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2021-2022 University Bulletin [ARCHIVED BULLETIN]
Course Descriptions
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EDUA 551 - Teaching and Assessing in Secondary Chemistry Classrooms and Providing Diverse Learners Access to the General Education Curriculum 6 Credit Hours
In this course, we will focus directly on teachers and their roles and responsibilities with regard to the students they teach. Participants will focus on: getting to know adolescent students; classroom culture/environment; general content methods of teaching English language arts; long/short-term planning; collaboration, adaptation & modification for students with exceptionalities in the general education classroom.
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EDUA 552 - Methods in Secondary Chemistry and Content Literacy Instruction 6 Credit Hours
The purpose of this course is to help you move further into the role of a teacher. Participants will focus on: content methods of teaching in chemistry at the secondary level; long/short-term planning; literacy methods and their application to other disciplines; and, continued exploration of how pedagogy and core practices of teaching impact on classroom culture, environment, and student learning. A focus on building academic literacy for English Language Learners will also be emphasized in the course.
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EDUA 553 - Teaching and Assessing in Middle School Math and Providing Diverse Learners Access to the General Education Curriculum 6 Credit Hours
In this course, we will focus directly on teachers and their roles and responsibilities with regard to the students they teach. Participants will focus on: getting to know adolescent students; classroom culture/environment; general content methods of teaching math; long/short-term planning; collaboration, adaptation & modification for students with exceptionalities in the general education classroom.
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EDUA 555 - Methods in Middle School Social Studies classroom and Content Literacy Instruction 6 Credit Hours
The purpose of this course is to help you move further into the role of a teacher. Participants will focus on: content methods of teaching social studies at the middle level; long/short-term planning; literacy methods and their application to other disciplines; and, continued exploration of how pedagogy and core practices of teaching impact on classroom culture, environment, and student learning. A focus on building academic literacy for English Language Learners will also be emphasized in the course.
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EDUA 556 - Methods in Middle and Secondary ELA and Disciplinary Literacy 6 Credit Hours
The purpose of this course is to help candidates move further into the role of a teacher. Participants will focus on: content methods of teaching math at the middle and secondary levels; long/short-term planning; literacy methods and their application to other disciplines; and, continued exploration of how pedagogy and core practices of teaching impact on classroom culture, environment, and student learning.
Previously numbered as EDUA 544 or 548.
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EDUA 557 - Methods in Middle and Secondary Social Science and Disciplinary Literacy 6 Credit Hours
The purpose of this course is to help candidates move further into the role of a teacher. Participants will focus on: content methods of teaching social studies at the middle and secondary levels; long/short-term planning; literacy methods and their application to other disciplines; and, continued exploration of how pedagogy and core practices of teaching impact on classroom culture, environment, and student learning.
Previously numbered as EDUA 555.
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EDUA 558 - Methods in Middle and Secondary Math and Disciplinary Literacy 6 Credit Hours
The purpose of this course is to help candidates move further into the role of a teacher. Participants will focus on: content methods of teaching math at the middle and secondary levels; long/short-term planning; literacy methods and their application to other disciplines; and, continued exploration of how pedagogy and core practices of teaching impact on classroom culture, environment, and student learning.
Previously numbered as EDUA 554.
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EDUA 559 - Methods in Middle and Secondary Science and Disciplinary Literacy 6 Credit Hours
The purpose of this course is to help candidates move further into the role of a teacher. Participants will focus on: content methods of teaching science at the middle and secondary levels; long/short-term planning; literacy methods and their application to other disciplines; and, continued exploration of how pedagogy and core practices of teaching impact on classroom culture, environment, and student learning. Not open to students who have completed EDUA 546, 550, or 552.
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EDUA 561 - Content Area Reading and Social Studies Methods for Elementary and Middle Level Teachers 2 Credit Hours
In this course, candidates focus on how to facilitate and improve reading, writing, vocabulary, and study skills in the content areas at the elementary and middle school levels. Content will include topics from social sciences and provide opportunities to read, apply non-fiction reading strategies, think and discuss from multiple perspectives, critique a variety of texts, and recognize the relevance of topics in social sciences along with ways to integrate them across the curriculum. Candidates will develop and teach thematic units that integrate social science issues and provide opportunities to apply literacy strategies, close reading, and academic language aligned with Common Core standards. Candidates examine and construct various types of assessments and learn to align them with content objectives and instructional standards. They also learn to assist learners with diverse abilities and backgrounds, and analyze content area texts for readability levels and social and cultural perspectives.
Previously numbered as EDUA 536.
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EDUA 576 - Psychology and Methods for Middle Level Education 3 Credit Hours
Candidates will examine the physical, cognitive, social, emotional, and moral characteristics of middle-level students, to develop an informed, research-based philosophy and practice of teaching that capitalizes on major concepts, principles, theories, and research underlying the foundations of developmentally responsive middle level programs and schools. Participants review the philosophical and psychological frameworks of middle level education and engage in a collegial team process to design interdisciplinary curricular maps, content lessons, and advisory lessons with level-appropriate strategies and materials that meet the diverse and developmental learning needs of middle level students. To inform their curricular plans and practice participants investigate common problematic issues that challenge adolescents and propose patterns of adult response that are well-founded in research and theory.
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EDUA 577 - Literacy Methods for Middle Level Educators 3 Credit Hours
Participants focus on how to facilitate and improve reading, writing, vocabulary, and study skills in a variety of disciplines, genres, and purposes, aligned with Common Core Standards. Content from various disciplines will provide opportunities to read, think and discuss from multiple perspectives, critique a variety of texts, and integrate literacy skills and strategies across the curriculum. Candidates examine and construct various types of formative and summative literacy assessments and learn to align them with content objectives and instructional standards. They also examine issues related to standardized testing and methods for reporting student achievement as these apply to assessment practices, instructional methods and materials, and media and technology in the content areas. They learn to assist learners with diverse abilities and backgrounds, and analyze content area texts for readability levels and social and cultural perspectives
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EDUA 578 - Literacy in Secondary Content Areas 3 Credit Hours
Participants focus on how to facilitate and improve reading, writing, vocabulary, and study skills in a variety of disciplines, genres, and purposes, aligned with Common Core Standards. Content from various disciplines will provide opportunities to read, think and discuss from multiple perspectives, critique a variety of texts, and to integrate literacy skills and strategies across the curriculum. Candidates examine and construct various types of formative and summative literacy assessments and learn to align them with content objectives and instructional standards. They also examine issues related to standardized testing and methods for reporting student achievement as these apply to assessment practices, instructional methods and materials, and media and technology in the content areas. They learn to assist learners with diverse abilities and backgrounds and to analyze content area texts for readability levels and social and cultural perspectives.
