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EDU 690 - Methods in Teaching Science - Middle and Secondary 2 hours
This course focuses on middle and secondary level teaching methods reflected in the Illinois Professional Teaching Standards, the College and Career Readiness Standards, the Common Core State Standards, and the Next Generation Science Standards. Candidates prepare, examine, and evaluate curriculum, learning resources, instructional strategies, and assessment. Candidates analyze and use student information gleaned from case studies or actual experiences in the field to design instruction that meets the diverse needs of students and leads to ongoing growth and achievement. They demonstrate an understanding of the spectrum of student diversity and assets that each student brings to the learning environment. Methods for differentiating instruction to accommodate individual needs and strengths of students in science classes are explored. Candidates prepare lesson plans and design level-appropriate units for intermediate and secondary level science students that include strategies, learning resources, and assessments.
Prerequisite(s): Prerequisite: Acceptance into Student Teaching or the consent of the program advisor.
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EDU 693 - Methods Of Teaching Math For Secondary And Middle School Teachers 3 hours
This course focuses on middle and secondary level teaching methods reflected in the Illinois Professional Teaching Standards, the College and Career Readiness Standards, and the Common Core State Standards. Candidates prepare, examine, and evaluate curriculum, learning resources, instructional strategies, and assessment. Candidates analyze and use student information gleaned from case studies or actual experiences in the field to design instruction that meets the diverse needs of students and leads to ongoing growth and achievement. They demonstrate an understanding of the spectrum of student diversity and assets that each student brings to the learning environment. Methods for differentiating instruction to accommodate individual needs and strengths of students in math classes are explored. Candidates prepare lesson plans and design level-appropriate units for intermediate and secondary level mathematics students that include strategies, learning resources, and assessments.
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EDU 697 - Methods of Teaching English Language Arts-Middle and Secondary 3 hours
This course focuses on middle and secondary level teaching methods reflected in the Illinois Professional Teaching Standards, the College and Career Reading Standards, and the Common Core State Standards. Candidates prepare, examine, and evaluate curriculum, learning resources, instructional strategies, and assessment. Candidates analyze and use student information gleaned from case studies or actual experiences in the field to design instruction that meets the diverse needs of students and leads to ongoing growth and achievement. They demonstrate an understanding of the spectrum of student diversity and assets that each student brings to the learning environment. Methods for differentiating instruction to accommodate individual needs and strengths of students in language arts classes are explored. Candidates prepare lesson plans and design level-appropriate units for middle and secondary level language arts students that include strategies, learning resources, and assessments.
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EDU 701 - Clinical Practice - Secondary 5 hours
The capstone fieldwork experience is completed as the final phase for fulfilling requirements for a Professional Educator License with a Secondary Endorsement. Candidates must apply for and be accepted into this full semester of fieldwork. The School of Education makes all placements in approved schools. Clinical practice is completed under the cooperation and supervision of a mentor teacher and university field supervisor. Candidates demonstrate their knowledge and skills in the art and science of teaching through performance in a secondary level classroom. Classroom evaluation focuses on assuring that the candidate is his or her classroom meets the appropriate content area standards and the Illinois Professional Teaching Standards. Candidates implement a teacher work sample in this clinical site.
Prerequisite(s): Prerequisite: Acceptance into Clinical Practice is based on completion of all MAT coursework and fulfillment of School of Education criteria. Concurrent enrollment in EDU 703 .
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EDU 703 - Clinical Practice Seminar - Secondary 1 hour
This seminar is taken concurrently with EDU 701 and is designed to encourage candidates to discuss collegially the demands of clinical practice and teaching at the secondary level and to explore ways to meet individual student needs. Candidates complete and submit their edTPA, a performance-based state assessment during this semester. They also prepare a professional resume, professional philosophy statement, and a professional development plan.
Prerequisite(s): Concurrent enrollment in EDU 701 .
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EDU 754 - Coaching and Supervision for Reading Specialists 3 hours
Reading specialist candidates will focus on the development and facilitation of skill sets and resources at the P-12 levels relating to literacy coaching. Using a balanced perspective, candidates explore the exisiting theories and best practice of literacy assessment that promote the development and implementation of effective literacy strategies, conflict resolution, and consensus building. How to coach successfully is explored through team teaching initiatives between reading specialists and classroom teachers along with how to model various instructional strategies with children in various settings. There is a focus on ways to serve as a literacy resource for the school community and an awareness of the various instructional resources available within the school/school district to support literacy. There is an exploration of the opportunities for forming partnership with the external community to promote effective literacy as well as an investigation of sources for grants to support and enhance the reading program. This course addresses International Reading Association Standard 5.
