澳门六合彩历史记录

Undergraduate Catalog

Education

Director: Dr. James G. La Prad
Office: Horrabin Hall 115V
Telephone: (309) 298-1183
Fax: (309) 298-2222
Email: education@wiu.edu
Website: wiu.edu/coehs/education

Program Offerings and Locations:

  • Bachelor of Science in Education in Educational Studies: Macomb
  • Bachelor of Science in Education in Elementary Education: Macomb, Quad Cities
  • Bachelor of Science in Education in Middle Level Education: Macomb
  • Bachelor of Science in Physical Education: Macomb
  • Bachelor of Science in Education in Special Education: Macomb
  • Minor in Educational Studies: Macomb
  • Minor in Middle Level Literacy Teaching: Macomb
  • Minor in Teaching English to Speakers of Other Languages: Macomb, Quad Cities, Online

Learning Outcomes

For student learning outcomes, please see wiu.edu/provost/learningoutcomes.

Faculty

Barr, Cheak, G. Daytner, K. Daytner, Delany-Barmann, Gabbei, Hasebe, Hyde, La Prad, Lee, Mansfield, Mason, McKenzie, Paciotto, Pavez, Rockwood, Rouse, Sharma, Sheffield, Sheng, Simonson, Singh, Stevens, Stinnett, Szyjka, Wang, Wiseley, Yager.

GradTrac

GradTrac is available to Educational Studies majors. See more information about GradTrac.

Honors Curriculum

Academically qualified students in this School are encouraged to complete an honors curriculum in University Honors, Honors in the Major, or General Honors. All Honors students must complete the one-hour honors colloquium (G H 299). General Honors includes General Honors coursework. Honors in the Major includes honors work in the major. University Honors combines Honors in the Major and General Honors. View more information about honors curricula or visit the Centennial Honors College website at wiu.edu/Honors.

Acceptance/Retention in Teacher Education Program

All students seeking a degree option that leads to a Professional Teacher License must also be accepted and retained in the Teacher Education Program. Candidates are to consult with their academic advisor to determine the appropriate time for formal admission to the Teacher Education Program. Candidates must satisfy all requirements of the approved Illinois State Board of Education program and are responsible for expenses related to program and/or licensure requirements. For additional information about Teacher Education requirements, see the Teacher Education section.

Advising

Central advising for students in the B.S.Ed. in Elementary Education and the B.S.Ed. in Middle Level Education is maintained in Horrabin Hall 40. Secondary majors should consult with the secondary education advisor in Horrabin Hall 40, as well.

Transfer Students

All grades on the transfer transcript will count in the calculation of the GPA to determine eligibility to become a major in the Teacher Education Program (2.0 required for ECH option; 2.50 for ELED, ESL, and Multilingual options, Middle Level, and SPED) and enroll in upper-division courses and field experiences.

For additional information about Teacher Education requirements, see the Teacher Education section.

School Information

The primary purpose of the degree programs in the School of Education is to prepare candidates to become educational practitioners who engage in informed action that is grounded in knowledge and reflection; who are deeply committed to the highest standards of professional practice; who are able to adapt to emerging social, economic, and cultural landscapes; who are skilled in the use of technological tools that promote teaching and learning; and who are committed to empowering all learners. The programs provide students with a foundation of general studies, a scope and sequence of carefully designed professional courses emphasizing exploratory, experiential, student-centered teaching and learning, and extensive experiences observing and working with children in a variety of classroom settings. For programs that lead to a professional teaching license, field experiences begin early and gradually increase through the senior year, culminating in student teaching.

The School of Education offers five degree programs:

  1. B.S. in Physical Education
  2. B.S.Ed. in Educational Studies, non-licensure
  3. B.S.Ed. in Elementary Education with options in:
    1. Early Childhood Education, licensure (birth鈥揼rade 2) or non-licensure (ECH Gateway Credential)
    2. Elementary Education, licensure (grades 1鈥�6)
    3. English as a Second Language Education, licensure (grades 1鈥�6 and ESL endorsement)
    4. Multilingual Education, licensure (grades 1鈥�6, ESL and bilingual endorsement)
  4. B.S.Ed. in Middle Level Education, licensure (grades 5鈥�8) with endorsements in:
    1. Language Arts
    2. Mathematics
    3. Science
    4. Social Studies
  5. B.S.Ed. in Special Education, licensure (grade K鈥揳ge 21)

B.S. in Physical Education

This degree program leads to Illinois state licensure in grades K鈥�12. The curriculum focuses on the development of the knowledge, skills, and dispositions needed to positively impact K鈥�12 student learning. To achieve this goal, we offer coursework and a variety of field experiences that focus on the use of evidence-based practices, differentiated instruction, technology, and varied assessments to plan and implement instruction in ways that promote student growth and achievement.