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EDUA 579 - School and Society: Critical Issues in Education 3 Credit Hours
This course examines the sociological impact and history of education in the United States along with the locations and institutions of schooling within our society. Students examine how schools are organized and operate and explore factors of student success, access and equity. Topics include: historical, philosophical and sociological concepts and contexts in education; analysis of the school as a specific social institution in society; the effects of social class, stratification, caste, role, status and peer group relationships in education.
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EDUA 588 - Methods of Reading and Reading in the Content Areas for Middle and Secondary Teachers 3 Credit Hours
Candidates examine research, theory, and instructional methods that: (a) support strategic student content area concept-development, reading comprehension, writing, speaking, and digital/media literacy; (b) utilize content from various disciplines to provide opportunities for students to read, think, and discuss from multiple perspectives; (c) integrate literacy writing and speaking skills and strategies across the curriculum; (d) support student inquiry, reasoning, argumentation, interpretation, and critique; (e) facilitates teachers’ abilities to assist learners with diverse abilities and backgrounds. Candidates will also construct formative and summative literacy assessments and learn to analyze content area texts for readability levels and social and cultural perspectives. A focus on building academic literacy for English Language Learners will also be emphasized in the course.
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EDUA 589 - Cognition, Learning, and Assessment 3 Credit Hours
Candidates explore issues of cognition, development, learning, and assessment through neuro and cognitive science. In this course candidates examine how children and adolescents learn, how they are impacted by community and cultural assets, how to assess learning and its outcomes, and how to use assessment to inform teaching and motivate students to learn. A particular focus is placed on developmental characteristics and learning/brain theory in relation to student self-regulation, classroom management, and assessment for learning. May not be taken by students who have completed EDU 520 or EDUA 520.
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EDUA 591 - Seminar in Elementary Education 0.50 Lab Hours
This seminar meets once a month in conjunction with candidates’ residency throughout the program. It is designed to provide candidates with a face-to-face and online forum for examining and discussing their teaching experiences and to connect those experiences to the core practices and required standards for elementary educators. During the seminars, candidates will explore issues relevant to the professional educator, review best practices, discuss solutions to difficult situations, share experiences and expertise, collaborate in the development of materials and assessments, and act as critical friends, colleagues and peer support in the process of identity transformation from student to professional educator.
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EDUA 592 - Residency in Elementary Education 1 Lab Hours
In their two-year residency, candidates will be involved in a full-time guided teaching experience supported by a University Supervisor and the mentor teacher. Candidates will be enrolled in a semester long block of courses concurrent with their residency. Residency will include practices of creating meaningful learning experiences (1) oriented around the central topics of the block, (2) using content area knowledge that includes central concepts, methods of inquiry, and structure of the discipline, and (3) guided by the Danielson Framework on Effective Teaching. Practice and reflection will be guided by assessment and dialogue with the program coordinator/university supervisor. Practice will be drawn from and brought back to block coursework. Prerequisites: Admission to the Alternative Licensure Teacher Education Program and Pre-Residency Assessment appraisal indicating readiness to teach. Restricted to students in the Alternative Licensure Teacher Education Program.
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EDUA 593 - Middle Level Education Residency 1 Lab Hours
In their two-year residency, candidates will be involved in a full-time guided teaching experience supported by a University Supervisor and the mentor teacher. Candidates will be enrolled in a semester long block of courses concurrent with their residency. Residency will include practices of creating meaningful learning experiences (1) oriented around the central topics of the block, (2) using content area knowledge that includes central concepts, methods of inquiry, and structure of the discipline, and (3) guided by the Danielson Framework on Effective Teaching. Practice and reflection will be guided by assessment and dialogue with the program coordinator/university supervisor. Practice will be drawn from and brought back to block coursework. Prerequisites: Admission to the Alternative Licensure Teacher Education Program and Pre-Residency Assessment appraisal indicating readiness to teach. Restricted to students in the Alternative Licensure Teacher Education Program.(1 credit)
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EDUA 594 - Secondary Residency 1 Lab Hours
In their two-year residency, candidates will be involved in a full-time guided teaching experience supported by a University Supervisor and the mentor teacher. Candidates will be enrolled in a semester long block of courses concurrent with their residency. Residency will include practices of creating meaningful learning experiences (1) oriented around the central topics of the block, (2) using content area knowledge that includes central concepts, methods of inquiry, and structure of the discipline, and (3) guided by the Danielson Framework on Effective Teaching. Practice and reflection will be guided by assessment and dialogue with the program coordinator/university supervisor. Practice will be drawn from and brought back to block coursework. Prerequisites: Admission to the Alternative Licensure Teacher Education Program and Pre-Residency Assessment appraisal indicating readiness to teach. Restricted to students in the Alternative Licensure Teacher Education Program.
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EDUA 595 - Seminar in Middle and Secondary Education .5 Credit Hours
This seminar meets in conjunction with candidates’ residency during the second year of the program. It is designed to provide candidates with a face-to-face and online forum for examining and discussing their teaching experiences and to connect those experiences to the core practices and required standards for middle and secondary level educators. During the seminars, candidates will explore issues relevant to the professional educator, review best practices, discuss solutions to difficult situations, share experiences and expertise, collaborate in the development of materials and assessments, and act as critical friends, colleagues and peer support in the process of identity transformation from student to professional educator.
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EDUA 596 - Capstone Project in Middle and Secondary Education 1 Credit Hours
This seminar meets in conjunction with candidates’ residency during the first year of the program and focuses on the capstone project in middle or secondary education. The project draws on candidates’ experience in their residency to synthesize their learning from the summer internship and the residency in order to core practices and skills necessary for being an effective professional educator.
