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Curriculum and Instruction
www.edu.iastate.edu/ci/

Thomas Andre, Chair of the Department
University Professors: Williams
Professors: Abelson, Andre, Carter, Davis, Duffelmeyer, Greenbowe, Hand, Martin, McCormick, Messenger, W. Miller, Owen, Phye, Tanner, Thompson, Willis
Distinguished Professors (Emeritus): Moyer, Rasmussen
University Professors (Emeritus): Brown
Professors (Emeritus): Barnhart, Bath, Baum, Breiter, Burkhalter, Charles, Coulson, Daly, Dilts, Downs, Henney, Hoerner, Hunter, Keller, Rudolph, Schloerke, Schneider, Smith, Thomas, Volker, Williams, Zbaracki
Associate Professors: V. Allen, Bloom, Blount, Caldwell, Carlson, Foegen, Fuhler, Gentzler, Hargrave, Hausafus, Kelly, Merkley, G. Miller, Munsen, Payne, Schilling, Sharp, Stuart, Torrie
Associate Professors (Adjunct): Rosenbusch
Associate Professors (Collaborators): Appelgate, Garloff
Associate Professors (Emeritus): Amos, Ebert, Irwin
Assistant Professors: L. Allen, Clough, Leigh,
C. Lubienski, S. Lubienski, Niederhauser, Olson
Assistant Professors (Adjunct): Andreotti, McShay, Rieck, Schmidt, Sommerville, Stubben
Assistant Professors (Emeritus): Chatfield
Instructors (Adjunct): Connor

Missions and Goals
The mission of the Department of Curriculum and Instruction is to serve the people of Iowa, the Nation, and the World through discovery, learning, and engagement efforts that enhance and develop human potential and equity through education and that promote understanding of learning, teaching, and education as disciplines.

In our discovery mission, we strive

•to conduct the highest quality research and scholarship that significantly contribute to educational theory and practice and
•to be known locally, nationally, and internationally as a department of distinction.
In our learning mission, we strive to be a recognized high quality teacher preparation department that
•prepares highly effective teachers and educational leaders;
•prepares graduate students and post doctoral professionals who become leaders in their respective fields; and
•conducts significant ongoing research and evaluation on the process of effective teacher preparation.

In our engagement mission, we strive to develop partnerships within and beyond the university that
•enhance the quality and effectiveness of education in practice and
•serve our discovery and learning missions.

Undergraduate Study
The Department of Curriculum and Instruction provides the professional education coursework that leads to licensure of pre-service teachers. Students major in early childhood education - birth through third grade or elementary education - K-6 . Students who are interested in teaching at the secondary level (7-12) major in a specific discipline and complete the courses necessary for their teaching license. Early childhood education and elementary education majors must complete a professional course sequence: C I 201, 204, 250, 332, and 406.
The department offers a minor in educational computing that may be earned by completing the following courses: C I 201; Com S 107 or Com S 207 or Cpr E/Mat E 370; C I 280A; 280B; 302; 403; and 405 or 407.

Early Childhood Education
For the undergraduate curriculum in early childhood education, leading to the degree bachelor of science, see College of Education Curriculum.

The curriculum in early childhood education is planned for students preparing to teach young children and work with their families. This program leads to careers in working with young children who are typically developing and those with special needs from birth through age eight. Graduates in this curriculum may teach in early childhood (preschool and primary) classrooms or home based programs, with emphasis on inclusive services; graduates may be employed by either public or private agencies including schools. The program is administered jointly by the Department of Curriculum and Instruction in the College of Education and the Department of Human Development and Family Studies in the College of Family and Consumer Sciences.

Students who enroll in early childhood education must make application to and be accepted into the teacher education program prior to enrolling in advanced elementary education courses. For admission and licensure requirements, see College of Education. Every student must meet the performance outcome standards for teacher licensure. Designated performance indicators (DPIs) for these standards will be assessed in each course. Students will receive both formative and summative evaluations of their progress toward meeting these outcomes throughout their program at ISU. A detailed explanation of the standards, DPIs, and assessment process may be found in the Teacher Education Handbook, which may be accessed at www.educ.iastate.edu/teached/homepage.htm or bought at the University Book Store. The same information is also available from the student’s academic advisor.

Graduates of the early childhood education program will be able to demonstrate through professional practice their understanding of academic disciplines, teaching and learning, the nature of students from Kindergarten through third grade, and how to adapt instruction for diversity. More specifically, graduates will be able to demonstrate their understanding of concepts and structures of disciplines, tools of inquiry, how students learn and develop, and the effects of individual differences on learning. Graduates will be able to demonstrate a broad range of instructional strategies, including knowledge of technology applicable to instruction. In their teaching, graduates will demonstrate the ability to stimulate active inquiry with collaboration and supportive interaction among their students. In appropriate settings graduates will demonstrate their ability to develop professional relationships with colleagues, parents and families, and agencies that support students and their learning.

Elementary Education
For the undergraduate curriculum in elementary education, leading to the degree bachelor of science, see College of Education Curriculum.

The curriculum in elementary education is planned for students preparing to teach at the elementary school level. This program leads to careers in working with school-aged children, Kindergarten through sixth grade. Graduates in this curriculum may teach in elementary classrooms in either public or private school districts.

