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2022-2023 University Bulletin [ARCHIVED BULLETIN]
Course Descriptions
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DCDP 205 - CPSC Year of Discovery: Leveraging Your Strengths 1 Credit Hours
In this course, students master Dominican’s S.T.A.R. approach to written and verbal business communication, including interviewing, resume writing, and job search-related communications. They also improve their networking and relationship-building skills. Additionally, students explore their skills, values, and interests to help solidify potential careers and obtain their internship. The course culminates with a mock interview event in which professionals interview students.
Prerequisite(s): CPSC or CIS major.
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DCDP 401 - INF Year of Launch: Managing Your Career 1 Credit Hours
This capstone course provides a structured opportunity for Informatics majors to take the final step in their college career-readiness path. Topics include: negotiating job offers, understanding compensation and benefits, managing professional feedback, and navigating careers in the long-term. Students are supported as they navigate their full-time job search or explore further post-secondary education plans
Prerequisite(s): Informatics major
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DCDP 402 - CRIM Year of Launch: Managing Your Career 1 Credit Hours
This capstone course provides a structured opportunity for Criminology majors to take the final step in their college career-readiness path. Topics include: negotiating job offers, understanding compensation and benefits, managing professional feedback, and navigating careers in the long-term. Students are supported as they navigate their full-time job search or explore further post-secondary education plans.
Prerequisite(s): Criminology major
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DCDP 403 - PSYC Year of Launch: Managing Your Career 1 Credit Hours
This capstone course provides a structured opportunity for Psychology or Neuroscience majors to take the final step in their college career-readiness path. Topics include: negotiating job offers, understanding compensation and benefits, managing professional feedback, and navigating careers in the long-term. Students are supported as they navigate their full-time job search or explore further post-secondary education plans.
Prerequisite(s): Psychology or Neuroscience major
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DCDP 404 - ENGL Year of Launch: Managing Your Career 1 Credit Hours
This course provides a structured opportunity for English majors to take the final step in their college career-readiness path. Topics include: negotiating job offers, understanding compensation and benefits, managing professional feedback, and navigating careers in the long-term. Students are supported as they navigate their full-time job search or explore further post-secondary education plans.
Prerequisite(s): English major
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DCDP 405 - HWE Year of Launch: Managing Your Career 1 Credit Hours
This capstone course provides a structured opportunity for Health and Wellness majors to take the final step in their college career-readiness path. Topics include: negotiating job offers, understanding compensation and benefits, managing professional feedback, and navigating careers in the long-term. Students are supported as they navigate their full-time job search or explore further post-secondary education plans.
Prerequisite(s): Health and Wellness -B.S.
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ECE 503 - Child, Family, And Community Relations 3 Credit Hours
The purpose of this course is to assist candidates in developing the necessary skills to work cooperatively with families and community members. This starts with the understanding that all young children are fully functioning members of a diverse and multicultural school, family and community. In this class, candidates gain insight into family perspectives and experiences by examining the social, economic, legislative and technological impacts on children and families, including families with special needs children. They evaluate existing support services and service delivery models in the school and community with respect to diversity, exceptionality, and family health and well being. A particular emphasis is placed on strategies to promote and assure effective communication, collaboration and consultation between home, school and community. Topics covered include, but are not limited to, social-ecological framework and assessment, life-span development in relation to life history and historical moments, community resources, programs, and service personnel, cultural sensitivity, family demographics, family systems theory, family stressors and grievance, intergenerational family assessment, child abuse and neglect, collaborative and communicative techniques, professional ethics, legal rights of parents, teachers and students in the school system, legislation and advocacy.
Listed also as SPED 503
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ECE 541 - Methods of Teaching Reading and Language Arts to Young Children 4 Credit Hours
In this course, candidates focus on the developmentally appropriate instructional methods and materials for promoting and teaching reading and literacy in diverse and inclusive early childhood settings. Candidates explore recent research, philosophical and theoretical views, and issues related to emergent literacy, quality children’s literature, and environments that support language acquisition and the development of the children’s ability to read, write, speak and listen. Candidates examine procedures for planning, organizing and assessing various methodologies and environments for all young children in the pre-primary and primary early childhood classrooms. Additionally, candiates select and implement curricular modifications for exceptional children.