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EDUC 200 - Foundations of Education 3 Credit Hours
This course introduces candidates to the world of professional education. Students come away with an initial understanding of the foundations of education: sociological, economic, legal, governance, and financial, and their influence on teaching today. This general survey course is designed to help them make an informed decision about whether to continue in teacher preparation. Fifteen field experience hours are required.
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EDUC 305 - School and Society 3 Credit Hours
This course examines the sociological impact and history of education in the United States along with the locations and institutions of schooling within our society. Students examine how public and non-public schools are organized and operate and explore factors impacting student success and assumptions about access and equity. Topics include: historical and sociological implications for formal and informal as well as structured and unstructured education; analysis of the school as a specific social institution in society; the effects of social class, stratification, caste, role, status and peer group relationships in education.
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EDUC 310 - History and Philosophy of Education 3 Credit Hours
This course focuses on the historical and philosophical aspects of education as a basis for understanding its place in the social, economic, legal, political, and cultural milieu of America. It provides an in-depth examination of major philosophies of education and their relation to the aims, forms, methods, results of the process of educating or being educated, highlighting relationships between theory and practice. Students examine the place of education in a democracy, identifying philosophical issues embedded in current educational practice and controversies, especially those related to educating for human flourishing, promoting the values of a democratic society, accommodating the interests of the society and particular groups within it, and the realization of social justice.
Listed also as .
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EDUC 332 - Cognition, Learning, and Assessment 3 Credit Hours
Candidates explore issues of cognition, development, learning, and assessment through neuro and cognitive science. In this course, candidates examine how children and adolescents learn, how they are impacted by community and cultural assets, how to assess learning and its outcomes, and how to use assessment to inform teaching and motivate students to learn. A particular focus is placed on developmental characteristics and learning/brain theory in relation to student self-regulation, classroom management, and assessment for learning. May not be taken by students who have completed EDUC 320.
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EDUC 353 - Instructional Technology 3 Credit Hours
This course uses a hands-on approach to integrating technology into educational settings. Candidates create instructional tools for meeting the needs of diverse learners and administrative tools for facilitating communications and managing classroom responsibilities. Candidates also explore techniques for enabling K-12 students to use technology for academic purposes. This course also includes evaluation of instructional software and web-based resources, and the effective integration of technology into instructional units.
Prerequisite(s): Acceptance into the Teacher Education Program or education minor.
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EDUC 362 - Content and Disciplinary Reading 3 Credit Hours
This course focuses on how to facilitate and improve reading, writing, vocabulary, and study skills in the content areas. Candidates investigate research and classroom practice and their applicability to expository text. They examine assessment practices, instructional methods and materials, and media and technology in the content areas.
Prerequisite(s): EDUC 200 , EDUC 310 , EDUC 332 , and Acceptance into the Teacher Education Program.
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EDUC 364 - Children’s Literature 3 Credit Hours
The content includes the interpretation, evaluation, selection, and use of quality children’s and young adult literature to enhance and enrich understanding of the human condition, and provide multicultural insight into global cultures and traditions. Assignments will help students develop a broader perspective of global literacy and intercultural understanding with the ability to recognize and deconstruct stereotypes. Significant emphasis will be placed on the ways that the children/young adult literary genre can provide greater insight into the global society and other countries and cultures, while exploring the complexity of youth, identity, and the American culture.
Listed also as ENGL 264
Prerequisite(s): EDUC 200 , ECED 300 , or education major or minor.
This course will satisfy the core area requirement in literature.
This course will satisfy the core requirement in multicultural studies.
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EDUC 373 - Methods and Materials for Teaching Reading and Writing in the Elementary Classroom 3 Credit Hours
Candidates focus on current research-based reading and writing instruction at the P-12 levels. Using a balanced perspective, candidates discuss theoretical models and philosophies of reading and writing instruction and their applicability in the classroom setting. Content also includes learning about phonics, phonemic awareness, fluency, vocabulary, and comprehension theories and practice. Candidates explore implementation of the Common Core State Standards using a variety of assessment and instructional practices, including reading and writing strategies (i.e. before, during, after reading both fiction and non-fiction texts), close reading of complex texts from diverse perspectives, multicultural literacy materials, use of technology as a tool for learning, and extensive reading and writing for authentic purposes across subject areas. Appropriate literacy assessments will also be included. Clinically-based course taught on-site in a partner elementary school; 24 hours of fieldwork required.
Prerequisite(s): Admission to the Teacher Education Program.
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EDUC 374 - Content Area Literacy 3 Credit Hours
Candidates will develop proficiency in implementing instructional strategies and techniques for reading and writing instruction, and learn to facilitate and improve reading, writing, vocabulary, and study skills in the content areas. They examine assessment practices, instructional methods and materials, and media and technology in the content areas. They learn to assist learners with diverse abilities and backgrounds and to analyze content area texts for readability levels and social and cultural perspectives. Candidates collaborate with a classroom teacher in the development and instruction of a content area unit, paying particular attention to the integration of literacy strategies appropriate for the content or subject area. Field work required.
Prerequisite(s): Admission to the Teacher Education Program or education minor; sophomore standing or above.
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EDUC 375 - Methods and Materials for Teaching Social Sciences in the Elementary Classroom 2 Credit Hours
This course focuses on the methods for teaching social studies, highlighting the challenges of teaching in a diverse society, exploring relevant issues and resources from different perspectives, and engaging students in inquiry opportunities for further exploration of historical and political issues related to social sciences. Field work required.
Prerequisite(s): Admission to the Teacher Education Program; sophomore standing or above.
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EDUC 376 - Methods and Materials for Teaching Math in the Elementary Classroom 3 Credit Hours
Candidates learn to effectively teach elementary school mathematics. Drawing on the Common Core State Standards for Mathematics (2010), this course provides candidates with meaningful and practical learning experiences about elementary level math instruction including: teaching diverse students, enhancing school math content and pedagogical knowledge, differentiating instruction, establishing a safe and positive learning environment, employing various strategies to support student mathematical learning and thinking, developing students’ academic language, assessing students’ mathematical learning, building collaborative relationships and being a reflective novice teacher. Notes to Students: 24 hours of fieldwork required.