Endorsements in English/language arts, basic science, social studies, mathematics and multicategorical resource teaching are available for elementary education students. An endorsement for teaching foreign language in elementary schools is available through the Department of Foreign Languages and Literatures.

Students who enroll in elementary education must make application to and be accepted into the teacher education program prior to enrolling in advanced elementary education courses. For admission and licensure requirements, see College of Education. Every student must meet the performance outcome standards for teacher licensure. Designated performance indicators (DPIs) for these standards will be assessed in each course. Students will receive both formative and summative evaluations of their progress toward meeting these outcomes throughout their program at ISU. A detailed explanation of the standards, DPIs, and assessment process may be found on the department’s website (www.educ.iastate.edu/ci/) and in the Teacher Education Handbook, which may be accessed at the same address or bought at the University Book Store. The same information is also available from the student’s academic advisor.

Graduates of the elementary education program will be able to demonstrate through professional practice their understanding of academic disciplines, teaching and learning, the nature of the student, and how to adapt instruction for diversity. More specifically, graduates will be able to demonstrate their understanding of concepts and structures of disciplines, tools of inquiry, how students learn and develop, and the effects of individual differences on learning. Graduates will be able to demonstrate a broad range of instructional strategies, including knowledge of technology applicable to instruction. In their teaching, graduates will demonstrate the ability to stimulate active inquiry with collaboration and supportive interaction among their students. In appropriate settings graduates will demonstrate their ability to develop professional relationships with colleagues, parents, and agencies that support students and their learning.

Secondary Education
For specific requirements for each area of specialization, see Teacher Education and curricula for the college in which the chosen degree major is sought.

Students seeking recommendations for a license to teach in the secondary schools must be admitted to the teacher education program and pursue a program that includes the following: C I 201, 204, 333, 406, 415, 426 (students seeking licensure in science do not take C I 426); special methods; and student teaching in the area of specialization.

All students who are recommended by Iowa State University for teacher licensure must meet the requirements of the teacher education program and be recommended by the College of Education. Each student must meet the performance outcome standards for teacher licensure. Designated performance indicators (DPIs) will be assessed in each major. Students will receive both formative and summative evaluations of their progress toward meeting these outcomes throughout their program at ISU. A detailed explanation of the standards, DPIs and assessment process may be found in the Teacher Education Handbook, which may be found at www.educ.iastate.edu/teached/homepage.htm or bought at the University Book Store. For more information, students should contact the academic advisors in their major. Each student will be enrolled in the department in which he or she plans to major, and must meet the graduation requirements of that department and the college in which it is located.

Graduate Study
The Departments of Curriculum and Instruction and Educational Leadership and Policy Studies offer work for the degrees master of science, master of education, and doctor of philosophy with a major in education and minor work to students taking major work in other departments. Within the education major in the Department of Curriculum and Instruction a student may earn an education degree with no area of specialization (master’s and doctorate) or specialize in elementary education (master’s only), historical, philosophical, and comparative studies in education (master’s only), special education (master’s only), or curriculum and instructional technology (master’s and doctorate). A professional certificate program in special education is available to graduate students who seek a teaching endorsement in special education, but do not wish to pursue a master’s degree. See Educational Leadership and Policy Studies for further discussion of the education major with specialization in adult and extension education; counselor education; educational administration; higher education; and research and evaluation.

Students may choose an area of specialization for study. Available areas include curriculum and instructional technology, elementary education, and special education. The specialization in curriculum and instructional technology is designed to prepare candidates as researchers and practitioners in the fields of curriculum and instructional technology. The specialization in elementary education is designed to prepare candidates for teaching and curricular leadership positions in elementary settings. The special education specialization is designed to prepare candidates as practitioners and researchers in the field of mild disabilities. Graduate endorsement programs in learning disabilities, behavioral disorders, multicategorical education, special education consultant, K-12 school media specialist, and reading are administered through the Department of Curriculum and Instruction. Students may also opt not to select an area of specialization.

Prerequisite to major graduate work in education is preparation substantially equivalent to the completion of one of the undergraduate curricula in education offered at Iowa State University, or graduate preparation in a discipline to be used as a teaching field in a community college or university, and adequate proof that the student ranks above average in scholastic ability and promise of professional competence.

The foreign language requirement, if any, for the Ph.D. degree will be determined by the student’s program of study committee. If no foreign language is required, the total program must consist of a minimum of 78 semester credits, at least 12 of which must be earned outside the education major, and at least 16 of which must be earned outside the area of specialization. Statistics and research methods may not be included in the 16 credits. Should foreign language be included, the program of study committee may adjust the minimum program requirement downward, but in no instance may the program of study be less than 72 semester credits. Students whose native language is not English may substitute competence in English. All applicants for the Ph.D. must submit Graduate Record Examination (GRE) scores.

Other graduate programs related to education (including General Graduate Studies) may be planned for students on the basis of previous education and experiences as well as future plans and needs. Students should refer to Agricultural Education and Studies, Family and Consumer Sciences Education, Health and Human Performance, Industrial Technology, Educational Leadership and Policy Studies, and General Graduate Studies or to graduate level course offerings within other departments.