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ECE 597 - Residency in Early Childhood Education 1 Credit Hours
The purpose of this clinical experience is to assist candidates in applying their theoretical and methodological knowledge and skills to the diverse and multicultural early childhood classroom. During clinical practice, candidates engage in a guided, full-time teaching experience in an early childhood classroom, under the cooperation and supervision of a mentor teacher and university field supervisor. Clinical practice consists of the candidate observing the students, the environment, and the cooperating teacher, as well as being responsible for the developmentally appropriate instruction of students individually, in small groups, and as a whole class. Candidates in this course concurrently enroll in the early childhood clinical practice seminar.
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ECEA 501 - History and Philosophy of Early Childhood and Special Education 3 Credit Hours
In this course, candidates focus on the historical and philosophical aspects of early childhood and special education as related to current local, national, and global trends and issues. Candidates will study key individuals, movements, curricula, and services, and apply a multicultural, multidisciplinary, and inclusive approach to the formal and informal education of all young children. Candidates will also examine state and national standards (professional and learning), ethical practices and conduct, professional skills and dispositions, and the licensing requirements which shape the professional early childhood and special education milieus.
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ECEA 503 - Family and Culture 3 Credit Hours
The purpose of this course is to assist candidates in developing the requisite professional skills and dispositions to work cooperatively with diverse families, provide leadership in the community, and serve as an advocate for all young children, their families, their community, and the early childhood profession. This starts with the understanding that all young children are fully functioning members of a diverse and multicultural school, family and community. Candidates will gain insight into family systems, perspectives, and experiences by examining the social, economic, legislative and technological impacts on children and families, including families with special needs children and immigrant families with bilingual children. They will evaluate existing support services and service delivery models in the school and community with respect to diversity, exceptionality and family health and well-being, with a particular emphasis on strategies to promote and assure effective communication, collaboration and consultation between home, school, and community. Additionally, all candidates in this course will successfully complete mandated reporter training.
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ECEA 529 - Assessment of Young Language Learners 3 Credit Hours
This course will address the specific assessment techniques for use with all young children from birth through third grade including young children with disabilities and English Language Learners. This course will stress formal and informal assessment techniques and strategies needed for making decisions regarding individual and group development, diagnosis and placement, learning, curricula, and instructional approaches and modifications appropriate for all young children and their families. Candidates will examine specific formal assessments, diagnostic instruments, data interpretation from case studies, as well as explore considerations unique to the assessment of young children. An emphasis will be placed on language-based assessments for English Language Learners and the development, administration, scoring, accommodations and modifications, and interpretation of assessments that are fair and valid for ELL students. Candidates will complete the training needed to administer the ACCESS testing for ELL students. Assessments that differentiate between language differences and cognitive differences will be emphasized in order to avoid the disproportionate rate of ELL students wrongly placed into Special Education classrooms.
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ECEA 540 - Child Growth and Development 3 Credit Hours
The purpose of this course is to serve as a comprehensive introduction to the principles and concepts of typical and atypical child growth and development of young children from prenatal development through pubescence, with specific emphasis being given to the growth and development of young children aged birth through eight years. This course addresses the physical, cognitive, linguistic, and social-emotional needs and characteristics of children. Candidates will examine how these diverse characteristics, needs, and abilities, as well as biological and environmental factors, influence the pre-, peri, and post-natal development of children within the context of their social, economic, cultural, linguistic, and academic experiences.
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ECEA 541 - Literacy Development 3 Credit Hours
In this course, candidates focus on the developmentally appropriate instructional methods and materials for teaching literacy in diverse and inclusive early childhood settings. Recent research, philosophical and theoretical views, and issues related to emergent literacy and English language acquisition ground the course: phonemic awareness, morphological awareness, vocabulary development and acquisition, word knowledge and acquisition, reading fluency and comprehension, syntax and semantics, and the products, processes and stages of writing. Candidates examine procedures for planning, organizing and interpreting various methodologies for literacy development and literacy-based environments for all young children in the pre- primary and primary early childhood classrooms. Additionally, the selection of quality children’s literature and the implementation and curricular modifications for exceptional children are also covered.