Prerequisite(s): Prerequisite: EDU 541
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EDU 755 - Reading Practicum 3 hours
This course provides an opportunity for reading specialist candidates to put theory into practice. In a clinical setting, candidates will assist, support, coach and evaluate teachers and papaprofessionals in their use of instructional grouping, in a wide range of appropriate curriculum materials, and with a wide range of instructional practices in reading. Candidates will conduct professional study groups for paraprofessionals and parents.
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EDU 772 - Coding 2: Introduction to Robotics and Microcontrollers 3 hours
This course will introduce students to fundamental concepts involving robotics and microcontrollers. The course will examine how a teacher can incorporate systems like Raspberry Pi, Arduino, Parallax Board of Education into a STEM or Maker curriculum. In addition, students will study how programming, mechatronics, and engineering principles can be taught using robotics.
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EDU 774 - Coding for Educators 3 hours
With computer programmers in high demand, it has never been more important for educators to provide P-12 students with opportunities to be exposed to computer programming and to experience how it can take them from merely being technology users to technology producers. In this course candidates will learn basic coding, computational thinking skills, and will explore tools and curricula applications and methods for teaching coding and computer science. As a culminating project, candidates will design a coding unit that they can take into their classrooms or libraries to introduce coding to their students.
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EDU 776 - Integrating Technology Into Programming, Services, and Instruction 3 hours
This course provides an overview of media technologies used in the teaching/learning process. Emphasis is given to effective utilization of media (including interactive and multimedia technologies); facilitating creation/production of media by students and teachers in elementary, middle and secondary schools; copyright issues; and planning for technology.
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EDU 777 - Learning Theories and Instructional Designs 3 hours
This course focuses on the identification and application of educational and technology-related research, the psychology of learning theories, and instructional design principles in guiding use of computers and technology in education.
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EDU 778 - Hardware, Operating Systems, Networking, And Troubleshooting 3 hours
This course provides candidates with knowledge of computer hardware and networking, enabling them to identify and rectify computer hardware, software and network related problems. With the help of this course the candidates will be able to understand the hardware specifications that are required to run operating systems and various classroom application programs. This also includes upgrading of existing hardware/software as and when required.
Listed also as LIS 735
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EDU 779 - Systems Analysis and Design 3 hours
This course introduces candidates to the concepts and techniques of systems analysis and design focusing on their application to educational systems and services. Candidates will explore formal methods for modeling systems and industry practice techniques of analysis that are used to address problems and opportunities in education-based organizations.
Listed also as LIS 754
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EDU 780 - Digital and Media Literacy in the Classroom 3 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.
Listed also as LIS 736
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EDU 781 - Technology for Leaders 3 hours
This course focuses on the identification of the components of the role of leadership in the application and integration of technology into the learning process and administrative roles of an organization. It is critical that leaders identify the importance of developing a shared vision of technology in the teaching/learning lifecycle, comprehend change protocols, and develop a strategic plan to guide the implementation and evaluation of technology. During this course, candidates will complete a Capstone Project that will consist of determining a technology need in their educational settings, design a plan to meet this need, field test it and analyze its outcome.
Listed also as LIS 765
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EDU 782 - Technology in STEM 3 hours
This course explores the integration of technology into STEM classes in P-12 schools. To follow the Common Core State Standards for Mathematics, NCTM’s recommendation for the use of technology in mathematics classrooms, and the Next Generation Science Standards, the course will explore the rationales and technological Pedagogical Content Knowledge (TPACK) for integrating technology into mathematics and science classrooms. The technology tools teachers will explore may include Internet applications and resources, iPad apps, SmartBoard, graphing calculators, and Geometer’s Sketchpad etc. Candidates will produce projects to understand and explore the effective use of technology in STEM classrooms.