Courses open for nonmajor graduate credit: C I 457, 486; Sp Ed 457.
Curriculum and Instruction (C I) Courses Primarily for Undergraduate Students
C I 115. First Year Orientation. Cr. R. F. Overview of elementary and early childhood education, curricular opportunities, transitions to college and community life, and university procedures. Required of all first-semester freshmen majoring in elementary or early childhood education and advised in the College of Education. Offered on a satisfactory-fail grading basis only.

C I 201. Introduction to Instructional Technology. (2-2) Cr. 3. Overview of instructional technology, with an emphasis on uses in education. Instructional applications of computers for problem-based learning including tool software, interactive multimedia, Web page development, and use of digital video and sound. Pedagogical considerations in the use of technology. Laboratory work with hardware and software that facilitate teaching and learning.

C I 204. Social Foundations of American Education. (3-0) Cr. 3. F.S.SS. Goals of schooling, including the roles of teachers today; historical development of schools; educational reforms and alternative forms; and current philosophical issues. Human relations aspects of teaching and discussions about teaching as a career.

C I 206. Learning of Science. (1-0) Cr. 1. S. Prereq: Concurrent enrollment in Mteor 206. Critical analysis of personal and K-12 student learning of science concepts. Use of computer simulations to ground student learning experiences; constructivist approach to learning science with emphasis on metacognition; design of science lesson plans.

C I 215. Sophomore Orientation. Cr. R. F.S. Review of elementary education requirements. Program planning. Required of all sophomores majoring in elementary education. Offered on a satisfactory-fail grading basis only.

C I 245. Strategies in Teaching. (2-0) Cr. 2. F.S.SS. Prereq: 204; HD FS 220 or 221 or 226 (or concurrent enrollment in one of these courses); concurrent enrollment in C I 268; eligibility for admission to teacher education program. Introduction to elementary education teaching strategies, classroom management, and curriculum organization. Open to students in the elementary education curriculum or the early childhood education curriculum.

C I 250. Education of the Exceptional Learner in a Diverse Society. (Same as Sp Ed 250.) See Special Education.

C I 268. Strategies Practicum. (0-2) Cr. 1. F.S.SS. Prereq: 204. Clinical experience, to be taken concurrently with 245. Offered on a satisfactory-fail grading basis only.

C I 280. Pre-Student Teaching Experience. Cr. 0.5 to 2 each time taken, maximum of 8 credits. F.S.SS. 280A may be taken alone. May be taken more than once for credit toward graduation. For enrollment in 280B-I, 280A must be either a prerequisite or taken concurrently. Field experience in area educational settings. 2 1/2-hour blocks of time needed for field experience. Offered on a satisfactory-fail grading basis only.
A. Teacher Aide. Cr. 1 or 2
B. Educational Computing. Cr. 1 or 2 (2 credits by permission only)
C. Native American Tutoring. Cr. 1
D. Museum Education. Cr. 1
E. Multicultural Youth Experience. Cr. 1 or 2
F. International Student. Cr. 1 or 2 (Permission of instructor required)
I. Multicategorical. F. Cr. 1 (concurrent with Sp Ed 330)
J. Mathematics. Cr. 1
K. Science. Cr. 1
L. Early Field Experience. Cr. .5
M. Secondary Science. Cr. 2
N. Cohort Field Experience. Cr. 1 (permission of department required)

C I 281. The Special Needs Student Experience. (0-4) Cr. 2 each time taken, maximum of 6 credits. F.S.SS. Seminars and visits to public schools serving special students. One week practicum at the Iowa School for the Deaf, and the Iowa Braille and Sight Saving School. Offered on a satisfactory-fail grading basis only.

C I 282. The Urban Student Experience. (0-2) Cr. 1 or 2 each time taken, maximum of 4 credits. F.S.SS. Seminars and visits to urban schools and to organizations serving urban students. Offered on a satisfactory-fail grading basis only.

C I 290. Independent Study. Cr. 1 to 3. Prereq: 6 credits in education, permission of department head.

C I 302. Using Computers in the Classroom. (2-2) Cr. 3. F.S. Prereq: 201 or Com S 107. Integrating computer applications into the curriculum; designing classroom applications for tool software; selecting and evaluating software for the classroom; issues and trends in computer based instruction.

C I 315. Transfer Orientation. Cr. R. F.S. Overview of elementary education requirements, curricular opportunities, and university procedures. Program planning. Required of all transfer students majoring in elementary education. Offered on a satisfactory-fail grading basis only.

C I 332. Educational Psychology of Young Learners. (3-0) Cr. 3. F.S.SS. Prereq: C I 201, Psych 230 or HD FS 102, open only to majors in Early Childhood Education or Elementary Education. Psychological theory relevant to classroom learning, cognition, motivation, classroom management and assessment for children from birth to grade 6. Implications of theory for teaching children and for assessing learning in educational settings with young and grade school aged children.

C I 333. Educational Psychology. (Same as Psych 333). (3-0) Cr. 3. F.S.SS. Prereq: 201, Psych 230 or HD FS 102, application to the teacher education program or major in psychology. Classroom learning with emphasis on cognitive development, cognitive learning theory, and instructional techniques. Major emphasis on measurement theory and the classroom assessment of learning outcomes.