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ECEA 542 - Instructional Methods in Curriculum and Organization (Creative Arts) 3 Credit Hours
In this course, candidates focus on the developmentally appropriate instructional materials and methods for teaching the academic disciplines of the creative and expressive arts in diverse and inclusive pre-primary and primary early childhood settings, (birth through third grade). Areas such as music, movement, play, storytelling, creative writing, poetry, and art are covered. Using content area knowledge and appropriate state and national learning standards, candidates examine procedures for designing, planning, organizing and interpreting various instructional strategies, tools, methodologies, and environments that promote the effective learning of the creative and expressive arts. Additionally, candidates explore the selection, adaptation, and use of instructional strategies and materials for children with exceptional learning needs that can be generalized across various learning environments.
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ECEA 572 - Internship 0 Credit Hours
Candidates will be introduced to the profession of teaching through guided microteaching and independent teaching experiences. Candidates will gain knowledge of research-based practices and apply this knowledge through the planning and execution of age-appropriate pedagogy and group management strategies.
Grading Type
S/F
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ECEA 582 - Theory of Play 3 Credit Hours
In this course, candidates focus on the theoretical and methodological aspects of play and its effect on a child’s physical, cognitive, linguistic, and social-emotional development. Course content emphasizes the importance of children’s play, identifies how play environments are organized in diverse and inclusive early childhood settings, and illustrates how play is used to promote learning and growth across all developmental domains. Using content area knowledge and appropriate state and national learning standards, candidates examine procedures for designing, planning, organizing and interpreting various instructional strategies, tools, methodologies, and environments for all young children in the pre-primary and primary early childhood classrooms. Additionally, candidates explore the selection, adaptation, and use of instructional strategies and materials for children with exceptional learning needs that can be generalized across various learning environments and academic disciplines.
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ECEA 584 - Techniques and Method in ECE (SC, M, SS) 3 Credit Hours
In this course, candidates focus on the developmentally appropriate instructional materials and methods for teaching the academic disciplines of mathematics, science, and social studies in diverse and inclusive pre-primary and primary early childhood classrooms. Using content area knowledge and appropriate state and national learning standards, candidates examine procedures for designing, planning, organizing and interpreting various instructional strategies, tools, methodologies, and environments that promote the effective learning of mathematics, science, and social studies. Additionally, candidates explore the selection, adaptation, and use of instructional strategies and materials for children with exceptional learning needs that can be generalized across various learning environments.
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ECEA 597 - Residency in ECE 1 Credit Hours
The purpose of this clinical experience is to assist the candidates in applying their theoretical and methodological knowledge and skills to the diverse early childhood settings, birth through second grade. During residency, candidates engage in a guided, full-time teaching experience in an early childhood classroom, under the cooperation and supervision of a mentor teacher and program coordinator. Candidates are responsible for the developmentally appropriate instruction and assessment of students-individually, in small groups and as a whole class. Candidates in this course are concurrently enrolled in the Early Childhood Scholarship of Teaching and Learning Lab.
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ECEA 598 - SoTL (Scholarship of Teaching and Learning) Lab .25 Credit Hours
The purpose of this forum is to encourage candidates to collegially discuss the demands, challenges and rewards of clinical experience in early childhood education. Candidates will discuss, explore and reflect on ways to continue meeting student needs, shape professional philosophy and synthesize theoretical content as it relates to pedagogical practices. Additionally, candidates will have guided opportunities to learn, adapt and implement basic teaching tasks like lesson planning and developing classroom management proficiency. Candidates in this course are concurrently enrolled in early childhood residency. Action research modules will provide an opportunity to integrate theory and practice and inform candidates’ ability to impact student learning and their own professional growth, at varying levels of complexity as they advance through the program.
