Iowa State University

Iowa State University

2007-2009 Courses and Programs

Iowa State University Catalog

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Curriculum and Instruction (C I)

200 |300 |400 |Graduate Courses | www.edu.ci.hs.iastate.edu

Carl Smith, Interim Chair of Department
Distinguished Professors (Emeritus): Moyer, Rasmussen
University Professors: Thompson
University Professors (Emeritus): Brown, D. Williams
Professors: Abelson, Andre, Blount, Davis, Greenbowe, Martin, Messenger, G. Miller, W. Miller, Owen, Phye, C. Smith, Stuart, Whaley
Professors (Emeritus): Barnhart, Bath, Baum, Breiter, Brun, Burkhalter, Carter, Charles, Coulson, Daly, Dilts, Downs, Duffelmeyer, Henney, Hoerner, Hunter, Keller, McCormick, Rudolph, Schneider, Schloerke, F. Smith, Tanner, Thomas, Volker, S. Williams, Zbaracki
Associate Professors: Allen, Bloom, Caldwell, Carlson, Clough, Foegen, Fuhler, Gentzler, Hargrave, Hausafus, Leigh, Merkley, Munsen, Olson, Payne, Schilling, Torrie
Professors (Emeritus): Amos, Ebert
Associate Professors (Adjunct): Rosenbusch
Associate Professors (Collaborators): Appelgate, Garloff
Assistant Professors: Blumenfeld, Bruna, Correia, Drake, Esters, Herbel-Eisenmann, Niederhauser, Norton-Meier, Schmidt, Seymour
Assistant Professors (Emeritus): Chatfield, Tartakov
Assistant Professors (Adjunct): Andreotti, McShay, Sommerville

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, 332, 406 and Sp Ed 250.

The department offers a minor in educational computing that may be earned by completing the following courses: C I 201 or 202; Com S 107 or Com S 207 or Cpr E/Mat E 370; C I 280A; 280B; 302; 403; and 405 or 407.

The Department of Curriculum and Instruction offers courses that can lead to a reading endorsement for grades K-6 or grades 7-12. Students seeking a K-6 endorsement should see a Curriculum and Instruction academic adviser. The 7-12 endorsement is offered collaboratively with the English Department. Students seeking this endorsement should see an adviser in the English Department. Copies of transcript(s) can also be sent to the Licensure Analyst in the Student Services Office to receive a list of courses needed for an Iowa State University Reading endorsement. Prerequisites for the reading endorsement courses are listed in the catalog course descriptions.

Early Childhood Education

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 or schools. This curriculum has been approved by the Iowa Department of Education and meets requirements for the early childhood education unified teacher license, which permits individuals to teach general and special education for children from birth through age eight. The program is an interdepartmental major administered by the Department of Curriculum and Instruction and the Department of Human Development and Family Studies within the College of Human 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 courses. All early childhood education students, including those seeking a double major, must meet general education requirements for teacher licensure. Iowa State University is in compliance with the Iowa Department of Education's mandate for a performance based system of teacher training. Following this same type of system, the state of Iowa has developed and implemented a competency system to evaluate the performance of all teachers. A detailed list of the eleven Iowa State University Teacher Education Standards and the eight State of Iowa Teaching Standards, along with the other information about the University Teacher Education Program, can be found at www.teacher.hs. iastate.edu/, the teacher education website. Information is also available from the student's academic adviser.

Students in early childhood education must meet the performance outcome standards for teacher licensure. Standards are assessed in coursework through designated performance indicators such as assignment, projects, or practicum participation. These standards assessments are based on the early childhood content standards for endorsement 100 in the state of Iowa. These include competencies in (1) child growth, development, and learning, (2) developmentally appropriate learning environment and curriculum implementation, (3) health, safety, and nutrition, (4) family and community collaboration, and (5) professionalism. Pre-student teaching field experiences and student teaching experience in at least two different settings is required. Students will receive both formative and summative evaluations of their progress toward meeting these outcomes throughout their program at ISU.

Elementary Education

For the undergraduate curriculum in elementary education, leading to the degree bachelor of science, see College of Human Sciences.

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 resource teaching (instructional strategist I: Mild/Moderate Disabilities K-6) are available for elementary education students. An endorsement for teaching foreign language in elementary schools is available through the Department of World Languages and Cultures.