Prerequisite(s): Admission to the Teacher Education Program.
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EDUC 377 - Methods and Materials for Teaching Science in the Elementary Classroom 3 Credit Hours
This course provides candidates with the opportunity to develop scientific pedagogical content knowledge in order to teach through inquiry-thought processes. General knowledge and skills in teaching that have been developed in prior coursework will be synthesized and applied to the teaching and learning of science. Concepts addressed in this course include: lesson planning to incorporate into science lessons STEM and other academic disciplines; writing science objectives in the cognitive, affective, and psychomotor domains; receptive and expressive communication skills needed for reading and writing in the sciences; using informational texts to enhance the learning environment; differentiating instruction and students with special needs; using questioning to develop higher order thinking skills; designing performance assessment strategies that authentically evaluate the learning of scientific processes; promoting collaborative peer relationships; teaching scientific topics (e.g., evolution, the age of the universe) while respecting students’ belief systems. Laboratory safety and management of hands-on science inquiry lessons is addressed and infused within all aspects of the course.
Prerequisite(s): Acceptance into Teacher Education Program; sophomore standing or above.
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EDUC 378 - Methods and Materials for Teaching Health and Physical Education in the Elementary Classroom 1 Lab Hours
This course focuses on the methods for teaching physical education and health in the elementary classroom. Specific learning experiences related to fundamental motor skills, health-related physical fitness, and wellness will be emphasized. Strategies to integrate these critical skills into content areas and disciplines are also explored. Hands-on experience in a physical education environment is paramount to understanding the role of the physical educator in the field experience.
Prerequisite(s): Acceptance into Teacher Education Program.
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EDUC 379 - Methods and Materials for Teaching Fine Arts and Music in the Elementary Classroom 1 Lab Hours
Appropriate content, methods, and materials for teaching art, dance, music, and drama as part of an integrated curriculum in elementary classrooms are the foundation for this course. Lesson planning, classroom management of activities/materials, creative expression, aesthetic perception, integrating fine arts with other content areas are addressed.
Prerequisite(s): Acceptance into Teacher Education Program.
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EDUC 386 - Diversity, Language, and Culture 3 Credit Hours
This course provides students with information and experiences that support culturally responsive teaching and learning in diverse settings. Teacher candidates examine personal and societal underlying assumptions about democracy, social order, race/ethnicity, class, abilities/exceptionalities, language and power, and gender relations. Using the foundations of intercultural and critical pedagogy, candidates use information learned to plan classroom structures and lessons that are supportive of identity development, diversity, educational equity, social justice, and inclusion. Diversity presents challenges and opportunities that push candidates to further develop the disposition of a responsive educator supportive of respectful educational environments that capitalize on the potential of each individual student. Fieldwork required.
Listed also as BWS 386
This course will satisfy the core requirement in multicultural studies.
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EDUC 400 - Instructional Strategies for Teaching Science in Middle and Secondary Schools 3 Credit Hours
This course introduces candidates to teaching methodologies, safety issues, assessment techniques, and curricular issues as they pertain to the teaching of science for candidates preparing for initial licensure. Thirty-five field experience hours are required.
Prerequisite(s): Acceptance into Teacher Education Program.
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EDUC 401 - Instructional Strategies for Teaching English in Middle and Secondary Schools 3 Credit Hours
This course introduces curriculum content, teaching methodologies, and assessment techniques as they pertain to the teaching of English and language arts for candidates preparing for initial licensure. Thirty-five field experience hours are required.
Prerequisite(s): Acceptance into Teacher Education Program.
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EDUC 402 - Instructional Strategies for Teaching Art in the K-12 Classroom 3 Credit Hours
This course introduces curriculum content, teaching methodologies and assessment techniques as they pertain to the teaching of art for candidates preparing for initial licensure. Thirty-five field experience hours are required.
Prerequisite(s): Acceptance into Teacher Education Program.
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EDUC 403 - Instructional Strategies for Teaching Mathematics in Middle and Secondary Schools 3 Credit Hours
This course introduces curriculum content, teaching methodologies, and assessment techniques as they pertain to the teaching of mathematics for students preparing for initial licensure. Thirty-five field experience hours are required.
Prerequisite(s): Acceptance into Teacher Education Program.
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EDUC 404 - Instructional Strategies for Teaching Modern Foreign Language in the K-12 Classroom 3 Credit Hours
This course introduces curriculum content, teaching methodologies, and assessment techniques as they pertain to the teaching of modern foreign language for candidates preparing for initial licensure. Thirty-five field experience hours are required.
Prerequisite(s): Acceptance into Teacher Education Program.
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EDUC 406 - Instructional Strategies for Teaching Social Studies in Middle and Secondary Schools 3 Credit Hours
This course introduces curriculum content, teaching methodologies, and assessment techniques as they pertain to the teaching of social science for candidates preparing for initial licensure. Thirty-five field experience hours are required.
Prerequisite(s): Acceptance into Teacher Education Program.
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EDUC 411 - Methods and Materials for Teaching English as a Second Language 3 Credit Hours
Students will implement effective instructional methods for teaching English as a Second Language, content area methods that focus on students’ academic language, and curriculum design.
Prerequisite(s): Acceptance into Teacher Education Program
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EDUC 412 - Methods and Materials for Teaching in Bilingual Classrooms 3 Credit Hours
In this course, candidates implement effective instructional methods for the development of native language proficiency in the bilingual classroom. Candidates identify, formulate, apply and adapt approaches and methods in order to develop high quality instruction that will enhance bilingual students’ cognitive and academic growth in their primary language, including the use of various technology and software programs. Methods that focus on integrating reading, writing, listening, and speaking the target language during each lesson will be stressed. Spanish Language Standards (SLA) from WIDA will be used. Designing bilingual curriculum units will also be required.
Prerequisite(s): Acceptance into teacher education program.