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ECED 300 - Child Growth and Development 3 Credit Hours
An introduction to the typical and atypical growth and development of young children from prenatal development through pubescence.
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ECED 301 - History and Philosophy of Early Childhood Education 3 Credit Hours
An introduction to the historical and philosophical principles involved in planning, implementing, and evaluating developmentally appropriate, inclusive, evidence-based curricula for young children.
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ECED 304 - Family and Culture 3 Credit Hours
Develop the requisite professional skills and dispositions to work cooperatively with diverse families, provide leadership in the community, and serve as an advocate for all young children, their families, their community, and the early childhood profession.
This course will satisfy the core area requirement in multicultural studies.
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ECED 356 - Teaching Early Childhood Special Education 2 Credit Hours
Candidates will examine the developmentally and individually appropriate methods, materials, and strategies to promote the physical, cognitive, language, social-emotional, and adaptive development of young children with special needs. Additionally, candidates will investigate evidence-based frameworks and techniques to plan, deliver, and modify instructional content within responsive home, center, and school environments. This course includes 20 field hours.
Prerequisite(s): SEDU 322
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ECED 387 - Linguistics and Language Development for Young Children 3 Credit Hours
Study typical and atypical speech and language acquisition and development of young children, including those whose native language is not English.
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ECED 390 - Teaching Early Childhood Social Studies 2 Credit Hours
Focus on the developmentally appropriate instructional materials and methods for teaching the academic discipline of social studies in diverse and inclusive early childhood classrooms.
Prerequisite(s): Acceptance into teacher education program.
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ECED 391 - Literacy Development in Early Childhood 3 Credit Hours
Focuses on the developmentally appropriate instructional methods and materials for teaching literacy in diverse and inclusive early childhood settings, including those which contain students whose native language is not English.
Prerequisite(s): Acceptance into teacher education program.
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ECED 392 - Teaching Early Childhood Creative Arts 3 Credit Hours
Focuses on the developmentally appropriate instructional materials and methods for teaching the creative arts in diverse and inclusive early childhood classrooms.
Prerequisite(s): Acceptance to the teacher education program.
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ECED 393 - Theory and Pedagogy of Play 2 Credit Hours
Courses focuses on the theoretical and methodological aspects of play and its effect on a child’s physical, cognitive, linguistic, and social-emotional development.
Prerequisite(s): Acceptance into teacher education program.
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ECED 394 - Teaching Early Childhood Math and Science 3 Credit Hours
A focus on the developmentally appropriate instructional materials and methods for promoting, integrating, and teaching STEM content in diverse and inclusive early childhood classrooms.
Prerequisite(s): Acceptance into teacher education program.
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ECED 395 - Teaching Early Childhood Physical Education, Health, and Safety 2 Credit Hours
A course focusing on the developmentally appropriate instructional materials and methods for teaching physical education, health, and safety in diverse and inclusive early childhood classrooms.
Prerequisite(s): Acceptance into teacher education program.
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ECED 399 - Intensive Field Experience 1 Lab Hours
A four-week long, full-day teaching and co-teaching experience within an early childhood classroom (Birth-PreK, or K-2).
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ECED 401 - Internship in Early Care and Education 10 Credit Hours
The purpose of this internship is to assist students in applying theoretical and methodological knowledge and skills to diverse early care and education settings. During internships, students engage in a full-time guided teaching experience in an early care and education setting, with the cooperation and supervision of a mentor teacher and university field supervisor. Utilizing the Dominican University Goedert Center as well as other settings, students will observe and evaluate children’s development in the context of quality environments and interactions, and will implement developmentally appropriate teaching practices through individual, small group, and whole class instruction.
Prerequisite(s): Admission to Internship. Concurrent enrollment in ECED 402
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ECED 402 - Internship Seminar in Early Care and Education 2 Credit Hours
The purpose of this weekly seminar is to encourage collaboration as students evaluate their internship in anearly care and education setting through the lens of best practices in the profession, and to add to competencies for behavior guidance, quality teaching, and developmentally appropriate practice. Students discuss experiences and explore resources for ongoing growth in the profession. This seminar also serves as a bridge to the profession of early childhood education. Students set goals and identify opportunities for professional development and advocacy. In addition, support is given for employment application and interviews.
