (reading, writing, speaking, and listening) to teach literacy concepts and strategies across the curriculum to accommodate all learners in culturally responsive classrooms. Emphasis will be placed on an understanding of the reading and writing process; the content of literacy instruction; and scientifically based literacy research, methods, and materials used in balanced reading instruction and assessment. Prerequisite: CI 431. Co-requisite: EDUC 302 and EDUC 319.

Credit Hours: 3

This course explores the variables that affect literacy development at the middle level (4th-8th grade). Emphasis will be placed on an understanding of the reading and writing process; the content of literacy instruction; and scientifically based literacy research, methods, and materials used in balanced literacy instruction and assessment. There is a focus on language and literacy demands within the content areas, needs of culturally and linguistically diverse adolescent learners, and the identification of adolescents who have literacy challenges. Prerequisite: CI 432. Co-requisite: EDUC 303 and EDUC 308.

Credit Hours: 3

This course surveys the principles and practices of literacy assessment. Teacher candidates examine diagnostic approaches and instructional strategies that teachers employ when working with individuals who struggle with learning to read and write. There is an emphasis on the causes of reading and writing difficulties and the contribution of factors such as cultural differences, linguistic variation, student motivation, various disabilities, and instructional approaches. It focuses on diagnostic techniques and the use of dynamic assessment to inform the design, monitoring, and evaluation of literacy instruction. Prerequisite: CI 432. Co-requisites: EDUC 303 and EDUC 308.

Credit Hours: 3

Students will engage with studies of various types of literature and informational texts as well as text exemplars from the common core initiative; analysis of literary qualities; selection of literature for various developmental needs of children in preschool, elementary school, and middle level settings; and research-based presentations of books and other media for use in various school settings. Prerequisite: C or better in English 101 and 102, and overall GPA of 2.75; or consent of instructor. Restriction: Admittance to the Teacher Education Program. Lab fee: $10.

Credit Hours: 3

Identification, selection and evaluation of books and audiovisual materials dealing with various cultural groups such as African Americans, Asian Americans, Native Americans, Hispanic Americans and European Americans.

Credit Hours: 3

This course introduces quality literature and informational texts for young adults (grades 6-12). Students will engage with genres and authors of young adult literature, text exemplars from the common core initiative, cross-curricular rationales and differentiated instructional methodologies for integrating young adult literature with content and other text.

Credit Hours: 3

Focuses on the development of middle and junior high school curriculum and the identification of instructional activities for early adolescents. Emphasis is placed on development of literacy strategies, developmentally appropriate teaching strategies, interdisciplinary unit planning, teaming, and technologies and materials appropriate for teaching early adolescents, ages 10-14. Prerequisite: EDUC 313 or consent of instructor.

Credit Hours: 3

Deals with strategies for meeting the social and emotional needs of gifted children in the classroom. In particular, this course focuses on low-incidence gifted students, including underachievers, minorities and females. The course will not only cover particular curriculum and instruction strategies designed for this population and will emphasis strategies for teachers to be more facilitative in assisting these students to accept and realize their potential. Prerequisite: CI 467 or consent of instructor.

Credit Hours: 3

This course will help teachers understand and gain requisite skills for participation in the National Board for Professional Teaching Standards (NBPTS) certification process. As part of learning to understand and document NBPTS standards, teachers will describe, analyze and reflect on drafts of written commentaries, videotapes of small and large group lessons, and student work.

Credit Hours: 3

Content focused on the most appropriate instructional strategies and materials to be utilized with the gifted. Time spent practicing teaching models, designing materials and developing teaching units. Emphasis placed on techniques for individualizing instruction for the gifted and talented students.

Credit Hours: 3

Acquaints students with issues of teaching young adolescents and the role of teachers in connecting schools with community resources. Information from current area specialists and exemplary practitioners extend appropriate teaching strategies and supplement background knowledge on special topics related to social, emotional and physical development related to the curriculum. Prerequisite: CI 462, EDUC 313, or consent of instructor. Lab fee: $10.