B.S.Ed. in Educational Studies

This degree program is a non-licensure program designed for students who want to work in education-related fields but seek careers in non-school settings. 聽These settings include corporate training programs, education-related businesses, government agencies, research organizations, adult learning programs, nonprofit organizations, prisons, libraries, museums, religious organizations, private recreational settings, international teaching programs, social and behavioral sciences, mental health facilities, residential centers for senior citizens or individuals with disabilities, and educational-related publishing houses. Upon graduation, students will have a versatile degree which positions them for a variety of education-focused career paths working with children, youth, and adults.

B.S.Ed. in Elementary Education

This degree program includes a foundation of general studies with major courses and clinical experiences with children. 聽Students may choose from four options within this program:

Early Childhood Education option: This option has two tracks from which a student can choose. One track leads to Professional Education Licensure to teach children; graduates are qualified to teach in birth to grade three programs and classrooms, preschool, and prekindergarten programs for children with special needs. The second track (non-licensure/ECH Gateway Credential) leads to the completion of Gateway credentials, rather than teaching licensure; graduates are qualified to teach children outside of a classroom, such as day care centers and pre-kindergarten programs. Paraprofessional candidates who have graduated from a State-approved Associate of Applied Science in an Early Childhood Education program are eligible to (1) have their General Education requirements waived (if A.A.S. degree was in Early Childhood Education or a related field, such as Child Development, Child Psychology, etc.), and (2) receive up to 26 semester hours of advanced placement credit based on their level of coursework experience as determined by their 澳门六合彩历史记录 academic advisor upon entering into the program.

Elementary Education option: This option is designed to prepare candidates to teach in self-contained classrooms in grades one through six. Coursework and classroom experiences prepare future teachers to utilize the best practices of teaching, which are emphasized in multiple education foundation courses and subject area methods courses.

English as a Second Language option: This option is designed to prepare students to meet the high demand for qualified ESL teachers throughout the State of Illinois and the nation. Students in this option will complete the requirements for the Elementary Education licensure; after successful completion, students will be granted State approval for the ESL endorsement through the Illinois State Board of Education.

Multilingual Education option: This option is designed to prepare students to meet the high demand for qualified multilingual teachers throughout the State of Illinois and the nation. Students in this option will complete the requirements for the Elementary Education licensure; after successful completion, students will be granted State approval for the Bilingual Education endorsement through the Illinois State Board of Education. To complete the Multilingual Education option and Bilingual endorsement, students will also be required to pass the State target language proficiency exam.

B.S.Ed. in Middle Level Education

This degree program includes extensive coursework focusing on the methods of teaching in middle level self-contained classrooms, grades 5鈥�8. Candidates will choose to prepare for licensure in one of the four areas of specialization鈥擫iteracy, Mathematics, Science, or Social Studies.

B.S.Ed. in Special Education

Students who successfully complete this degree program will qualify for licensure as a Learning Behavior Specialist I. Instructional time in the major typically begins in the freshman year and increases through the senior year. Students participate in the assessment and instruction of children with special needs in a variety of classroom settings in the local schools. Sixteen weeks of student teaching are required with the time distributed equally between the elementary and secondary levels. Upon graduation, students will qualify to teach exceptional children in kindergarten through age 21 as LBS I teachers. All majors must be accepted into the Teacher Education Program (TEP) and must pass all TEP and departmental requirements to continue in the program. Students may complete a dual licensure program for Special Education and Elementary Education.

Degree Programs

Bachelor of Science in Education鈥擡ducational Studies

All students seeking the Bachelor of Science in Education with a major in Educational Studies must complete I, II, III, IV, and V below, and the Multicultural Perspectives requirement for the major. The minimum semester hour requirement for the baccalaureate degree is 120 s.h.

  1. University General Education Curriculum: 37 s.h.
  2. Core Courses: 35 s.h.
    EDS 100, 201, 204, 310, 311, 405, 440, 490 (9 s.h.); ENG 381鈥�; SPED 210
  3. Directed Electives: 12 s.h.
    Select 12 s.h. from the following courses:
    HS 400; MGT 349; MKTG 327; RPTA 235, 367, 370, 424
  4. Any Approved Minor: 16 s.h.
  5. Open Electives: 20 s.h.