Prerequisite(s): Admission to internship in early care and education.
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ECED 431 - Assessment of Young Language Learners 3 Credit Hours
This course addresses specific assessment techniques for use with all young children (birth through 2nd grade) including young children with disabilities and English language learners.
Prerequisite(s): Acceptance into teacher education program.
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ECED 494 - Clinical Practice in Early Childhood Education 10 Credit Hours
Clinical experience designed to assist candidates in applying their theoretical and methodological knowledge and skills to the diverse early childhood settings, birth through second grade.
Prerequisite(s): Acceptance into teacher education program and admission to clinical practice.
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ECED 495 - Clinical Practice Seminar in Early Childhood Education 2 Credit Hours
A collegial discussion on the demands, challenges and rewards of students’ clinical experience and to prepare to transition into the early childhood field.
Prerequisite(s): Acceptance to teacher education program and admission to clinical practice.
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ECON 101 - Principles of Microeconomics 3 Credit Hours
An introduction to economic theory and economic analysis of the American economy with emphasis on microeconomics-the price system, product and input market analysis.
Previously numbered as ECON 190
This course will satisfy the core area requirement in social sciences.
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ECON 102 - Principles of Macroeconomics 3 Credit Hours
An introduction to economic theory and economic analysis of the American economy with emphasis on macroeconomics-national income analysis, fiscal and monetary policy.
Previously numbered as ECON 191
This course will satisfy the core area requirement in social sciences.
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ECON 340 - International Economics 3 Credit Hours
The course examines why nations trade, determinants of the basis and direction of trade, welfare gains and losses from trade, and the dynamic nature of comparative advantage. It analyzes the effects of subsidies, industrial and regulatory policies, and tariff and non-tariff barriers. Multilateral and bilateral trade arrangements and the impact of these arrangements are examined. The course also covers international financial flows and the balance of payments, and exchange rate systems.
Previously numbered as ECON 376
Prerequisite(s): ECON 101 and ECON 102 .
This course will satisfy the core area requirement in social sciences.
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ECON 341 - Econometrics 3 Credit Hours
Econometrics is a set of research tools used to estimate and test economic relationships. The methods taught in this introductory course can also be employed in the business disciplines of accounting, finance, marketing and management and in many social science disciplines. The aim of this course is to provide you with the skills necessary to be able to use data to meaningfully answer economic questions, and to understand both the implications and the limitations of the answers that you find.
The emphasis will be on understanding the tools of econometrics and applying them in practice. To this end, students will define a research question early in the semester, and throughout the semester, will collect and analyze data that can provide insight into this question.
Previously numbered as ECON 365
Prerequisite(s): QUAN 201 and CIS 120 .
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ECON 342 - Intermediate Microeconomics 3 Credit Hours
The mechanism of a free market economy. The theory of price and output as determined under conditions of perfect competition, monopoly, and monopolistic competition.
Previously numbered as ECON 370
Prerequisite(s): ECON 101 .
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ECON 343 - Intermediate Macroeconomics 3 Credit Hours
Theoretical study of questions concerning the economy as a whole: national income, consumption, investment, the role of government, monetary flows, and national economic growth.
Previously numbered as ECON 371
Prerequisite(s): ECON 101 and ECON 102 .
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ECON 440 - History of Economic Thought 3 Credit Hours
This course offers an examination of the history of economic thought. From Aristotle and Aquinas to Smith and Malthus to Keynes and Schumpeter, the development of economic theory is examined from multiple perspectives. The original works of the original thinkers are examined in order to gain understanding of how economic theory can be used to understand human behavior, both individually and collectively.
Prerequisite(s): Sophomore standing.
This course will satisfy the core area requirement in social sciences.
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ECON 441 - American Economic History 3 Credit Hours
The market and non-market forces and personalities shaping the development of the American economy from the colonial period through the early 1950s.
