This course develops content and methods for interdisciplinary instruction and art integration in the elementary and middle school classroom. Critical thinking, problem solving, and experiential approaches are developed through reading, discussion, active participation, planning, and teaching.

Principles, goals, methods and strategies for teaching mathematics in elementary and middle school. Topics include: integrating math with literacy, differentiation, knowledge and implementation of curriculum, lesson planning, and assessment.

Objectives, content, study, and experience in methods, use of media, including computer applications for science teachers in the elementary and middle school; science laboratory experiences.

Methods and materials for assessing, planning, implementing and evaluating social studies instruction based on model academic standards. Focused on development of curricula that promote equity, diversity, and social justice.

This course explores technology-enhanced instruction and the practical use of technology to analyze student data, inform instruction, and reflect on teaching and learning. Various forms of data collection, organization, and presentation will be covered. Aspiring educators will be equipped with the knowledge and ability to integrate technology into instruction, to use formative and summative assessment data sets for individual and groups of students, grade-level teams, professional learning communities, and to improve classroom teaching. Prerequisites: 550, 555.

Overview of fundamental concepts of physical, life, and environmental science topics that will be built upon science methods courses. This course will include a hands-on lab component.

This course provides independent reading and/or research, at the post-baccalaureate or master degree level, under the direction of a faculty member. Refer to the academic policy section for independent study policy. May be repeated for credit.

A course, on a special topic in the discipline at the post-baccalaureate or master degree level, offered on the basis of need, interest, or time lines. May be repeated for credit. See registrar's office current class schedules Web page for specific semester description.

The superintendent practicum is designed to give students a realistic experience as an aspiring superintendent. Students must choose a minimum of three activities under each of the seven Wisconsin Administrative Standards to perform under the supervision of the student's mentor. Students will be required to complete 150 hours of activities in the practicum. Activities will be aligned with the WAS standards: teaching standards, vision of learning, culture of learning, management, collaboration, ethical behavior and the politics of schooling.

This course involves field-based projects addressing each of the state administrator standards and guidelines for a School Business Administrator. The activities will be determined by the student and assigned local mentor with input from the university practicum advisor. Evidence will be provided in the student portfolio, along with their reflections. To start the course the student will provide a prospectus (plan) of the kinds of activities and the approximate number of hours spent on each activity, aligned to the standards.