C I 347. Nature of Science. (Dual listed with 547.) (3-0) Cr. 3. Prereq: 280M. The intersection of issues in the history, philosophy and psychology of science and their application to and impact on science teaching and learning, science teacher education, and science education research.

C I 367. Teaching Literacy in the Primary Grades. (4-0) Cr. 4. Prereq: 245, 250, HD FS 221, 240; admission to teacher education; concurrent enrollment in 468F, Sp Ed 368, HD FS 343. Theories, teaching strategies, materials, and learning experiences for kindergarten through third grade students. Formal and informal assessment strategies and instructional methods for diverse learners.

C I 377. The Teaching of Reading and Language Arts in the Primary Grades (K-3). (4-0) Cr. 4. Prereq: 245, 250, HD FS 226, 240; admission to teacher education program; concurrent enrollment in 448, 468A, 468C. Theories, teaching strategies, and instructional materials pertinent to teaching reading, writing, listening, and speaking to children in kindergarten through third grade.

C I 378. The Teaching of Reading and Language Arts in the Intermediate Grades (4-6). (4-0) Cr. 4. Prereq: 377; concurrent enrollment in 449, 468B, 468D. Theories and processes of literacy. Application through reading and writing across the curriculum, integration of language arts, literature-based instruction, and metacognitive strategies.

C I 395. Teaching Reading in Middle and Secondary Schools. (Dual-listed with 595.) (3-0) Cr. 3. F.S. Prereq: 204. Analysis and application of strategies to enhance students’ literacy development in middle and secondary school settings.

C I 398. Middle School Curriculum Design and Instruction. (3-0) Cr. 3. Prereq: Admission to teacher education. Emphasis on the middle school components of interdisciplinary teaming, curriculum frameworks, instructional strategies, teacher-based guidance, and assessment.

C I 399. Middle School Student Growth and Development. (3-0) Cr. 3. Prereq: Psych 230. Study of the physical, emotional, intellectual, and social development of 10 to 15 year old middle school students, with emphasis on implications for schools and teachers. Includes strategies for classroom management and working with parents. Issues of risk, resiliency, substance abuse, suicide, and sexuality will also be examined.

C I 403. Advanced Design and Development of Interactive Multimedia. (2-2) Cr. 3. F.S. Prereq: 302. Application of principles of instructional design and learning theory to development of interactive multimedia. Selection, use, troubleshooting, and maintenance of hardware and software used in multimedia development. Analysis of research related to effective use of multimedia in education.

C I 405. Applications of the Internet in Education. (3-0) Cr. 3. Prereq: 201. Integrating communication and information technologies into educational settings. Designing and constructing Web-based instructional materials that support various educational theories and approaches. Effective Web-based design, advanced HTML, and search strategies with critical examination of interactive Web-based instructional projects in classrooms.

C I 406. Multicultural Gender Fair Education. (3-0) Cr. 3. F.S.SS. Prereq: 201, 333, junior classification, admission to teacher education program. Awareness and nature of cultural pluralism; need for multicultural gender fair education; multicultural concepts and theories; cultural groups- their perceptions, needs, and contributions; problems and issues regarding ethnocentrism, prejudice, and discrimination based on race, class, sex/gender, and language in the school environment; curriculum infusion and transformation, multicultural gender fair interaction, design and execution of teaching strategies.

C I 407. Principles and Practices of Flexible and Distance Education. (Dual-listed with 507.) (2-0) Cr. 2. F.SS. Prereq: 201; convenient access to the Web. This course will be offered in flexible and distance learning (FDL) modes, mainly utilizing telecommunications including the Internet. Review of FDL cases in a variety of contexts and pedagogic styles, research into relevant topics. Identification of underlying principles and frameworks for best practice in this field.

C I 415. Senior Seminar. Cr. R. F.S.SS. Prereq: Senior classification, admitted to teacher education program, concurrent enrollment in 426. Overview of requirements for teacher certification in Iowa and other states; functions of Education Student Services examined; interviewing procedures.

C I 416. Supervised Student Teaching. Cr. var. F.S. Prereq: GPA 2.5; full admission to teacher education; senior classification; 201, 378, 443, 448, 449; reservation required. Supervised teaching experience in the elementary grades.
A. Primary grades.
B. Intermediate grades.
C. Foreign Languages.
D. International Student Teaching - Primary grades.
E. International Student Teaching - Intermediate grades.

C I 417. Student Teaching. (Same as Engl 417, F Lng 417.) Cr. var., each time taken F.S. Prereq: Engl 494, or F Lng 496, or Math 497, or Music 466, or LAS 492 or 493A and 493B, or Sp Cm 495B; admission to teacher education; approval of coordinator during semester before student teaching. Evaluation of instruction, lesson planning, and teaching in the liberal arts and sciences.

C I 418. Secondary Science Methods I. (2-0) Cr. 2. Prereq: 280M, 347 or concurrent enrollment in 347, concurrent enrollment in 468J. Development of a research-based framework for teaching science that includes student goals, congruent student actions, the character and role of science inquiry, teaching behaviors and strategies, contemporary learning theories, and self evaluation.