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 Human Sciences. Every student must meet the performance outcome standards for teacher licensure. These standards will be assessed in each course. Students will receive both formative and summative evaluations of their progress toward meeting these standards throughout their program at ISU. A detailed explanation of the standards and assessment process may be found on the department's website (www.ci.hs.iastate.edu/). The same information is also available from the student's academic adviser.

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 202, 204, 333, 406, 415, 426, and Sp Ed 450; special methods; and student teaching in the area of specialization. Note: Students seeking licensure in science or social studies do not take C I 415 or 426. Students seeking licensure in mathematics do not take C I 415.

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 Human Sciences. Each student must meet the performance outcome standards for teacher licensure. Each standard 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 and assessment process may be found at www.teacher.hs.iastate.edu. For more information, students should contact the academic advisers 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 Master of Arts in Teaching degree program leading to teacher licensure (science only) is available to students who currently have a bachelor's degree in science (or a closely related field). A teacher licensure program in mathematics education is also available to graduate students. 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 the special education website for specific endorsements offered (www.ci.hs.iastate.edu/sped/). See Educational Leadership and Policy Studies for further discussion of the education major with specialization in 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 (advanced study for licensed teachers) 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/moderate disabilities or behavioral disorders/learning disabilities. Graduate endorsement programs in mild/moderate disabilities, behavior disorders/learning disabilities, special education consultant, 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, 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 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 education curricular opportunities, transitions to college and community life, and university procedures. Required of all first-semester freshmen majoring in elementary education.

C I 201. Introduction to Instructional Technology for Grades PK-6. (2-2) Cr. 3. F.S.SS. Overview of ways to use instructional technologies to support instruction in PK-6 settings. Focus on pedagogical approaches that integrate technologies to support learning in the content areas. Laboratory experiences include development of activities to use tool software, interactive multimedia, webpage development, digital video and other technologies to facilitate learning and teaching.

C I 202. Introduction to Instructional Technology for Grades 7-12. (2-2) Cr. 3. F.S.SS. Overview of ways to use instructional technologies to support instruction in 7-12 settings. Focus on pedagogical approaches that integrate technologies to support learning in the content areas. Laboratory experiences include development of activities to use tool software, interactive multimedia, webpage develoment, digital video and other technologies to facilitate learning and teaching.

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 208. Early Childhood Education Orientation. (Cross-listed with HD FS). Cr. R. S. Overview of early childhood education (birth-grade 3) teacher licensure requirements. Program planning and university procedures. Required of all students majoring in early childhood education. Satisfactory-fail only.

C I 215. Sophomore Orientation. Cr. R. F.S. Review of elementary education requirements. Program planning. Required of all sophomores majoring in elementary education.

C I 219. Orientation to Teacher Education for Secondary Mathematics, Science and Social Studies Majors. Cr. R. F.S. Prereq: Students seeking teacher licensure in mathematics, science or social studies in grades 7-12. Overview of mathematics, science, and social studies secondary education (grades 7-12), teacher licensure requirements in Iowa and other states. Program and career planning.

C I 245. Strategies in Teaching. (2-0) Cr. 2. F.S. 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 268. Strategies Practicum. (0-2) Cr. 1. F.S. Prereq: 204. Clinical experience, to be taken concurrently with 245. Satisfactory-fail only.

C I 280. Pre-Student Teaching Experience. (1-8) Cr. 0.5-2. Repeatable. F.S.SS. Prereq: 280A may be taken alone. 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. C I 280 may be taken more than once for credit toward graduation.
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. 1 or 2
N. Cohort Field Experience. Cr. 1 (permission of department required)

C I 281. The Special Needs Student Experience. (0-4) Cr. 2. Repeatable. F.S.SS. Seminars and visits to public schools serving students with special needs. One week practicum at the Iowa School for the Deaf and the Iowa Braille and Sight Saving School. Satisfactory-fail only.

C I 282. The Urban Student Experience. (0-2) Cr. 1-2. Repeatable. F.S.SS. Seminars and visits to urban schools and to organizations serving urban students. Satisfactory-fail only.

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

C I 302. Advanced Integration of Instructional Technologies. (2-2) Cr. 3. F.S. Prereq: 201, 245, 268. Advanced integration of educational technologies into K-12 teaching and learning; designing classroom applications for tool software; implementing technology-based lessons with K-12 students; issues and trends in classroom technology use.