Credit Hours: 3

Supervised work experiences in settings for children and families and/or public agencies. Prerequisites: CI 217, 227, 318A, 318B, 327, 337, 395, 405A, and 405B with grades of C or better. Special approval needed from the instructor.

Credit Hours: 6

Orientation and study before travel, readings, reports, and planned travel. Includes visits to cultural and educational institutions. Maximum credit hours in any term are 4.

Credit Hours: 2-4

Critical evaluation of innovative programs and practices. Acquaints teachers within a single school system or in a closely associated cluster of school systems with the philosophical and psychological considerations and methods of implementation of new programs and practices. Maximum of six hours toward a master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Critical evaluation of innovative programs and practices. Acquaints teachers within a single school system or in a closely associated cluster of school systems with the philosophical and psychological considerations and methods of implementation of new programs and practices. Maximum of six hours toward a master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Critical evaluation of innovative programs and practices. Acquaints teachers within a single school system or in a closely associated cluster of school systems with the philosophical and psychological considerations and methods of implementation of new programs and practices. Maximum of six hours toward a master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Critical evaluation of innovative programs and practices. Acquaints teachers within a single school system or in a closely associated cluster of school systems with the philosophical and psychological considerations and methods of implementation of new programs and practices. Maximum of six hours toward a master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Critical evaluation of innovative programs and practices. Acquaints teachers within a single school system or in a closely associated cluster of school systems with the philosophical and psychological considerations and methods of implementation of new programs and practices. Maximum of six hours toward a master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Critical evaluation of innovative programs and practices. Acquaints teachers within a single school system or in a closely associated cluster of school systems with the philosophical and psychological considerations and methods of implementation of new programs and practices. Maximum of six hours toward a master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Critical evaluation of innovative programs and practices. Acquaints teachers within a single school system or in a closely associated cluster of school systems with the philosophical and psychological considerations and methods of implementation of new programs and practices. Maximum of six hours toward a master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Critical evaluation of innovative programs and practices. Acquaints teachers within a single school system or in a closely associated cluster of school systems with the philosophical and psychological considerations and methods of implementation of new programs and practices. Maximum of six hours toward a master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Critical evaluation of innovative programs and practices. Acquaints teachers within a single school system or in a closely associated cluster of school systems with the philosophical and psychological considerations and methods of implementation of new programs and practices. Maximum of six hours toward a master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Critical evaluation of innovative programs and practices. Acquaints teachers within a single school system or in a closely associated cluster of school systems with the philosophical and psychological considerations and methods of implementation of new programs and practices. Maximum of six hours toward a master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Critical evaluation of innovative programs and practices. Acquaints teachers within a single school system or in a closely associated cluster of school systems with the philosophical and psychological considerations and methods of implementation of new programs and practices. Maximum of six hours toward a master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Critical evaluation of innovative programs and practices. Acquaints teachers within a single school system or in a closely associated cluster of school systems with the philosophical and psychological considerations and methods of implementation of new programs and practices. Maximum of six hours toward a master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Critical evaluation of innovative programs and practices. Acquaints teachers within a single school system or in a closely associated cluster of school systems with the philosophical and psychological considerations and methods of implementation of new programs and practices. Maximum of six hours toward a master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Critical evaluation of innovative programs and practices. Acquaints teachers within a single school system or in a closely associated cluster of school systems with the philosophical and psychological considerations and methods of implementation of new programs and practices. Maximum of six hours toward a master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Critical evaluation of innovative programs and practices. Acquaints teachers within a single school system or in a closely associated cluster of school systems with the philosophical and psychological considerations and methods of implementation of new programs and practices. Maximum of six hours toward a master's degree. Special approval needed from the instructor.

Credit Hours: 1-3

Critical evaluation of innovative programs and practices. Acquaints teachers within a single school system or in a closely associated cluster of school systems with the philosophical and psychological considerations and methods of implementation of new programs and practices. Maximum of six hours toward a master's degree. Special approval needed from the instructor.

Credit Hours: 1-3