Previously numbered as ECON 366
Listed also as AMST 366 .
Prerequisite(s): ECON 101 and ECON 102 .
This course will satisfy the core area requirement in social sciences.
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ECON 442 - Labor Economics 3 Credit Hours
This course is an intensive examination of the market for labor services. The topics covered during the semester include wage determination, occupational and earnings differentials, investments in education and training, and current labor market subjects such as labor market discrimination, migration, and unionization. Students will gain a broad understanding of how economists study labor market issues and outcomes and will be able to use critical economic reasoning to better appreciate such issues as labor force participation decisions, human capital, and the variation in wages across individuals. This course may be repeated for credit if the content of each class is different.
Prerequisite(s): ECON 101 and ECON 102
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ECON 443 - Sports Economics 3 Credit Hours
Using the tools of economic analysis, this course examines issues pertaining to the professional and amateur sports industry. The topics covered during the semester include market structure (industrial organization), labor market analysis (collective bargaining, free agency), and economic policy issues such as stadium financing and venue location.
Prerequisite(s): ECON 101 and ECON 102
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ECON 490 - Special Topics in Economics 3 Credit Hours
This course will cover special topics in the area of economics. Topics covered will be based on the research interests of the course instructor.
Previously numbered as ECON 498
Prerequisite(s): ECON 101 and ECON 102 .
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ECON 501 - Foundations in Economics 0 Credit Hours
Economics is the foundation for all business applications. This survey course in economic theory establishes student understanding of economic principles and policies and their impact on business and its environment.
Previously numbered as GSB 611
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ECON 550 - Independent Study 1-3 Credit Hours
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ECON 603 - Economics of the Firm 3 Credit Hours
This course is a study of economic analysis and its use in formulating business policies. Topics include the economics of strategy, concepts of costs and profits, production functions, demand theory, competition, price output decisions, marketing strategies under various market structures and business criteria for investment.
Previously numbered as GSB 621
Prerequisite(s): ECON 501
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EDU 523 - Teaching in Diverse Classrooms 3 Credit Hours
In this course, candidates examine the growing diversity within schools and classrooms. Candidates learn that culture, ethnicity, gender, socioeconomic status, language ability, and exceptionality are, in complex ways, potentially powerful variables in the learning processes of individual students. Candidates gain knowledge of how to differentiate curriculum and instruction to meet student needs by adapting and modifying what they teach and how they teach. Candidates become more culturally competent and skilled in communicating with and instructing students from different cultural norms. Candidates learn effective and wide-ranging strategies to maximize the learning experiences in diverse classrooms.
Prerequisite(s): EDU 502 and EDU 520 .
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EDU 532 - Tools and Techniques in Assessment 3 Credit Hours
This course examines assessment both in the context of educational decision-making and as a tool for enabling students to gain an understanding of the meaning of academic success. The topic is presented with a balanced perspective that emphasizes that no single assessment methodology is inherently more or less appropriate than another. Candidates examine various types of assessments and examine how they can be aligned with course objectives and instructional standards. They then construct assessments to demonstrate the knowledge they have gained. Candidates also examine issues related to standardized testing and methods for reporting student achievement.
Prerequisite(s): EDU 502 and EDU 520 .
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EDU 560 - Integrating Technology into the Curriculum 3 Credit Hours
This course provides an overview of instructional technologies used in the teaching/learning process. Candidates explore various strategies for using technology to enhance instruction, to assess student learning, and to personalize learning for students in elementary, middle, and secondary schools. Emphasis is given to effective utilization of media (including interactive and multimedia technologies). Digital citizenship and inquiry-based learning are explored.