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. Satisfactory-fail only.

C I 332. Educational Psychology of Young Learners. (3-0) Cr. 3. F.S. 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. (Cross-listed with Psych). (3-0) Cr. 3. F.S. 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 377. The Teaching of Reading and Language Arts in the Primary Grades (K-3). (4-0) Cr. 4. F.S.SS. Prereq: admission to teacher education program, C I 245, Sp Ed 250, HD FS 240, 226 (El Ed majors) or 221 (ECE majors); concurrent enrollment in 448, 468A, 468C (El Ed majors) or 468F, Sp Ed 368, HD FS 343 (ECE majors). 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. F.S.SS. 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. Prereq: 204 and junior standing. Analysis and application of strategies to enhance students' literacy development in middle and secondary school settings.

C I 401. 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 402. Middle School Curriculum Design and Instruction. (3-0) Cr. 3. Prereq: 401, admission to teacher education. Emphasis on the middle school components of interdisciplinary teaming, curriculum frameworks, instructional strategies, teacher-based guidance and assessment.

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. Development of expertise with contemporary technologies and approaches to learning. Analysis and discussion of research related to effective use of multimedia in education.

C I 406. Multicultural Education. (3-0) Cr. 3. F.S.SS. Prereq: 201, 332 or 333, junior classification, admission to teacher education program. Awareness and nature of cultural pluralism; need for multicultural education; multicultural concepts and theories; cultural groups - their perceptions, needs, and contributions; problems and issues regarding ethnocentrism, prejudice, and discrimination based on race, ethnicity, socioeconomic class, sex/gender, sexual identity, and language in the school environment; curriculum infusion and transformation, multicultural interaction, design and execution of teaching strategies.

C I 407. Principles and Practices of Flexible and Distance Education. (Dual-listed with 507). (2-2) Cr. 3. F.SS. Prereq: 201; convenient access to the Web. Review of flexible and distance learning (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. Offered in FDL modes, utilizing telecommunications and the Internet.

C I 415. Senior Seminar. Cr. R. F.S.SS. Prereq: Concurrent enrollment in first secondary education teaching methods class. 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. arr. 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 (K-3).
B. Intermediate grades (4-6).
C. Foreign Languages.
D. International Student Teaching - Primary grades.
E. International Student Teaching - Intermediate grades.

C I 417. Student Teaching. (Dual-listed with 517). (Cross-listed with Engl, WLC, Music). Cr. arr. F.S. Prereq: 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.
A. Social Studies
B. Physical Sciences
C. Mathematics
D. Biological Sciences
E. English and Literature (Same as Engl 417E)
F. Speech Communications (Same as Engl 417F)
G. Foreign Language (Same as WLC 417G)
J. Earth Sciences
K. Music - Secondary (Same as Music 417K)
L. Music - Elementary (Same as Music 417L)
M. Science - Basic
N. International Student Teaching

C I 418. Secondary Science Methods I: A Research-Based Framework for Teaching Science. (Dual-listed with 518). (2-0) Cr. 2. F. Prereq: 347 or 547 or concurrent enrollment in 347 or 547; completion of 2 credits of early field experience practicum; concurrent enrollment in 2 credits of a second field experience practicum. 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. (Dual-listed with 519). (2-0) Cr. 2. S. Prereq: 418 or 518, undergraduate students must register concurrently for 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, exceptional learners, content area reading strategies, management strategies, technology and student assessment.

C I 420. Bilingualism, Bilingual Education, and U.S. Mexican Youth. (Dual-listed with 520). (3-0) Cr. 3. F. Prereq: 406. Introduction to research on bilingualism and examination of the social, historical, and political contexts of bilingual education in U.S. schools. Attention to policy environment, school program structure, mode of classroom instruction, family and community context, and attainment of bilingualism and biculturalism for U.S. Mexican youth.

C I 426. Principles of Secondary Education. (Dual-listed with 526). (3-0) Cr. 3. F.S.SS. Prereq: 202, 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 in a professional growth activity is included in the course. Students often enroll in 480 concurrently with this course.

C I 427. Capstone. (1-0) Cr. 1. S. Issues in education as related to beginning teachers: assessment, classroom management, law, special education, effective teaching, reflectivity, technology.

