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.

This course examines the effective strategies of supervision and staff development that relate to reading programs in schools. It is required for the 317 Reading License.

This course examines specific methods for identifying learning styles and how to design activities and instructional approaches to accommodate each style. Designed for all grade level teachers.

This course provides a foundation for educational partnerships between regular and special educators. It offers new and innovative ways to jointly meet the needs of special students.

This course is an internship in which students will intern in a K-12 reading program, working with a certified reading specialist. Students will gain experience in a broad range of activities required of a literacy leader/reading specialist, to include staff development, supervision, coaching, and communication. Elementary and secondary reading experiences are required. Prerequisites: 582.

This course will review and further develop students skills in evaluation of research and increase their understandings of methodologies, techniques, data interpretation, and instructional applications of research.

This course will provide literacy leaders with the opportunity to increase their understanding of instructional approaches and materials related to K-12 literacy programs. The focus of this course will be on research-based, best practices in literacy curriculum and instruction. This course will emphasize strategies regarding how to be in a leadership role for teachers to support their knowledge and instruction in these best practices.

Students in this course are charged with examining the role of an educator as a moral steward. Students will be asked to think about the individual role that they assume in achieving and maintaining a more democratic and ethical society through education. Investigations into controversial ethical issues and dilemmas prepare educators to critically think through potential situations that may arise with students, parents, administrators, and peers. Students will look at the overview of the systemic nature of education and schooling, with emphasis on the role of the teacher.

Typically, this is the culminating course in the Master of Arts in Education program. It provides advanced study on a topic or emerging issue in American education. It is designed to interrogate contemporary issues and their influences on teaching and learning. Students will develop a broad understanding of the different societal and cultural facets that impact PK-12 education. A four-day residency on the Viterbo University, La Crosse, WI campus is required; commencement takes place on the final day of residency.

This course will focus on the diverse literacy needs of children within the regular education classroom. State and federal legislation concerning inclusion of children with disabilities and the concept of "least restrictive environment" will be studied. An exploration of personal and societal biases will allow teachers increased self-awareness in teaching a divergent population. Appropriate best practices for enhancing literacy in all children will be presented.