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EDUC 413 - Assessment of ELL Students 3 Credit Hours
In this course, candidates analyze a number of issues pertaining to the assessment of English Language Learners. Candidates examine the political context for assessment, including trends in statewide testing and recent changes in federal legislation and study the guidelines for appropriate assessment procedures in the identification and placement of English Language Learners, especially ELL students with special needs. Candidates will implement a variety of classroom-based assessments through a portfolio system. The development of a pre-assessment and post-assessment for a curriculum unit will also be developed and implemented in order to assess value-added data. The analysis of student achievement data using statistics will also be addressed.
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EDUC 415 - Linguistics 3 Credit Hours
In this course, candidates will undertake the scientific study of language through an analysis of phonetics, phonology, syntax, semantics, and pragmatics. Candidates will also better understand their ELL students’ use and display of sound-letter correspondence, letter-word formation, word patterns, sentence structure, morphology and discourse levels in the English language. The course also focuses on the history of the English language, the role of dialects and linguistic family trees across the globe.
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EDUC 416 - Foundations of Language Teaching and Learning 3 Credit Hours
This course provides an introduction to the historical, philosophical, political, social, and scientific issues that have contributed to public policy regarding educational services for English Language Learners. The candidate will begin by examining the neurolinguistic and psycholinguistic models for language acquisition, how language functions in the brain, and how the bilingual brain activates languages. Then a comprehensive focus will be placed on the different types of language education programs in the United States as well as the best research-based practices for English Language Learners in our schools. Historical trends, political policies and legal issues related to language education in the United States as well as foreign countries will also be discussed.
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EDUC 417 - Literacy Development for ELL Students 3 Credit Hours
In this course, candidates will focus on the multiple areas of English language acquisition: phonics, phonetics and phonemic awareness; morphological awareness; vocabulary development and acquisition; word knowledge and acquisition; reading fluency and comprehension; and the products, processes and stages of writing. Candidates will complete a literacy portfolio in which they apply the various literacy techniques, methods and strategies demonstrated in the course. A focus on building academic literacy for English Language Learners will also be emphasized throughout the course.
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EDUC 420 - Practicum 3 Credit Hours
This course provides a platform for observation, practice, feedback, discussion, and reflection, which are essential skills of an effective teacher. More broadly, the skills from good teaching (being an articulate and confident speaker, a careful listener, an inspiring mentor, a good communicator, and team player) are useful skills that apply to other aspects of a student’s professional and personal life. This guided experience takes place in an assigned partnering school or school program. Under the supervision of an assigned faculty instructor and mentor teacher, the candidate engages in many aspects of teaching. Fieldwork required.
Prerequisite(s): Education minors.
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EDUC 455 - Internship Reading Intervention 1 Lab Hours
This internship aims to provide undergraduate students with experience in personalized instruction, cooperative groups, and theme-related experiences as they tutor children in the Hephzibah Reading Academy at Dominican University. Course work prepares undergraduate students to conduct individual assessments of the children at the beginning and end of the program. Under the guidance of Dominican faculty, veteran teachers, and academy administrators, they plan for individual tutoring. Finally, they prepare an evaluation on a child whom they work with for the Hephzibah Children’s Association.
Prerequisite(s): Consent of the instructor.
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EDUC 480 - Digital and Media Literacy in the Classroom 3 Credit Hours
This course explores how media and technology have changed the literacy skills and strategies K-12 students need to develop to access, evaluate, and produce information. Candidates will explore current educational theories, trends, and tools in the use of instructional media and technology across grade levels and subject areas. They will design and teach a lesson with a focus on skills needed for the successful use of technology tools in a P-12 setting based on local, state, and national standards. They will also design and deliver a professional learning experience for other educators about the effective use of technology in teaching and learning.
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EDUC 488 - Student Teaching in the Elementary Classroom Seminar 3 Credit Hours
This seminar meets in conjunction with full-time student teaching in a partner elementary school during the semester in which student teaching is completed. The purpose of the seminar is to provide candidates with an opportunity to examine and discuss the experiences of their student teaching and to connect those experiences to the framework of their academic preparation. Issues relevant to the professional educator are topics of seminar meetings. This seminar is designed to encourage candidates to collegially discuss the demands of teaching at the elementary school level and to explore ways to meet individual student needs. Candidates complete their Education Teaching Performance Assessment (edTPA) during this semester.
Prerequisite(s): Admission to the Teacher Education Program; senior standing.
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EDUC 489 - Student Teaching in the Elementary Classroom 12 Credit Hours
This is a full-time classroom teaching experience under supervision by a licensed classroom teacher and university supervisor. During this semester, candidates complete the Education Teacher Performance Assessment (edTPA), a state licensure requirement. Full-time student teaching in a partner elementary school. This course is graded satisfactory/fail.
Prerequisite(s): Acceptance into the Teacher Education Program.
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EDUC 491 - Clinical Practice Seminar: Middle and Secondary 2 Credit Hours
This seminar meets in conjunction with clinical practice during the semester in which clinical practice is completed. The purpose of the seminar is to provide candidates with an opportunity to examine and discuss the experiences of their clinical practice and to connect those experiences to the framework of their academic preparation. Issues relevant to the professional educator are topics of seminar meetings. Course work includes the completion of the professional portfolio.
Prerequisite(s): Acceptance into the Teacher Education Program.
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EDUC 492 - Clinical Practice: K-12 Modern Foreign Language 12 Credit Hours
This full-time guided experience takes place in assigned elementary, middle, and/or secondary schools for one full semester. The candidate is placed in two different schools in order to gain experience teaching a modern foreign language to students in grades K-12. Under the supervision of mentor teachers, the candidate engages in all aspects of teaching. This course is taken on a satisfactory/fail basis.
Prerequisite(s): Acceptance into the Teacher Education Program.
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EDUC 496 - Clinical Practice: Middle and Secondary 10 Credit Hours
This full-time guided experience takes place in an assigned middle or secondary school in the candidate’s major field for one full semester. Under the supervision of a mentor teacher, the candidate engages in all aspects of teaching. This course is taken on a satisfactory/fail basis.
Prerequisite(s): Acceptance into the Teacher Education Program.
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EDUC 497 - Clinical Practice: K-12 Art 10 Credit Hours
This full-time guided experience takes place in assigned elementary, middle, and/or secondary schools for one full semester. The candidate is placed in two different schools in order to gain experience teaching art to students in grades K-12. Under the supervision of mentor teachers, the candidate engages in all aspects of teaching. This course is taken on a satisfactory/fail basis.