C I 433. Teaching Social Studies in the Primary Grades. (2-0) Cr. 2. F.S. Prereq: 377, 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: 377, 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: 377, 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. (Dual-listed with 550). (3-0) Cr. 3. Alt. S., offered 2008. Prereq: 332 or 333, 406. Examination of cultural relevance in education. Development and application of strategies and techniques for implementing multicultural goals and multiethnic perspectives in the PreK-12 school classroom setting.

C I 451. Ethnicity and Learning Practicum. (1-4) Cr. 1-3. 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 452. Corrective Reading. (Dual-listed with 552). (3-0) Cr. 3. F.S.SS. Prereq: 378 or equivalent; undergraduate students must register concurrently for Sp Ed 365, 436; graduate students must have a teaching license. Identification, analysis and correction of reading problems in five areas: print knowledge, integration of print knowledge, oral reading fluency, vocabulary, and comprehension

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 468. Supervised Practicum in Teaching. Cr. 1-2. F.S.SS. Prereq: 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.
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.
R. Reading Endorsement (Permission of department required; concurrent enrollment in 378) Cr. 1.

C I 480. Field Experience for Secondary Teaching Preparation. (Cross-listed with Engl, Music, WLC). Cr. 0.5-2. Repeatable. F.S. Prereq: Permission of area coordinator required prior to enrollment. Observation and participation in a variety of school settings after admission to the teacher preparation program. (S/F grading may be used in some offerings of some sections.)
A. Social Studies
B. Physical Sciences
C. Mathematics
D. Biological Sciences
E. English and Literature (Same as Engl 480E)
F. Speech Communications (Same as Engl 480F)
G. Foreign Language (Same as WLC 480G)
J. Earth Sciences
K. Music (Same as Music 480K)

C I 486. Methods in Elementary School World Language Instruction. (Cross-listed with WLC, Ling). (3-0) Cr. 3. F. Prereq: 25 credits in a foreign language. Current educational methods and their application in the elementary school classroom. Special emphasis on planning, evaluation, and teaching strategies. Nonmajor graduate credit.

C I 487. Methods in Secondary School World Language Instruction. (Cross-listed with WLC, Ling). (3-0) Cr. 3. F. Prereq: 25 credits in a foreign language, admission to the teacher education program. Theories and principles of contemporary world language learning and teaching. Special emphasis on designing instruction and assessments for active learning.

C I 488. Supervised Tutoring in Reading. (Dual-listed with 588). (2-2) Cr. 3. S.SS. Prereq: Successful completion of C I 416 or C I 417 and concurrent enrollment in or completion of one course in corrective reading/diagnosis and correction of reading problems. Using formal and informal diagnostic procedures to plan and implement individualized reading instruction. Field experience in tutoring.

C I 490. Independent Study. Cr. 1-3. F.S.SS. Prereq: GPA of 2.5 or more for preceeding semester.
A. Music Education. (Same as Music 490A.)
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: Permission of the instructor. 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. (Cross-listed with Engl). (3-0) Cr. 3. F.S. Prereq: Engl 310, 397, 9 other credits in English beyond 250, Psych 333, admission to teacher education program. Portfolio review. Current theories and practices in the teaching of literature to secondary school students. Integrating literary study and writing. Preparation and selection of materials. Classroom presentation. Unit planning. (Taken concurrently with C I 280, Cr. 2, and Sp Ed 450)

C I 495B. Teaching Speech. (Cross-listed with Sp Cm). (3-0) Cr. 3. F. Prereq: Sp Cm 313; 9 credits in speech communication; minimum grade point average of 2.5 in speech communication courses. Problems, methods, and materials related to teaching speech, theatre, and media in secondary schools.

C I 496. Methods of Teaching History/Social Sciences. (3-0) Cr. 3. F.S. Prereq: Admission ot teacher education and 30 credits in subject-matter field. Procedures for teaching social sciences to secondary students. Emphasis on study, development, application, and assessment of strategies and techniques for providing appropriate learning experiences in the social sciences. Includes study of contemporary learning theories, current programs, classroom management strategies, and self evaluation.