Listed also as LIS 738
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EDU 783 - Online/Blended Learning 3 hours
The course introduces P-12 teachers to blended and online learning. It will introduce them to the current trends and standards in P-12 online teaching and learning; the best practices of engagement, assessment, and differentiation online; and the current technology for online instruction. Candidates will design a syllabus for an online course appropriate for his/her classroom; design a unit of learning for P-12 students; develop one module of blended or online instruction for P-12 students; and evaluate the quality of three modules for blended/online instruction for P-12 students.
Listed also as LIS 739
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EDU 784 - Teaching and Learning in a 1:1/BYOD Environment 3 hours
This course focuses on the 1:1/BYOD (Bring Your Own Device) model of teaching and learning. Candidates will explore the technology tools, learning theories, and teaching practices that can be developed/utilized to bring this new and innovative way to personalize learning for students in their P-12 classrooms. They will develop a plan to bring and implement 1:1/BYOD to their schools and design and teach a lesson using it that can be utilized in their classrooms with their students.
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EDU 785 - 3D Printing 3 hours
This course presents a new form of publishing and manufacturing, 3D printing. 3D printing represents the ability to physically engage with the end product of a three-dimensional computer design. Because of the ability to make the virtual physical, 3D printing has numerous applications to a school setting. Whether a teacher wants to create scalable models of microscopic organisms or chemical elements to engage their students, or an instructor wants to improve a student’s spatial and visual skills through computer-aided design, a 3D printer represents an indispensable tool for a 21st century school. This course prepares candidates to learn about the affordances and constraints of a 3D printer as well as how to use a computer-aided design program to produce an end product via such a device in their P-12 schools/classrooms.
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EDU 786 - Gaming in Education 3 hours
This course explores how educational games have been used in the classroom for over three decades, and how, with the increased acceptance of gaming as a viable means for learning, it can be utilized by today’s P-12 teachers. Gamification means bringing some aspect of game design and game theory to bear in course design and class management. This course would familiarize candidates with the concepts and theories of game design across a variety of gaming media in order to help them learn how to gamify their own classes. Participants will be asked to deconstruct a variety of games in order to understand what makes them educational yet engaging, and then design their own game for a gaming medium of their choice.
Listed also as LIS 741
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EDU 787 - Video Production 3 hours
This course focuses on digital video production providing design theory and hands-on with camera technique and non-linear editing. Candidates will learn how to take this knowledge and integrate it into the learning process for their P-12 students. They will capture, create, and edit video files for media productions and various delivery formats and learn how these can be integrated in their P-12 curriculums.
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EDU 788 - Data Management Systems 3 hours
An introduction to database concepts, database design, and database implementation. Examines the role of data in the educational environment and the application of database principles in information storage and handling. Candidates will have hands-on practice with a database management system.
Listed also as LIS 751
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EDU 789 - Internet Fundamentals and Design 3 hours
This course introduces candidates to the fundamentals of the Internet, including its origins, evolution, architecture, current issues and future. Candidates will gain a basic understanding of Web content languages, Web site management, and design/usability principles. Critical Internet issues such as security, privacy, copyright and governance will be discussed within the context of educational services. Candidates will design a website that could be utilized in an educational setting.
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EDU 790 - Social Media and Emerging Technologies 3 hours
This course examines the latest applications of social media and emerging technologies in educational settings. Candidates will experience an immersive learning environment via popular social media platforms and hands-on practices in the lab. Multimedia information creation and dissemination, new online business models, data security, ethics and privacy issues will also be explored.
Listed also as LIS 768
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EDU 791 - Assistive Technology 3 hours
This course explores the teaching and learning of students with disabilities. Candidates gain hands-on experience using a variety of evidence-based assistive technology tools. They gain an understanding of procedures for the assessment of assistive technology needs, and decision-making guides and frameworks for planning for the use of assistive technology as well as use of assistive technology to support Universal Design for Instruction. Candidates examine ways of integrating assistive technology tools into students’ IEPs in order to increase access to the general education curriculum. Candidates also gain experience using technology for administrative purposes, such as gathering and charting data, and monitoring progress.
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EDUC 090 - Skill Building for Academic Proficiency Professional Educators I 1 hour
Strategies to help students develop skills and utilize resources that will lead to success in academic proficiency and in the Bachelor of Arts in Elementary Education program. This course is designed for students who score below required Test of Academic Proficiency score or below 22 on the ACT Plus Writing. Should be taken in the first semester of the freshman year.
Prerequisite(s): Open to first-year students in the School of Education.