C I 419. Secondary Science Methods II. (2-0) Cr. 2. Prereq: 280M, 247, 392; concurrent enrollment in 468K. Advancing a research-based framework for teaching science in a variety of school settings, emphasizing the teacher’s role, the development and revision of science curriculum, management strategies, technology and student assessment.

C I 426. Principles of Secondary Education. (Dual-listed with 526.) (3-0) Cr. 3. F.S.SS. Prereq: 201, senior classification, admitted to teacher education program, concurrent enrollment in 415. The curriculum, how to make accommodations for students with special needs, human relations, student evaluation, support services, classroom management, organization of schools, legal aspects of schools, professionalism, and career planning. A planned field experience is a professional growth activity included in the course. Students often enroll in 480 concurrently with this course.

C I 427. Project Opportunity Capstone. (1-0) Cr. 1. S. Issues in education as related to beginning teachers: assessment, classroom management, law, special education, effective teaching, reflectivity, technology. Offered on a satisfactory-fail grading basis only.

C I 433. Teaching Social Studies in the Primary Grades. (2-0) Cr. 2. F.S. Prereq: 367, HD FS 221; concurrent enrollment in 438, 439, Sp Ed 355, 455. Study, development, and application of current methods for providing appropriate social studies learning experiences for primary grade children. Instructional strategies, curriculum content, and formal and informal assessment strategies for diverse learners.

C I 438. Teaching Mathematics in the Primary Grades. (2-0) Cr. 2. F.S. Prereq: 367, HD FS 221; Math 195; concurrent enrollment in 433, 439, 468G, Sp Ed 355, 455. Study, development, and application of current methods for providing appropriate mathematics learning experiences for primary grade children. Formal and informal assessment strategies and instructional methods for diverse learners.

C I 439. Teaching Science in the Primary Grades. (2-0) Cr. 2. F.S. Prereq: 367, HD FS 221; concurrent enrollment in 433, 438, 468I, Sp Ed 455. Study, development, and application of current methods for providing appropriate science learning experiences and processes for primary grade children. Formal and informal assessment strategies and instructional methods for diverse learners.

C I 443. The Teaching of Social Studies. (3-0) Cr. 3. F.S.SS. Prereq: 377. Study, development, and application of current methods, curriculum materials, and assessment strategies for providing appropriate social studies learning experiences for primary and intermediate grade children.

C I 448. Teaching Children Mathematics. (3-0) Cr. 3. F.S. Prereq: Math 195, 196, concurrent enrollment in 377, 468A, 468C. Study, development, and application of current methods for providing appropriate mathematical learning experiences for primary and intermediate children. Includes critical examination of factors related to the teaching and learning of mathematics.

C I 449. The Teaching of Science. (3-0) Cr. 3. F.S. Prereq: 377, concurrent enrollment in 378, 468B, 468D, junior classification. Procedures for teaching science to children. Emphasis on developmental implications, teaching processes and methods, current programs, and assessment of learning in science.

C I 450. Ethnicity and Learning. (3-0) Cr. 3. F.S. Prereq: 245. Examination of cultural relevance in education. Development and application of strategies and techniques for implementing multicultural goals and multiethnic perspectives in the elementary school classroom setting.

C I 451. Ethnicity and Learning Practicum. (1-4) Cr. 3. Prereq: 450. Field experience in a multiethnic or ESL (English as a Second Language) classroom setting. Students must have one full day or two half days open each week in order to participate.

C I 456. Integrating Technology into the Reading and Language Arts Curriculum. (Dual-listed with 556.) (3-0) Cr. 3. S.SS. Prereq: 201, 377. Methods and strategies used to integrate technology into the reading and language arts curriculum. Use and evaluation of reading and language arts software for elementary classrooms.

C I 457. Teaching Exceptional Learners in the Regular Classroom. (Same as Sp Ed 457.) See Special Education. Nonmajor graduate credit.

C I 468. Supervised Practicum in Teaching. Cr. 1 or 2. F.S.SS. Prereq: 245, 250, 268, admission to teacher education program. Observation, application of current methods, and instructional experiences with children in a supervised elementary classroom while engaged in other elementary methods courses. Offered on a satisfactory-fail grading basis only.
A. Primary Grades, Reading & Language Arts. Cr. 1 B. Intermediate Grades, Reading & Language Arts. Cr. 1
C. Mathematics. Cr. 1
D. Science. Cr. 1
E. Foreign Language. Cr. 1
F. Primary Grades, Literacy, Inclusive. Cr. 1
G. Primary Grades, Mathematics, Inclusive. Cr. 1
I. Primary Grades, Science, Inclusive. Cr. 1
J. Secondary Science I. Cr. 2
K. Secondary Science II. Cr. 2.

C I 478. Diagnosis and Correction of Reading Problems. (3-0) Cr. 3. F. Prereq: 378. Diagnosis of students with reading difficulties using formal, informal, and on-going assessment. Instructional strategies for mildly, moderately, and severely disabled readers.

C I 480. Field Experience for Secondary Teaching Preparation. (Same as Engl 480, F Lng 480.) Cr. 0.5-2 each time taken, maximum of 2. Observation and participation in a variety of school settings after admission to the teacher preparation program. Permission of area coordinator required prior to enrollment. (S/F grading may be used in some offerings of some sections.)