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EDU 566 - Tchg Math For Elem & Mid Level 3 Credit Hours
This course provides candidates with a vision for and an understanding of elementary and middle level mathematics curricula based on the Illinois Professional Teaching Standards, the Illinois Learner Outcomes Standards and the standards recommended by the National Council for Teachers of Mathematics. Candidates examine and evaluate issues in the field, including curriculum patterns, learning resources, instructional materials, techniques for integrating mathematics across the curriculum, and reading and writing for mathematics. Candidates study and demonstrate strategies and techniques for teaching diverse learners. They examine differentiated instructional approaches to accomodate learning needs. Candidates prepare lesson plans, level-approrpriate mathematics units, and assessment strategies. They learn how to integrate technology into the curriculum. Note: Candidates are required to earn 25 hours of early field experience to complete this course.
Prerequisite(s): Prerequisites: EDU 502, EDU 520, EDU 611
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EDU 570 - Philosophy and Psychology of Middle-level Education 3 Credit Hours
In this course, candidates explore the physical, cognitive, social, emotional, and moral characteristics of middle level students as a basis for understanding how these students function in the educational setting and how teachers can respond appropriately to their diverse needs. Candidates review the philosophical and psychological frameworks of middle level education and investigate social issues affecting adolescents. The content of this course addresses Illinois Professional Teaching Standards 1-11.
Prerequisite(s): EDU 502, EDU 520, EDU 611
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EDU 571 - Curriculum Design and Instructional Strategies for Middle-level Teachers 3 Credit Hours
As members of an interdisciplinary team, candidates in this course engage in a collegial process to plan instructional units that satisfy the Illinois Professional Teaching Standards. Candidate teams prepare and present integrated curriculum units with level-appropriate strategies and materials that meet the diverse and developmental learning needs of middle level students. To complete their units, candidates design both formal and informal assessments to support the continuous development of young adolescents. In this course, candidates will explore and apply strategies for teaching reading in the content areas. NOTE: Candidates are required to earn 25 hours of early field experience to complete this course.
Prerequisite(s): EDU 502, EDU 520 & EDU 611
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EDU 582 - Children’s and Adolescent Literature 3 Credit Hours
In this course participants will focus on the evaluation, selection, and the use of quality children’s literature appropriate to the needs and interests of preschool to secondary students. Candidates will investigate research in various areas of children’s literature and its applicability to classroom settings. During the course, candidates will explore assessment practices, instructional methods, instructional materials, and media and technology in connection with children’s literature. Emphasis will be placed on ways that literature may enhance children’s use of local libraries, museums, and educational institutions. In addition, candidates learn about the importance of family involvement in supporting readers. The content of this course addresses Illinois Reading Specialists Standards 1,4 and 7.
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EDU 611 - History and Philosophy of Education 3 Credit Hours
In this course, candidates study the historical and philosophical aspects of American education as a basis for understanding the contemporary importance of schools in the national and community life of a diverse society. Candidates examine education trends from a historical perspective and complete their initial professional philosophy statement.
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EDU 651 - Methods and Materials for Teaching English as a Second Language 3 Credit Hours
In this course, candidates will implement effective instructional methods for teaching English as a Second Language. Classical methods such as Grammar Translation as well as modern methods for teaching English such as Silent Way and TPR will be contrasted. More current approaches to English language teaching will also be examined in this course, as well as a reflection of new insights from research in second language acquisition. An emphasis on content area methods such as SIOP and CALLA will be stressed. A secondary focus on curriculum design and the development of an interdisciplinary curriculum unit will be taught as well.
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EDU 653 - 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.
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EDU 654 - Assessment of English Language Learners 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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EDU 655 - Language and Culture 3 Credit 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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EDU 656 - Linguistics and Language Development 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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EDU 657 - 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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EDU 661 - 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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EDU 685 - Methods of Teaching Social Science-Secondary 3 Credit Hours
This course focuses on secondary level teaching methods reflected in the Illinois Professional Teaching Standards, the College and Career Readiness Standards, the Common Core State Standards and the C3 Standards. Candidates prepare, examine, and evaluate curriculum patterns, learning resources, instructional strategies, and assessments. 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 social science classes are explored. Candidates prepare lesson plans and design level-appropriate units for middle and secondary level social studies students that include choice of strategies, learning resources, and assessment tools.