Prerequisite(s): Acceptance into the Teacher Education Program.
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EN 101 - Composition I 3 Credit Hours
Instruction and practice in the writing process, emphasizing basic mechanics and organization. Students will read published works and complete short writing exercise to improve proficiency with academic writing conventions.
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EN 102 - Composition II 3 Credit Hours
Continued instruction and practice in the writing process, emphasizing integration of multiple sources with the student’s ideas and recognition of the importance of rhetorical situation on the form and content of pieces of writing. Essays of varying lengths, including at least one extended essay incorporating multiple sources, are required. Prerequisite: EN 101 Composition I. Satisfies writing proficiency requirement.
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ENGL 101 - Composition I: Writing as Discovery and Action 3 Credit Hours
Writing is a way of discovering and shaping our world, as well as a way of acting in the world. Through a variety of interrelated reading and writing assignments, with an emphasis on essays and other short forms, students in this course will explore how to use writing to learn, to create, and to act, particularly in the university but also in the world outside the university. May not be taken on a Satisfactory/Fail basis; a student must receive a grade of C- or higher to advance to the ENGL 102 .
Prerequisite(s): ENGL 100 or placement through examination.
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ENGL 102 - Composition II: Writing as a Way of Knowing 3 Credit Hours
Students and teachers in the university use a complex set of reading and writing practices to create and share knowledge and to pose and solve both theoretical and practical problems. In this course, students will learn how to use these practices to pose questions, do appropriate reading and research to answer those questions, and present their answers in papers that observe the conventions of academic writing. This course includes the Information Access Workshop required of undergraduates. May not be taken on a Satisfactory/Fail basis; a student must receive a grade of C- or higher to fulfill the core curriculum foundation requirement.
Prerequisite(s): ENGL 101 or placement through examination.
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ENGL 202 - Writing for Non-Profits 3 Credit Hours
Students analyze and compose forms of writing that are typically done in a variety of nonprofit organizations. Students create writing for “real-world situations,” including publicity and fundraising materials, grant proposals, position papers, and reports.
Prerequisite(s): ENGL 101 or CRWS 101 or equivalent.
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ENGL 203 - Rhetoric for Writers 3 Credit Hours
Students will apply principles, strategies, and theories from key rhetorical traditions to their own composition of texts that cross different modes, including written, oral, visual, and aural language. Students will explain how definitions of writing and text have changed over time and adapt and translate written texts, including academic research and writing, to meet the needs of specific communities, organizations, and professions.
Prerequisite(s): ENGL 101 or CRWS 101 or equivalent.
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ENGL 207 - Images of Women in Drama 3 Credit Hours
Listed also as THEA 350 and SWG 352 .
Prerequisite(s): Sophomore, junior, or senior standing.
This course will satisfy the core area requirement in literature.
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ENGL 208 - Theatre: The American Scene 3 Credit Hours
Listed also as THEA 270 and AMST 273 .
This course will satisfy the core area requirement in literature.
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ENGL 210 - Autobiography 3 Credit Hours
Why would anybody bother to write an autobiography-or to read one? What do we mean when we say that an autobiography is a truthful account of a life? How have autobiographies changed over time, and what do these changes suggest about how we understand the relationships among the self, memory, and authorship? This course explores these questions through analyzing a variety of autobiographical texts from different historical periods and cultural traditions
Prerequisite(s): ENGL 101 or CRWS 101 or equivalent.
This course will satisfy the core area requirement in literature.
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ENGL 211 - Introduction to Creative Writing 3 Credit Hours
Study of the fundamentals of good writing in a variety of literary genres - poetry, fiction, drama, and creative non-fiction. Analysis of the work of professionals and students. Short critical and creative pieces in the four genres are required.
Prerequisite(s): ENGL 101 or CRWS 101 or equivalent.
This course will satisfy the core area requirement in literature.
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ENGL 212 - Research in the Creative Writing Process 3 Credit Hours
This course will focus on research methods used by creative writers in a variety of genres. To quote Philip Gerard “[Research] is based on our fascination with mystery, in the broadest possible sense: that which is hidden from us, the answer we crave to know in order to make sense out of our world.” We will read the creative work of published authors that has resulted from such research. Class discussions will focus on writing craft, research methods, workshopping original student work, and special topics such as adaptation and documentary. By the end of the semester, each student will have completed a portfolio of creative work engaged with research.
Prerequisite(s): ENGL 211
This course will satisfy the core area requirement in literature.
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ENGL 213 - Writing at Work 3 Credit Hours
In this course you will learn to write effective workplace correspondence (including job-search correspondence), proposals, and reports, and you will also learn to prepare and deliver workplace presentations. Assignments include both individual and group projects.
Previously numbered as ENGL 336
Prerequisite(s): ENGL 102 or CRWS 102 or equivalent.
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ENGL 214 - Science and Health Writing 3 Credit Hours
This course is primarily designed for those students who want to learn how to write about science for a general audience. Students will analyze the conventions of scientific writing (that is, the writing that scientists do for their peers) and then learn how to adapt scientific knowledge to meet the needs of various readers. In addition, students learn how to edit their own work as well as that of their peers.
Prerequisite(s): ENGL 102 or CRWS 102 or equivalent.
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ENGL 217 - Writing, Performance, and Social Change 3 Credit Hours
Students will study and participate in Chicagoland arts organizations that connect writing and live performance with social change. Writing may include creative, academic, or professional forms, and performance may involve theater, storytelling, or live literature. Students will organize a literary or artistic performance on- or off-campus that will further spur their learning into action.
Prerequisite(s): ENGL 101 or CRWS 101 or equivalent.
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ENGL 220 - On the Origin of Stories 3 Credit Hours
Could storytelling be one of our most ancient behaviors, which helped us survive and evolve as a species, or is it a more recent, cultural development? Would knowing the answer to this question make a difference in how we understand stories? Drawing on insights from both science and literature, this course will explore these and related questions, which are the focus of lively, ongoing debates among evolutionary scientists, anthropologists, psychologists, philosophers, literary critics, and story tellers.