C I 486. Methods in Elementary School Foreign Language Instruction. (Same as F Lng 486.) See Foreign Languages and Literatures. Nonmajor graduate credit.

C I 487. Methods in Secondary School Foreign Language Instruction. (Same as F Lng 487.) See Foreign Languages and Literatures.

C I 488. Supervised Tutoring in Reading. (Dual-listed with 588.) (2-2) Cr. 3. Prereq: 416 or LAS 417. Using formal and informal diagnostic procedures to plan and implement individualized reading instruction. Field experience.

C I 490. Independent Study. Cr. 1 to 3. Prereq: GPA of 2.5 or more for preceding semester.
A. Music Education. (Same as Music 490A.) See Music.
B. Vocational and Educational Guidance
C. Curriculum Construction
D. Principles of Education
E. Methods of Teaching
F. Educational Psychology
G. Instructional Technology
H. Honors
I. Foundations of Educational Statistics
J. Multicultural Education
K. Social Studies
L. Literacy Education
M. Mathematics Education
N. Foreign Language
O. Foundations of Education

C I 491. Educational Inquiry. (2-0) Cr. 2. F. Prereq: Participation in Project Opportunity. Introduction to research terminology, qualitative and quantitative methodology, data collection techniques, and research resources to more closely link research and practice for prospective teachers. Includes a field-based research component to synthesize coursework, field experiences, and related research.

C I 494. Practice and Theory of Teaching Literature in the Secondary Schools. (Same as Engl 494.) See English.

C I 495B. Teaching Speech. (Same as Sp Cm 495B.) See Speech Communication.

C I 497. Teaching Secondary School Mathematics. (Same as Math 497.) (3-0) Cr. 3. Prereq: 15 credits in college mathematics; admission to teacher education; 426 or 526 or concurrent enrollment in one of these courses. Theory and methods for teaching mathematics in grades 7-12. Includes critical examination of instructional strategies, curriculum materials, learning tools, and assessment methods.

Courses Primarily for Graduate Students, Open to Qualified Undergraduate Students
C I 501. Foundations of Instructional Technology. (3-0) Cr. 3. F.S.SS. Prereq: Graduate classification. Educational philosophies and theories of instructional technology. Application of research to the production and use of instructional technology for learning and teaching. Equipment operation.

C I 502. Design and Development of Media. Cr. 2 to 4. S. Prereq: 501; graduate classification. Principles of the design and production of instructional media. Visual development and creation of traditional media and emerging technologies. Laboratory experiences in the production of instructional media.

C I 503. Theories of Designing Effective Learning and Teaching Environments. (3-0) Cr. 3. F. Prereq: 501. Introduction to models and theories of instructional design. Examination of models based on behavioral, information processing, and cognitive science theories. Emphasis on design based constructivist theories and interpretivist epistemologies.

C I 504. Managing and Evaluating Instructional Technology Programs. (3-0) Cr. 3. F. Prereq: Graduate classification, 501. Principles and procedures for program review, assessment, and analysis of media/technology programs in education and corporate settings. Management theories and methods for planning, organizing, influencing, and operating the services in technology organizations. Includes facilities planning, promotion, and public relations. Principles of staff training, proposal development, and legal issues related to media/technology support services.

C I 505. Introduction to Using Technology in Learning and Teaching. (2-0) Cr. 2. F.SS. Prereq: Graduate classification. Teaching and learning using computers. Selection and evaluation of software and hardware for teaching and learning. Research on computers. Tool software. Telecommunications. Trends in computer-based instruction.

C I 506. Multicultural Gender Fair Education in Curriculum Development and Instruction. (3-0) Cr. 3. F.S.SS. Prereq: 6 graduate credits in education. Theories, legal bases, and principles of multicultural gender fair education. Pluralism and contributing cultures in the United States; presence and contributions of cultural group diversity with implications for educational programs, curriculum development, classroom instruction, materials utilization and development; problems and issues, strategies and techniques; inquiry and research on multicultural gender fair education issues.

C I 507. Principles and Practices of Flexible and Distance Learning. (Dual-listed with 407.) (2-0) Cr. 2. F.SS. Prereq: 505, convenient access to the Web. This course will be offered in flexible and distance learning (FDL) modes, mainly utilizing telecommunications including the Internet. Review of FDL cases in a variety of contexts and pedagogic styles, plus research into relevant topics. Identification of underlying principles and frameworks for best practice in this field.

C I 508. Algebra in the K-12 Classrooms. (3-0) Cr. 3. Prereq: 448, 497, or graduate status. Focus on Algebraic concept explorations and associated procedures. Use of research-based strategies and appropriate technologies to apply fundamental ideas of patterning, coordinate graphing, and relationships among variables into K-12 classrooms. Additional topics from number theory and mathematics history facilitate critical examination of K-12 curriculum, pedagogy, and assessment.

C I 509. Geometry in the K-12 Classrooms. (3-0) Cr. 3. Prereq: 448, 497, or graduate status. Euclidean and non-Euclidean geometry explorations with a focus on pedagogical issues in the K-12 classroom. Use of research-based strategies and appropriate technologies to teach geometry in K-12 classrooms. Additional topics from discrete mathematics, history and philosophy of geometry and fractal geometries.