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EDUC 091 - Skill Building for Academic Proficiency Professional Educators II 1 hour
A continuation of Skill Building for Academic Proficiency for Professional Educators 1 which helps students develop skills and utilize resources that will lead to success in academic proficiency and in the Bachelor of Arts in Elementary Education program. This course is designed for students who score below required Test of Academic Proficiency score or below 22 on the ACT Plus Writing. Should be taken in the second semester of the freshman year.
Prerequisite(s): Open to first-year students in the School of Education.
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EDUC 200 - Foundations of Education 3 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 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 hours
This course focuses upon the historical and philosophical roots of our educational system and its place in the social, economic, legal, political, and cultural milieu of America. Students will study historical and philosophical issues embedded in current educational practice and controversies, especially as these relate 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. Students examine the historical and philosophical origins of educational policies and practices in the United States and articulate how history and philosophy shape current and future educational policies and practices.
Listed also as AMST 311 .
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EDUC 315 - Classroom Assessment 3 hours
This course focuses on assessment as a means of supporting the continuous development of all students in 6-12 classrooms. Assessment strategies will be examined as they relate to the instructional process.
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EDUC 320 - Educational Psychology 3 hours
In this course, candidates explore the theoretical basis for teaching and learning in kindergarten through 12th grade classrooms. While the course is theoretical in nature, candidates also explore the application of theory to classroom practice. Topics addressed include theories of learning; cognitive, social, emotional, and moral development; motivation; classroom management; and individual differences and diversity in learning. A particular focus is placed on the developmental characteristics and the nature and needs of elementary, middle/early adolescent, and secondary learners.
Prerequisite(s): Acceptance into the Teacher Education Program.
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EDUC 335 - Reading in the Content Areas for Middle Level and Secondary Teachers 3 hours
In this course, candidates focus 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. They learn to assist learners with diverse abilities and backgrounds, and analyze content area texts for readability levels and social and cultural perspectives. Candidates collaborate with a classroom teacher in the development of a content area unit and teach one of their lessons to the class. Fieldwork required.
Prerequisite(s): Acceptance into the Teacher Education Program or education minor.
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EDUC 353 - Instructional Technology 3 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 Area Reading 1 hour
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): Acceptance into the Teacher Education Program.
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EDUC 364 - Children’s Literature 3 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 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 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 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. Clinically-based course taught on-site in a partner elementary school.
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 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. Clinically-based course taught on-site in a partner elementary school.
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 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 a collaborative relationships and being a reflective novice teacher. 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 377 - Methods and Materials for Teaching Science in the Elementary Classroom 3 hours
Learning opportunities permit students to develop scientific pedagogical content knowledge in order to teach through inquiry thought processes. General knowledge and skills in teaching that were developed in prior coursework will be synthesized and applied to the teaching and learning of science. Some 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, and teaching controversial 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 will be addressed directly and infused within all aspects of the course. Fieldwork required.
Prerequisite(s): Admission to the 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 hour
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): Admission to the Teacher Education Program.
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EDUC 379 - Methods and Materials for Teaching Fine Arts and Music in the Elementary Classroom 1 hour
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): Admission to the Teacher Education Program.
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EDUC 386 - Diversity, Language, and Culture 3 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 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 the Teacher Education Program.
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EDUC 401 - Instructional Strategies for Teaching English in Middle and Secondary Schools 3 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 the Teacher Education Program.
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EDUC 402 - Instructional Strategies for Teaching Art in the K-12 Classroom 3 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 the Teacher Education Program.
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EDUC 403 - Instructional Strategies for Teaching Mathematics in Middle and Secondary Schools 3 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 the Teacher Education Program.
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EDUC 404 - Instructional Strategies for Teaching Modern Foreign Language in the K-12 Classroom 3 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 the Teacher Education Program.
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EDUC 406 - Instructional Strategies for Teaching Social Studies in Middle and Secondary Schools 3 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 the Teacher Education Program.
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EDUC 411 - Methods and Materials for Teaching English as a Second Language 3 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 the Teacher Education Program
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EDUC 412 - Methods and Materials for Teaching in Bilingual Classrooms 3 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.