Prerequisite(s): ENGL 101 or CRWS 101 or equivalent.
This course will satisfy the core area requirement in literature.
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ENGL 221 - Literature of the African Diaspora 3 Credit Hours
This course will examine works by contemporary writers from Africa and the African diaspora. The term “African diaspora” refers to the various nations Africans were dispersed to during the African slave trade, including: North America, the Caribbean, South America, and Europe. This course will look into how the enslavement and dispersal of Africans during the slave trade influences the themes and traditions represented by writers of African descent throughout the world today. In looking at these themes as emblematic of a shared cultural history partially inherited from African tradition, students will analyze how these themes also represent the traditions and values of those nations to which African slaves were dispersed. This course is open to both majors and non-majors.
Listed also as BWS 221
Prerequisite(s): ENGL 101 or CRWS 101 or equivalent.
This course will satisfy the core area requirement in literature.
This course will satisfy the core requirement in multicultural studies.
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ENGL 222 - Black Women Writers 3 Credit Hours
An introduction to and exploration of writing by black women across America, Africa, and the Caribbean. Study of short stories, novels, and poetry of the African diaspora.
Listed also as BWS 222 and SWG 222
Prerequisite(s): ENGL 101 or CRWS 101 or equivalent.
This course will satisfy the core area requirement in literature.
This course will satisfy the core requirement in multicultural studies.
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ENGL 223 - African-American Popular Culture 3 Credit Hours
This course will focus on the production of “pop” culture in the United States, with special emphasis on the linkages between mainstream pop culture and pop culture originating in the African- American experience. The course will provide sociological, historical, and theoretical perspectives for understanding topics related to black film, R&B, literature, disco, art, and rap/hip-hop. Through the use of music, film, dance, and literary and visual arts, students will gain insight into ways that pop culture often serves to solidify the American populaces understanding of its national, racial, and cultural identities; especially as they relate to the unique contributions made by African- Americans to popular culture.
Listed also as BWS 223
Prerequisite(s): ENGL 101 or CRWS 101 or equivalent.
This course will satisfy the core area requirement in literature.
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ENGL 224 - Native American Literature 3 Credit Hours
Study of Native American literature with an emphasis on the relationship between text and context. The course considers the diversity and regional variation of tribal identities and the interplay between oral and written traditions in Native American literary history.
Prerequisite(s): ENGL 101 or CRWS 101 or equivalent.
This course will satisfy the core area requirement in literature.
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ENGL 225 - Critical Race Theory 3 Credit Hours
This course offers an introduction to Critical Race Theory (CRT). In addition to surveying CRT’s origins as a movement among legal scholars in the early 1980s, this course will examine its current influence in the fields of American studies, history, literature, ethnic studies, whiteness studies, gender and sexual studies, and African-American studies. In engaging this discourse, students will gain the knowledge to skillfully articulate and consider perspectives on one of the modern world’s most pressing social issues.
Listed also as BWS 225
Prerequisite(s): ENGL 101 or CRWS 101 or equivalent.
This course will satisfy the core area requirement in literature.
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ENGL 226 - King Arthur: From Myth to Fiction 3 Credit Hours
Exploration of the early historical and fictional sources for King Arthur with the goal of making sense of the modern manifestations of Arthuriana. Students will read representative texts from Geoffrey of Monmouth (the first historian of Arthur) to Tolkien’s Lord of the Rings. This course will also focus on the new genre of Arthurian movies.
Prerequisite(s): ENGL 101 or CRWS 101 or equivalent.
This course will satisfy the core area requirement in literature.
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ENGL 228 - Classical Drama 3 Credit Hours
Origin, development, and function of Greek classical drama and comedy; close study of selected plays by Aeschylus, Sophocles, Euripides, and Aristophanes.
Listed also as THEA 228
Prerequisite(s): ENGL 101 or CRWS 101 or equivalent.
This course will satisfy the core area requirement in literature.
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ENGL 230 - World Literature 3 Credit Hours
Cross-cultural study of topics in texts from different literary traditions across the Western and non-Western World.
Listed also as BWS 228
Prerequisite(s): ENGL 101 or CRWS 101 or equivalent.
This course will satisfy the core area requirement in literature.
This course will satisfy the core requirement in multicultural studies.
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ENGL 232 - West African Fiction 3 Credit Hours
This course will engage a range of fiction from anglophone West Africa by authors “canonical” and otherwise. The emphasis will be on the complexities of the West African anglophone postcolonial realities, raising issues of gender, ethnicity, and religion in relation to the consequences of decades of political instability and economic underdevelopment resulting from the African slave trade and colonialism. Through literary analysis and examination of how these factors intersect with contemporary postcolonial theories, students will learn to recognize connections between West African cultural history and the contemporary Western world.
Listed also as BWS 233
Prerequisite(s): ENGL 101 or CRWS 101 or equivalent.
This course will satisfy the core area requirement in literature.
This course will satisfy the core requirement in multicultural studies.
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ENGL 234 - Bible, Mythology, and Literature: Stories of Gods and Goddesses, Heroism and Deception 3 Credit Hours
In addition to selected books of the Bible and classical myths, students will explore the relation of the Bible and myth to works of literature.
Prerequisite(s): ENGL 101 or CRWS 101 or equivalent.
This course will satisfy the core area requirement in literature.
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ENGL 235 - Literature and Medicine 3 Credit Hours
How can the study of literature help us better understand the experience of illness or the practice of medicine? Students will consider the artistic challenges inherent in representing pain, analyze the cultural contexts surrounding narratives of sickness and health, and explore what the literary imagination has to offer medicine through close readings of works in multiple genres.
Prerequisite(s): ENGL 101 or CRWS 101 or equivalent.
This course will satisfy the core area requirement in literature.
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ENGL 236 - The Graphic Novel 3 Credit Hours
This course examines the cultural and historical significance of graphic novels (a.k.a. comic books) as serious works of literature and art. Explorations will include attempts to define the graphic novel and understand its relationship to popular culture and/or cinematic, fine arts, and belletristic traditions.
Prerequisite(s): ENGL 101 or CRWS 101 or equivalent.