# The Multicultural Perspectives graduation requirement may be fulfilled by successfully completing one of the following: 1) a designated foreign language requirement; 2) any course designated as Multicultural; or 3) an approved Study Abroad program.

鈥� ENG 381 fulfills the Writing Instruction in the Disciplines (WID) graduation requirement.

Bachelor of Science in Education鈥擡lementary Education

All students seeking the Bachelor of Science in Education with a major in Elementary Education must complete I, II, and III.A or III.B or III.C or III.D below, and the Multicultural Perspectives requirement for the major#. Students are to meet the University General Education and state licensure requirements, and doing so requires close articulation with their academic advisor. Students in the Licensure track of the Early Childhood Education option will complete student teaching; students in the Non-Licensure track will complete an internship instead of student teaching. The minimum semester hour requirement for the baccalaureate degree is 120 s.h. Teacher Education may require additional hours.

In accordance with the Illinois State Board of Education licensure rule, all candidates seeking a Professional Education License or endorsement are required by 澳门六合彩历史记录 to obtain a grade of 鈥淐-鈥� or better in all directed general education courses, all core courses, and all courses in the option. This rule does not supersede course prerequisite requirements in the catalog that specify a letter grade.

Please see the Teacher Education section for more information about 澳门六合彩历史记录鈥檚 Teacher Education Program.

  1. University General Education Curriculum: 37 s.h.
  2. Core Courses: 14 s.h.
    C&I 110; EDS 202; MATH 106, 206; RDG 383鈥�
  3. Options of Study (select A, B, C, or D): 69鈥�75 s.h.
    1. Elementary Education
      1. Additional Licensure/Accreditation Requirements: 63 s.h.
        C&I 170 (1 s.h.), 270 (1 s.h.), 370 (1 s.h.), 371 (1 s.h.), 470 (4 s.h.); EDS 301, 305, 401, 428; ELED 410; LLA 313; MATH 266, 364; PETE 360; RDG 384鈥�, 433; SCED 364, 464; SPED 390; SSED 365, 495; STCH 460, 461, or 462 (12 s.h.)
      2. Open Electives: 6 s.h.
    2. Early Childhood Education
      1. Additional Licensure/Accreditation Requirements: 51 s.h.
        ECH 271, 273, 276, 277, 354, 355 (3 s.h.), 356, 357, 359, 380 (1 s.h.), 381 (1 s.h.), 480 (4 s.h.); LLA 311; MATH 362; NUTR 203; RDG 382鈥�, 432; SCED 352; SPED 250, 392; SSED 354
      2. Select one of the following tracks:
        1. Licensure
          1. ECH 410; STCH 459 or 460 (12): 12 s.h.
          2. Open Electives: 6 s.h.
        2. Non-Licensure
          1. ECH 481: 10鈥�12 s.h.
          2. Open Electives: 6鈥�8 s.h.
    3. English as a Second Language Education
      1. Option Courses: 6 s.h.
        EDS 435, 440
      2. Additional Licensure/Accreditation Requirements: 60 s.h.
        C&I 470 (3 s.h.); EDS 301, 305, 401, 427, 453, 457, 458; MATH 266, 364; PETE 360; RDG 384鈥�, 433; SCED 364, 464; SPED 390; SSED 365; STCH 437 (12 s.h.)
      3. Open Electives: 3 s.h.
    4. Multilingual Education
      1. Option Courses: EDS 430 and 435: 6 s.h.
      2. Foreign Language (select a or b): 6鈥�9 s.h.
        1. Spanish
          SPAN 325 or 326; SPAN 320, 327, or 401
        2. Other State-Approved Language
          Select 9 s.h. in 300- or 400-level coursework in chosen language.
      3. Study Abroad : 0鈥�12 s.h.
        EDS 361 or Study Abroad courses that substitute for coursework required for the major. These courses will depend upon university setting.
        Note : If the student can pass the Target Language Proficiency Exam while in junior level standing, the student may opt out of the Study Abroad program requirement.
      4. Additional Licensure/Accreditation Requirements: 60 s.h.
        C&I 470 (3 s.h.); EDS 301, 305, 401, 427, 453, 457, 458; MATH 266, 364; PETE 360; RDG 384鈥�, 433; SCED 364, 464; SPED 390; SSED 365; STCH 437 (12 s.h.)