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EDUC 413 - Assessment of ELL Students 3 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 414 - Language and Culture 3 hours
The candidate understands the diverse characteristics and abilities of each ELL student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, historical and academic experiences. The candidate uses these experiences to create instructional opportunities that maximize ELL student learning as well as to better understand the communities outside of the school. Issues related to diversity, inclusion, equity and equality, tolerance and cultural competency will be addressed extensively. A deeper analysis of an educator’s implicit biases, misconceptions and prejudices will be examined in relation to student expectations and achievement.
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EDUC 415 - Linguistics 3 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.
Prerequisite(s): Acceptance into the Teacher Education Program.
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EDUC 416 - Foundations of Language Minority Education 3 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.
Prerequisite(s): Acceptance into the Teacher Education Program.
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EDUC 417 - Literacy Development for ELL Students 3 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 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 hour
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 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 2 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 10 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 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 10 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 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 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 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 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 100 - College Writing 3 hours
Development of skill in reading academic texts and writing clear and correct sentences, coherent paragraphs, and short essays that draw on ideas from personal experience and assigned readings to develop a thesis. May not be taken on a Satisfactory/Fail grading basis; a student must receive a grade of C- or higher to advance to ENGL 101 .
Prerequisite(s): Placement through examination.
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ENGL 101 - Composition I: Writing as Discovery and Action 3 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 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 207 - Images of Women in Drama 3 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 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 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 equivalent.
This course will satisfy the core area requirement in literature.
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ENGL 211 - Introduction to Creative Writing 3 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 102 or concurrent enrollment.
This course will satisfy the core area requirement in literature.
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ENGL 212 - Intermediate Creative Writing 3 hours
Multi-genre study of the various skills and techniques writers use to develop an authentic voice and a sustainable practice. A course intended for writers with some experience in college-level workshops. Students will build on their familiarity with major contemporary writers and fundamental concepts, extend their literary vocabularies, and develop their own bodies of work in an intimate group setting. Readings and assignments will follow a different theme every semester the course is offered.
Prerequisite(s): ENGL 211
This course will satisfy the core area requirement in literature.
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ENGL 220 - On the Origin of Stories 3 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
This course will satisfy the core area requirement in literature.
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ENGL 221 - Literature of the African Diaspora 3 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
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 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
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 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
This course will satisfy the core area requirement in literature.
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ENGL 224 - Native American Literature 3 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
This course will satisfy the core area requirement in literature.
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ENGL 225 - Critical Race Theory 3 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
This course will satisfy the core area requirement in literature.
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ENGL 226 - King Arthur: From Myth to Fiction 3 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
This course will satisfy the core area requirement in literature.
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ENGL 228 - Classical Drama 3 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
This course will satisfy the core area requirement in literature.
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ENGL 230 - World Literature 3 hours
Study of classic texts in Western and non-Western world literature.
Listed also as BWS 228
Prerequisite(s): ENGL 101
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 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
This course will satisfy the core requirement in multicultural studies.
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ENGL 234 - Bible, Mythology, and Literature 3 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
This course will satisfy the core area requirement in literature.
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ENGL 235 - Literature and Medicine 3 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
This course will satisfy the core area requirement in literature.
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ENGL 236 - The Graphic Novel 3 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
This course will satisfy the core area requirement in literature.
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ENGL 239 - How Literature Addresses Enduring Questions 3 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
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ENGL 240 - Forms of Drama 3 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
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 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
This course will satisfy the core area requirement in literature.
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ENGL 245 - Reading Nature/Writing Nature 3 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
This course will satisfy the core area requirement in literature.
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ENGL 246 - Telling Lives 3 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
This course will satisfy the core area requirement in literature.
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ENGL 247 - Literary London and Beyond 3 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
This course will satisfy the core area requirement in literature.
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ENGL 248 - Modern Irish Literature 3 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
This course will satisfy the core area requirement in literature.
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ENGL 250 - Poetry: Form, Feeling, Meaning 3 hours
An introduction to the study of poetry, with particular attention to the ways in which poets use formal structure to express feeling and make meaning.
Prerequisite(s): ENGL 101
This course will satisfy the core area requirement in literature.
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ENGL 260 - The English Drama 3 hours
Survey of the development of the English drama, medieval through modern.
Listed also as THEA 260 .
Prerequisite(s): ENGL 101
This course will satisfy the core area requirement in literature.
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ENGL 261 - Shakespeare’s Romantic Couples 3 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
This course will satisfy the core area requirement in literature.
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