This course will satisfy the core area requirement in literature.
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ENGL 237 - Studies in the Gothic Tradition 3 Credit Hours
Exploration of themes within the Gothic tradition, including the struggle between good and evil, the realm of the supernatural, and the psychological effects of terror. Courses will explore the influence of the Gothic tradition on literature, film, and/or popular culture.
Prerequisite(s): ENGL 101 or CRWS 101 or equivalent.
This course will satisfy the core area requirement in literature.
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ENGL 239 - How Literature Addresses Enduring Questions 3 Credit Hours
Which questions about the value and purposes of human life lie at the heart of Judaism, Christianity, Islam, and Buddhism? Literary responses include writings about the individual’s search to discover meaning in the physical and spiritual dimensions of life, including the search for wisdom while encountering trials of body and spirit, and the mindful cultivation of the virtues. The important questions are taken up by scriptural traditions and by literature’s expressions of the cultural, tribal, and gendered conditions and hopes of people making their human journeys. By initiating dialogues among students about such common themes, this course invites students to read works from several traditions.
Prerequisite(s): ENGL 101 or CRWS 101 or equivalent.
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ENGL 240 - Forms of Drama 3 Credit Hours
A survey of the development of significant dramatic forms from the classical period through the modern with a focus on tragedy and comedy. The course includes consideration of representative plays and critical documents from each period.
Listed also as THEA 240 .
Prerequisite(s): ENGL 101 or CRWS 101 or equivalent.
This course will satisfy the core area requirement in literature.
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ENGL 243 - Studies in Literature and Psychology 3 Credit Hours
Exploration of literature through the lens of psychological concepts and theories. Courses might explore issues of trauma, memory, identity, or empathy to ask how the scientific study of the mind can help us understand literature and how literature, in turn, might help us better understand the human mind.
Prerequisite(s): ENGL 101 or CRWS 101 or equivalent.
This course will satisfy the core area requirement in literature.
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ENGL 244 - Self-Portraits: Representations of the Self in Poetry, Fiction, and Drama 3 Credit Hours
Writers of poetry, fiction, and drama strive, even as they attend to the formal requirements of their craft, to make the imaginary worlds they create ring true to the emotional currents and patterns that reside deep in their minds. In this course, we’ll explore the fruitful tension between writers’ work and writers’ lives by examining poems, short stories, and plays in the context of selected biographical materials.
Prerequisite(s): ENGL 101 or CRWS 101 or equivalent.
This course will satisfy the core area requirement in literature.
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ENGL 245 - Reading Nature/Writing Nature 3 Credit Hours
Study of classic and contemporary texts exploring connections– physical, ethical, and spiritual– between human beings and the natural world. Application of these texts to current environmental issues through critical and creative writing.
Prerequisite(s): ENGL 101 or CRWS 101 or equivalent.
This course will satisfy the core area requirement in literature.
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ENGL 246 - Telling Lives 3 Credit Hours
What good does it do to hear then tell the life stories of other people? It helps us learn who we are: where we come from and where we live now, how to dream and how to face adversity. In this course, students will study collections, both old and new, of stories people tell about their lives, taking from that study not only information about others’ lives but an understanding of ways in which writing gives shape and meaning to experience.
Prerequisite(s): ENGL 101 or CRWS 101 or equivalent.
This course will satisfy the core area requirement in literature.
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ENGL 247 - Literary London and Beyond 3 Credit Hours
Study of literature about London and its environs. A survey of selected texts – poetry, fiction, nonfiction, and drama – from the 14th century to the present.
Prerequisite(s): ENGL 101 or CRWS 101 or equivalent.
This course will satisfy the core area requirement in literature.
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ENGL 248 - Modern Irish Literature: Stories of Love and Fear 3 Credit Hours
Study of a variety of genres in modern Irish literature, including prose, poetry, drama, and nonfiction prose. Exploration and analysis of writings by authors such as Joyce, Yeats, Beckett, Heaney, Boland, O’Brien, Meehan, and Friel.
Prerequisite(s): ENGL 101 or CRWS 101 or equivalent.
This course will satisfy the core area requirement in literature.
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ENGL 250 - Introduction to Poetry: Powerful Words and Passionate Connections 3 Credit Hours
Poetry through the ages has connected communities, featured storytelling, and created wide-ranging kinds of artistic expression. Students will read and discuss poetry from various eras and national and global traditions, including contemporary performance poetry and spoken word.
Prerequisite(s): ENGL 101 or CRWS 101 or equivalent.
This course will satisfy the core area requirement in literature.
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ENGL 260 - The English Drama 3 Credit Hours
Survey of the development of the English drama, medieval through modern.
Listed also as THEA 260 .
Prerequisite(s): ENGL 101 or CRWS 101 or equivalent.
This course will satisfy the core area requirement in literature.
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ENGL 261 - Shakespeare’s Romantic Couples 3 Credit Hours
Study of several of Shakespeare’s romantic comedies, “dark” comedies, and romances, emphasizing his handling of the genre: comedy.
Listed also as THEA 261
Prerequisite(s): ENGL 101 or CRWS 101 or equivalent.
This course will satisfy the core area requirement in literature.
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ENGL 262 - Shakespeare’s Tragic Families 3 Credit Hours
Study of several of Shakespeare’s tragedies and at least one of his history plays, emphasizing his handling of the genre: tragedy.
Listed also as THEA 262
Prerequisite(s): ENGL 101 or CRWS 101 or equivalent.
This course will satisfy the core area requirement in literature.
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ENGL 263 - Introduction to Shakespeare 3 Credit Hours
Study of several of Shakespeare’s plays, including a selection from his history plays, romantic comedies, “dark” comedies, romances, “problem” plays, and tragedies.
Listed also as THEA 263
Prerequisite(s): ENGL 101 or CRWS 101 or equivalent.
This course will satisfy the core area requirement in literature.
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ENGL 264 - Children’s Literature 3 Credit Hours
Listed also as EDUC 364 , (This course cannot be used in the English major.)
Prerequisite(s): EDUC 200 , ECED 300 , or education minor.
This course will satisfy the core area requirement in literature.
This course will satisfy the core requirement in multicultural studies.
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