C I 510. Advanced Integration of Technology in Education. (3-0) Cr. 3. S. Prereq: 505. Exploration of applications of technology in educational settings. Development of advanced computer applications in relationship to theories of learning and instruction.

C I 516. Antiracist Curriculum Development and Implementation. (2-2) Cr. 3. Prereq: 9 credits in education. Introduction to historical, sociological, philosophical and pedagogical foundations of antiracist/multicultural education. Examination of causes of racism, other forms of discrimination, and intergroup conflict from different theoretical perspectives and experiential exercises.

C I 522. Engineering in K-12 Classrooms. (1-0) Cr. 1. Prereq: 448, 497, or teaching license; concurrent enrollment in E M 322. Explorations of engineering concepts appropriate for K-12 classrooms. Use of research-based teaching strategies for K-12 classrooms.

C I 523. Corrective Mathematics. (3-0) Cr. 3. S.SS. Prereq: 448. Identification, analysis, and correction of mathematics problems within the elementary program with an emphasis on alternative teaching strategies and curriculum development.

C I 526. Principles of Secondary Education. (Dual-listed with 426.) (3-0) Cr. 3. Prereq: 6 credits in education. The curriculum, how to make accomadations for students with special needs, human relations, student evaluation, support services, classroom management, organization of schools, legal aspects of schools, professionalism and career planning. A planned field experience is a professional growth activity included in the course.

C I 533. Educational Psychology of Learning Cognition, and Motivation. (Same as Psych 533.) (3-0) Cr. 3. F.SS. Prereq: 333 or teacher licensure. Learning, cognition, and motivation in educational/training settings, instructional theory and models, individual differences and instructional process.

C I 535. Educational Psychology of Computer Applications. (3-0) Cr. 3. S. Prereq: 501, 533. Implications of cognitive and motivational processes for the design and development of computer applications in educational and training settings. Current research and theory across various topics, including adaptive instruction, problem solving, simulations, virtual environments, exploratory software, artificially intelligent instructional computing, computers as cognitive tools, and other contemporary topics.

C I 541. Conceptual Change, Constructivism and Science Teaching. (3-0) Cr. 3. Prereq: Bachelor’s degree. Current learning theories within science education and their application to science classrooms. Examination of models which assist the implementation of these theories of learning. National science standards.

C I 542. The Secondary School Curriculum. (2-0) Cr. 2. F.SS. Prereq: Teacher license. Curricular and co-curricular programs of secondary schools; recent trends in goals, content organization, and organization for instruction; local community resources as curriculum content.

C I 543. Teaching Science to Elementary School Students. (3-0) Cr. 3. Prereq: Teaching license. Critical examination of the discipline of science within the elementary school curriculum. Emphasis on content, assessment, and revision of science programs using current curriculum procedures.

C I 544. Science Literacy. (3-0) Cr. 3. Prereq: Bachelor’s degree. In-depth study of science literacy. Opportunities to experience and develop broadened understandings of science literacy. Focal areas include the nature of science, epistemology and reasoning as part of science literacy within science classrooms. Pedagogical strategies to improve science literacy within classroom settings.

C I 545. The Elementary School Curriculum. (2-0) Cr. 2. F.SS. Prereq: Teacher license. Curricular and co-curricular programs of elementary schools; recent trends in goals, content organization, and organization for instruction; local community resources as curriculum content.

C I 546. Advanced Pedagogy in Science Education. (3-0) Cr. 3. Prereq: Bachelor’s degree. Critical examination of pedagogy, emphasizing teacher behaviors and strategies, methods of self-assessment, action research, and current issues and trends in science education.

C I 547. Nature of Science. (Dual listed with 347.) (3-0) Cr. 3. Prereq: Bachelor’s degree. The intersection of issues in the history, philosophy, sociology, and psychology of science and their application to and impact on science teaching and learning, science teacher education, and science education research.

C I 551. Foundations of Reading and Language Arts. (3-0) Cr. 3. S.SS. Prereq: Teaching license. Analyzing, discussing, and researching the theory and practice of current literacy issues.

C I 552. Corrective Reading. (3-0) Cr. 3. F.SS. Prereq: One course in reading. Identification, analysis, and correction of reading problems within the elementary program in five areas: print knowledge, integration of print knowledge, oral reading fluency, vocabulary, and comprehension.

C I 553. Reading for Adolescents with Mild Disabilities. (Same as Sp Ed 553.) See Special Education.

C I 554. Reading and Responding to Children’s Literature. (3-0) Cr. 3. Prereq: Teaching license. Research and discussion of issues surrounding the use of current children’s literature in the classroom, including censorship, diversity, and literature selection.

C I 556. Integrating Technology into the Reading and Language Arts Curriculum. (Dual-listed with 456.) (3-0) Cr. 3. S.SS. Prereq: Teaching license. Methods and strategies used to integrate technology into the reading and language arts curriculum. Use and evaluation of reading and language arts software for elementary classrooms.

C I 567. Principles of Corrective Mathematics for Secondary Teachers. (Same as Sp Ed 567.) (3-0) Cr. 3. Alt. F., offered odd numbered years. Prereq: Secondary teaching experience. Methodology for identification, analysis, and correction of secondary students’ misconceptions of mathematics. Particular emphasis on meeting interdisciplinary concerns, use of technology, uses and modifications of resource materials, and current trends.