C I 497. Teaching Secondary School Mathematics. (Dual-listed with 597). (Cross-listed with MAth). (3-0) Cr. 3. F. Prereq: 15 credits in college mathematics; if in a teacher licensure program, concurrent enrollment in C I 426 or 526. Theory and methods for teaching mathematics in grades 7-12. Includes critical examination of instructional strategies, curriculum materials, learning tools, assessment methods, National Standards in Mathematics Education, and equity issues.

Courses primarily for graduate students, open to qualified undergraduate students

C I 501. Foundations of Instructional Technology. (3-0) Cr. 3. F.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. (2-0) Cr. 2. S. Prereq: 501; graduate classification. Principles of the design and production of instructional media; visual development and the creation of various traditional media and emerging technologies. Laboratory experiences in the production of several instructional media.

C I 503. Theories of Designing Effective Learning and Teaching Environments. (3-0) Cr. 3. F. Prereq: 501. Introduction to theories and models of instructional design. Design decision-making based on the analysis of performance problems and instructional inputs. Practical experience with the design and development of instructional strategies and evaluation principles.

C I 504. Managing and Evaluating Instructional Technology Interventions. (3-0) Cr. 3. S. Prereq: 501. Principles and procedures for analysis, review, and assessment of instructional technology interventions in education and corporate settings. Methods for planning, organizing, and conducting evaluative studies are applied.

C I 505. Introduction to Using Technology in Learning and Teaching. (3-0) Cr. 3. F.S.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 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 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 regarding ethnocentrism, prejudice, and discrimination based on race, ethnicity, socioeconomic class, sex/gender, sexual identity, and language in the school environment; curriculum infusion and transformation, multicultural interaction, design and execution of teaching strategies and techniques; inquiry and research on multicultural education issues.

C I 507. Principles and Practices of Flexible and Distance Learning. (Dual-listed with 407). (2-2) Cr. 3. F.SS. Prereq: 501, convenient access to the Web. Review of flexible and distance learning (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. Offered in FDL modes, utilizing telecommunications and the Internet.

C I 508. Algebra in the K-12 Classrooms. (3-0) Cr. 3. F. 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 facilitate critical examination of K-12 curriculum, pedagogy, and assessment.

C I 509. Geometry in the K-12 Classrooms. (3-0) Cr. 3. S. 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 511. Technology Diffusion, Leadership and Change. (3-0) Cr. 3. S. Prereq: Admission to graduate study, 501 or equivalent and 505 or equivalent. Introduction to practices and principles of technology diffusion, leadership and strategic change in education. Frameworks and strategies for professional development and organizational change; current issues such as the digital divide.

C I 512. Research Trends in Technology and Education. (3-0) Cr. 3. F. Prereq: Admission to graduate study and at least two courses in research and foundations of instructional technology. Critical review of current research trends to uncover underlying educational technology. Engagement with current projects' techniques and analyses for qualitative and quantitative approaches, including the application of technology for the dissemination of scholarship. Designed as a capstone course to consolidate graduate students' knowledge of current research in curriculum and instructional technology for students in M.S. and Ph.D. programs.

C I 513. Mathematical Problem Solving in K-12 Classrooms. (3-0) Cr. 3. F. Prereq: 6 credits of mathematics, 448 or 497 or 597 or permission of instructor. Strategies for improving problem solving skills across all strands of mathematics (e.g., geometry, algebra, number theory) will be emphasized. Issues surrounding the appropriate role of problem solving in K-12 mathematics classrooms will also be discussed, including distinctions among teaching "about," "for," and "through" problem solving.

C I 514. Introduction to the Purposes and Complexities of Science Teaching. (1-2) Cr. 2. SS. Prereq: Baccalaureate degree. Introduction to critical issues facing science education, science education goals reflecting contemporary purposes of schooling, and how people learn science.

C I 515. Action Research in Education. (3-0) Cr. 3. S. Prereq: Admission to graduate study, one course in research methods, educational inquiry, statistics, educational psychology, or instructional design. Philosophy and methods of conducting and communicating action research. Current issues in action research. Use of action research to improve education. Designed primarily for individuals involved in teaching or development of educational materials or student in M.Ed. programs.