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EDU 688 - Secondary Methods and Curriculum Planning 3 Credit Hours
This course focuses on current issues related to secondary curriculum planning in relation to the Illinois Professional Teaching Standards, the Common Core State Standards, and the Next Generation Science Standards. Candidates explore curriculum models and implementation cycles and how resources and community expectations impact them. They also account for globalization and technology. Candidates design curriculum units to meet diverse student needs.
Prerequisite(s): EDU 502 , EDU 520 , EDU 570 , EDU 611 , and SPED 522
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EDU 690 - Methods in Teaching Science - Secondary 3 Credit Hours
This course focuses on 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 secondary level science students that include strategies, learning resources, and assessments.
Prerequisite(s): Acceptance into student teaching or the consent of the program advisor.
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EDU 693 - Methods of Teaching Math For Secondary School Teachers 3 Credit Hours
This course focuses on 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 secondary level mathematics students that include strategies, learning resources, and assessments.
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EDU 697 - Methods of Teaching English Language Arts-Secondary 3 Credit Hours
This course focuses on 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 secondary level language arts students that include strategies, learning resources, and assessments.
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EDU 701 - Clinical Practice - Secondary 5 Credit 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): Acceptance- 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 Lab Hours
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 772 - Coding 2: Introduction to Robotics and Microcontrollers 3 Credit 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 Credit 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 Credit 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 Credit 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 Credit 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
Prerequisite(s): EDU 776 or LIS 724
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EDU 779 - Systems Analysis and Design 3 Credit 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 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.
Listed also as LIS 736
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EDU 781 - Technology for Leaders 3 Credit 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 Credit 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 Credit 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 Credit 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 Credit 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 Credit 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 Credit 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 Credit 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 Credit 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 Credit 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 Credit 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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EDU 792 - Educational Video Creation and Production for Flipped Learning 3 Credit Hours
This course will show educators how to “flip” their classroom and create a student centered environment through rich video creation. Educators will learn essential skills on how to create, edit, and produce professional videos and so they can create dynamic flipped lessons. In terms of video editing, students will learn about lighting, transitions, special effects, audio mixing, animation, and green screen editing.
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EDUA 502 - Introduction to Teaching 3 Credit Hours
This course introduces students to core practices and experiences that support diverse student populations through culturally responsive teaching and research-based practices. Participants will be introduced to content pedagogy via instructional activities that will support their movement into the classroom experience. In addition, participants will develop practices for building a strong classroom culture that facilitates learning for all students. Field work required.
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EDUA 503 - Introduction to Teaching and Core Practices 3 Credit Hours
This course introduces students to core practices and experiences that support diverse student populations through culturally responsive teaching and research-based practices. Participants will be introduced to content pedagogy via instructional activities that will support their movement into the classroom experience. In addition, participants will develop practices for building a strong classroom culture that facilitates learning for all students. Field work required.
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EDUA 520 - Educational Psychology 3 Credit Hours
This course focuses on the concepts and principles of human development, motivation, and learning theories (K-12). While the course is theoretical in nature, candidates explore the application of theory to classroom practice. A particular focus is placed on the developmental characteristics and the nature and needs of elementary, middle/early adolescent, and secondary learners. Candidates develop an understanding of student development and learning within the context of their social, economic, cultural, linguistic, and academic experiences. They develop an understanding of the impact of linguistic and cultural diversity on learning and communication. They learn to apply this foundational knowledge in instructional situations in elementary, middle, and secondary school settings to meet individual student needs. Candidates examine current research and journal articles to develop an awareness of the resources available to support teaching.
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EDUA 526 - Methods for Teaching Math, PreK-8 3 Credit Hours
This course provides candidates with an understanding of PreK-8 mathematics curricula based on the Illinois Professional Teaching Standards, and the standards recommended by the National Council for Teachers of Mathematics. Drawing on the Common Core State Standards for Mathematics (2010), this course provides candidates with meaningful and practical learning experiences about elementary and early childhood level math instruction including: techniques for integrating mathematics across the curriculum, strategies for reading and writing for mathematics, 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.
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