C I 588. Supervised Tutoring in Reading. (Dual-listed with 488.) (2-2) Cr. 3. Prereq: 552. Using formal and informal diagnostic procedures to plan and implement individualized reading instruction. Field experience.

C I 590. Special Topics. Cr. 1 to 3. Prereq: 9 graduate credits in education.
A. Curriculum
B. Instructional Technology
C. Science Education
D. Secondary Education
E. Environmental Education
F. Multicultural Education
G. Mathematics Education
H. Gifted and Talented
I. Elementary Education
J. Foreign Language
K. Educational Psychology
L. Social Studies
M. Literacy Education

C I 591. Supervised Field Experience. (0-2 to 12) Cr. 1 to 6. F.S.SS. Prereq: 15 graduate credits in special area. Supervised on-the-job field experience in special area.
B. Foreign Language
C. Elementary Education
D. Secondary Education
F. Multicultural Education
G. Media Center - Elementary
H. Media Center - Secondary

C I 593. Workshops. Cr. 1 to 3. Prereq: 9 graduate credits in education.
A. Curriculum
B. Instructional Technology
C. Science Education
D. Secondary Education
E. Environmental Education
F. Multicultural Education
G. Mathematics Education
H. Gifted
I. Elementary Education
J. Foreign Language
K. Educational Psychology
L. Social Studies

C I 594. Contemporary Curriculum Theory and Principles. (3-0) Cr. 3. Prereq: Graduate standing. Theoretical and historical perspectives of contemporary curriculum; social, cultural, and epistemological aspects of curriculum theory; political, racial, feminist, reconceptualist and postmodernist critiques of curriculum and schooling in the U.S.

C I 595. Teaching Reading in Middle and Secondary Schools. (Dual-listed with 395.) (3-0) Cr. 3. F.S. Prereq: Bachelor’s degree in English, acceptance to Master of Arts program in English. Analysis and application of strategies to enhance students literacy development in middle and secondary school settings. Research project related to an instructor-approved course topic.

C I 596. Curriculum Problems and Inquiry. (3-0) Cr. 3. Prereq: 594. Analysis of contemporary problems of schooling and curriculum; use of qualitative inquiry to study diverse school sites and social problems influencing public education.

C I 599. Creative Component. Cr. 1 to 3. Prereq: 9 graduate credits in education.
A. Curriculum
B. Instructional Technology
C. Science Education
D. Secondary Education
E. Environmental Education
F. Multicultural Education
G. Mathematics Education
I. Elementary Education
J. Foreign Language
K. Educational Psychology
L. Social Studies
M. Literacy Education

Courses for Graduate Students
C I 603. Advanced Instructional Systems Design. (3-0) Cr. 3. S. Prereq: 503. Exploration of aspects of the instructional design process, including reflective practice, recursion and iteration, participatory design, and both qualitative and quantitative formative evaluation.

C I 610. Technology in Teacher Education. (2-0) Cr. 2 or 3. F. Prereq: 505. Research on using technology in teacher education programs. Application examples studied. Field component involving relating material from class to a teacher education situation.

C I 611. Philosophical Foundations of Instructional Technology. (3-0) Cr. 3. Prereq: 12 graduate credits in curriculum and instruction. Exploration of philosophies of science that serve as foundations for research and practice in instructional technology, including positivism, post-positivism, interpretivism/constructivism, and critical theory. The roles of language, nature of truth and reality, and acceptable ways of knowing are explored in terms of their implications for instructional technology design, delivery, research, and scholarship.

C I 612. Socio-psychological Foundations of Educational Technology. (3-0) Cr. 3. Prereq: 12 graduate credits in curriculum and instruction. Exploration of theories of learning and associated instructional models that are the foundation for research and practice in education and educational technology, including behaviorism, information processing theory, and cognitive science. Emphasis on cognitive and social constructivist paradigms and the creation and use of constructivist learning environments supported by technology.

C I 615. Seminar. (0-2) Cr. 1. F.S.SS. Selected topics in curriculum and instruction; an analysis of research potential; evaluation of impact upon the profession; implications for additional research.
A. Curriculum
B. Instructional Technology
C. Science Education
D. Secondary Education
E. Environmental Education
F. Multicultural Education
G. Mathematics Education
H. Gifted and Talented
I. Elementary Education
J. Foreign Language
K. Educational Psychology
L. Social Studies
M. Literacy Education

C I 690. Advanced Special Topics. Cr. arr. Prereq: 9 graduate credits in education.
A. Curriculum
B. Instructional Technology
C. Science Education
D. Secondary Education
E. Environmental Education
F. Multicultural Education
G. Mathematics Education
H. Gifted and Talented
I. Elementary Education
J. Foreign Language
K. Educational Psychology
L. Social Studies
M. Literacy Education

C I 699. Research. Cr. arr. Prereq: 9 graduate credits in education.
A. Curriculum
B. Instructional Technology
C. Science Education
D. Secondary Education
E. Environmental Education
F. Multicultural Education
G. Mathematics Education
H. Gifted and Talented
I. Elementary Education
J. Foreign Language
K. Educational Psychology
L. Social Studies
M. Literacy Education