C I 516. Antiracist Curriculum Development and Implementation. (2-2) Cr. 3. Alt. S., offered 2009. 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 517. Student Teaching. (Dual-listed with 417). Cr. 8-12. F.S. Prereq: Full admission to teacher education, approval of coordinator during semester before student teaching. Supervised student teaching in the liberal arts at the secondary level.
A. Social Studies
B. Physical Sciences
C. Mathematics
D. Biological Sciences
J. Earth Sciences
M. Science - Basic

C I 518. Science Methods I: A Research-Based Framework for Teaching Science. (Dual-listed with 418). (2-0) Cr. 2. F. Prereq: 347 or 547 or concurrent enrollment in 347 or 547; completion of 2 credits of early field experience practicum; concurrent enrollment in 2 credits of a second field experience practicum. 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 519. Secondary Science Methods II. (Dual-listed with 419). (2-0) Cr. 2. S. Prereq: 418 or 518, undergraduate students must register concurrently for 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, exceptional learners, content area reading strategies, management strategies, technology, and student assessment.

C I 520. Bilingualism, Bilingual Education, and U.S. Mexican Youth. (Dual-listed with 420). (3-0) Cr. 3. F. Prereq: 506. Introduction to research on bilingualism and examination of the social, historical, and political contexts of bilingual education in U.S. schools. Attention to policy environment, school program structure, mode of classroom instruction, family and community context, and attainment of bilingualism and biculturalism for U.S. Mexican youth.

C I 523. Teaching Mathematics to Struggling Elementary Learners. (3-0) Cr. 3. SS. Prereq: 438 or 448. Instructional methods and assessment techniques for elementary students struggling to learn mathematics. Emphasis on current research and practices for at-risk students and students with disabilities.

C I 526. Principles of Secondary Education. (Dual-listed with 426). (3-0) Cr. 3. F.S.SS. Prereq: 6 credits in education. The curriculum, how to make accomodations 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 529. Educational Psychology and the Secondary Classroom. (3-0) Cr. 3. SS. Prereq: Bachelor's degree; admission into a graduate level teacher licensure program. Analysis of psychological reseach theory related to learning, cognition, motivation, individual differences, and teaching techniques. Student and classroom assessment to facilitate positive learning outcomes. Adaption and differentiation of instruction to meet individual learners' needs. This course can only be used for teacher licensure programs. It is not acceptable for use in meeting the non-licensure M.Ed., M.S. or Ph.D. requirements.

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

C I 534. Applied Measurement in Educational Psychology. (3-0) Cr. 3. S. Prereq: Stat 401 or Resev 551. Applied psychology and educational measurement. Measurement and psychometric theory. Focus on reliability and various forms of validity. Test and scale construction strategies. Strategies for investigating individual differences within the context of educational assessment.

C I 536. Experimental Methods in Educational Interventions. (3-0) Cr. 3. S. Prereq: One course in statistics. Focus on research methods that have been designated as those that promote educational practices based on sound scientific evidence. Development of research skills that assist educational professionals in meeting the requirements mandated federally by No Child Left Behind and Iowa's Comprehensive School Improvement Program. The research methods are those identified in No Child Left Behind Act (1/18/02) and the Education Science Reforem Act that were signed into law on November 5, 2002.

C I 541. How People Learn: Implications for Teaching Science. (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. Examination and study of National Science Standards.

C I 546. Advanced Pedagogy in Science Education. (3-0) Cr. 3. S.SS. 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. F. 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 548. Restructuring Science Activities. (3-0) Cr. 3. S.SS. Prereq: Admission to teacher education or teaching license. Modification of laboratory activities and other everyday science activities so they are more congruent with how students learn, the nature of science, and the National Science Education Standards.

C I 550. Ethnicity and Learning. (Dual-listed with 450). (3-0) Cr. 3. Alt. S., offered 2008. Prereq: Graduate classification. Examination of cultural relevance in education. Development and application of strategies and techniques for implementing multicultural goals and multiethnic perspectives in PreK-12 school classroom settings.

C I 551. Foundations of Reading and Language Arts. (3-0) Cr. 3. Alt. F., offered 2007. Prereq: Teaching license. Analyzing, discussing, and researching the theory and practice of current literacy issues.

C I 552. Corrective Reading. (Dual-listed with 452). (3-0) Cr. 3. F.S.SS. Prereq: 378 or equivalent; undergraduate students must register concurrently for Sp Ed 365, 436; graduate students must have a teaching license. Identification, analysis, and correction of reading problems in five areas: print knowledge, integration of print knowledge, oral reading fluency, vocabulary, and comprehension.

C I 553. Reading for Adolescents with Mild/Moderate Disabilities. (Cross-listed with Sp Ed). (3-0) Cr. 3. SS. Prereq: Teaching license. Instructional strategies for enhancing the comprehension and retention of students with mild/moderate disabilities, in conjunction with content-area reading material.

C I 554. Reading and Responding to Children's Literature. (3-0) Cr. 3. Alt. F., offered 2008. Prereq: Senior status or teaching license. Research and discussion of issues surrounding the classroom use of literature for children and young adults including censorship, diversity, selection, and the influences of technology.

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. Teaching Mathematics to Struggling Secondary Learners. (Cross-listed with Sp Ed). (3-0) Cr. 3. Prereq: Secondary teaching experience. Research-based instructional methods and assessment techniques for secondary students struggling to learn mathematics. Particular emphasis on meeting interdisciplinary concerns, use of technology, uses and modifications of resource materials, and current trends in mathematics interventions for at-risk students and students with disabilities.

C I 570. Toying with Technology for Practicing Teachers. (Cross-listed with M S E). (2-0) Cr. 2. SS. Prereq: C I 201, non-engineering major. A project-based, hands-on learning course. Technology literacy, appreciation for technological innovations, principles behind many technological innovations, hands-on experiences based upon simple systems constructed out of LEGOs and controlled by small microcomputers. Other technological advances with K-12 applications will be explored. K-12 teachers will leave the course with complete lesson plans for use in their classrooms.

C I 578. Pedagogy, Equality of Opportunity, and the Education of Blacks in the United States. (3-0) Cr. 3. Prereq: Graduate or senior level status or permission of instructor. This course takes a nonlinear, reflective view of the historical, social, economic, political, and legal contexts of the education of African Americans in the U.S. Educational theories and philosophies, Critical Race Theory and Black Feminist Thought form the framework for investigating broad-based, multiple issues of education for African Americans in the U.S. as they are situated in the prevailing dominant views.

C I 588. Supervised Tutoring in Reading. (Dual-listed with 488). (2-2) Cr. 3. F.S.SS. Prereq: Graduate status, teaching license and concurrent enrollment in or completion of one course in corrective reading; diagnosis and correction of reading problems. Using formal and informal diagnostic procedures to plan and implement individualized reading instruction. Field experience in tutoring and a related research project.

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

C I 591. Supervised Field Experience. (0-2) Cr. 1-6. 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

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

C I 594. Contemporary Curriculum Theory and Principles. (3-0) Cr. 3. F. 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. Prereq: Graduate status and teaching license. Analysis and application of strategies to enhance students' literacy development in middle and secondary school settings. Research paper related to a course topic.

C I 596. Curriculum Problems and Inquiry. (3-0) Cr. 3. S. Prereq: Graduate standing. 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 597. Teaching Secondary School Mathematics. (Dual-listed with 497). (3-0) Cr. 3. F. Prereq: 15 credits in college mathematics; if in a teacher licensure program, concurrent enrollment in C I 426 or 526. Theory and methods for teaching mathematics in grades 7-12. Includes critical examination of instructional strategies, curriculum materials, learning tools, assessment methods, National Standards in Mathematics Education, and equity issues.

C I 599. Creative Component. Cr. 1-3. F.S.SS. Prereq: 9 graduate credits in education.
A. Curriculum
B. Instructional Technology
C. Science Education
D. Secondary 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 advanced aspects of the instructional design process. Application of analysis, design, development and production, evaluation, implementation, and project management principles. Focus on the production and use of instructional technology with an emphasis on the instructional design consulting process. Theory and research in instructional technology provides the foundation for design decisions.

C I 610. Technology in Teacher Education. (2-0) Cr. 2. 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. 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
F. Multicultural Education
G. Mathematics Education
I. Elementary Education
J. Foreign Language
K. Educational Psychology
L. Social Studies
M. Literacy Education

C I 671. Discourse in Classrooms. (Cross-listed with Ling). (3-0) Cr. 3. Alt. S., offered 2009. Prereq: graduate classification. Explores both foundational and current literature on discourse in K-12 classrooms; focuses on both discourse as a classroom phenomenon and discourse as an analytic tool for doing research in classrooms; and provides a close look at enacted and hidden curricula through an examination of interactions and communication patterns.

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

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