# The Multicultural Perspectives graduation requirement may be fulfilled by successfully completing one of the following: 1) a designated foreign language requirement; 2) any course designated as Multicultural; 3) SSED 495 [required for Elementary Education option]; or 4) SSED 354 [required for Early Childhood Education option].

鈥� RDG 383 and RDG 384 fulfill the Writing Instruction in the Disciplines (WID) graduation requirement for the Elementary Education option, the English as a Second Language Education option, and the Multilingual Education option. RDG 382 and RDG 383 fulfill the Writing Instruction in the Disciplines (WID) graduation requirement for the Early Childhood Education option.

Bachelor of Science in Education鈥擬iddle Level Education

All students seeking the Bachelor of Science in Education with a major in Middle Level Education must complete I, II, III, and IV below, and the Multicultural Perspectives requirement for the major#. The minimum semester hour requirement for the baccalaureate degree is 120 s.h.

In accordance with the Illinois State Board of Education licensure rule, all candidates seeking a Professional Education License or endorsement are required by 澳门六合彩历史记录 to obtain a grade of 鈥淐-鈥� or better in all directed general education courses, all core courses, and all courses in the option. This rule does not supersede course prerequisite requirements in the catalog that specify a letter grade.

Please see the Teacher Education section for more information about 澳门六合彩历史记录鈥檚 Teacher Education Program.

  1. University General Education Curriculum: 37 s.h.
  2. Core Courses: 52 s.h.
    C&I 110, 170 (1 s.h.), 270 (1 s.h.), 370 (1 s.h.), 403, 470 (4 s.h.); EDS 202, 301, 305, 306, 401, 428; RDG 383鈥�, 384鈥�, 388; SPED 390; STCH 462 (12 s.h.)
  3. Emphases: 24 s.h.
    Choose one of the following emphases:
    1. Literacy Endorsement Emphasis
      Minor in Middle Level Literacy Teaching: 24 s.h.
    2. Mathematics Endorsement Emphasis
      Minor in Middle Level Mathematics Teaching: 24 s.h.
    3. Science Endorsement Emphasis
      Minor in Middle Level Science Teaching: 24 s.h.
    4. Social Studies Endorsement Emphasis
      Minor in Middle Level Social Studies Teaching: 24 s.h.
  4. Open Electives: 4 s.h.
  5. Other: 3 s.h.
    Choose one of the following courses: MATH 101*, 102*, 123*; STAT 171*

# The Multicultural Perspectives graduation requirement may be fulfilled by successfully completing one of the following: 1) a designated foreign language requirement; 2) any course designated as Multicultural; 3) ENG 358 [recommended for Literacy Endorsement emphasis]; or 4) ANTH 110 [recommended for Social Studies Endorsement emphasis].

* Course may count as part of the 37 semester hours of University General Education Curriculum.

鈥� RDG 383 and 384 fulfill the Writing Instruction in the Disciplines (WID) graduation requirement.

Bachelor of Science鈥擯hysical Education

All students seeking the Bachelor of Science in Physical Education must complete I, II, III, IV, and V below, and the Multicultural Perspectives requirement for the major#. The minimum semester hour requirement for the baccalaureate degree is 120 s.h. Teacher Education will require additional hours.

In accordance with the Illinois State Board of Education licensure rule, all candidates seeking a Professional Education License or endorsement are required by 澳门六合彩历史记录 to obtain a grade of 鈥淐-鈥� or better in all directed general education courses, all core courses, and all courses in the option. This rule does not supersede course prerequisite requirements in the catalog that specify a letter grade.

Please see the Teacher Education section for more information about 澳门六合彩历史记录鈥檚 Teacher Education Program.

  1. University General Education Curriculum: 37 s.h.
    Must include a General Education mathematics course
  2. Department Core Courses: 15 s.h.
    KIN 270, 290, 359, 391, 392
  3. Major Core Courses: 41 s.h.
    1. Content Knowledge: PETE 120, 135, 145, 155, 215, 225, 235, 245
    2. Pedagogical Knowledge: KIN 369; PETE 249, 265, 325, 364, 365, 393, 438
  4. Other: 25 s.h.
    1. RDG 387: 2 s.h.
    2. EDUC 239, 339, 469; PETE 439鈥�: 3 s.h.
    3. EDS 202, 301, 401: 8 s.h.
    4. STCH 480 (6) and 483 (6): 12 s.h.
  5. Open Electives: 2 s.h.

# The Multicultural Perspectives graduation requirement may be fulfilled by successfully completing one of the following: 1) a designated foreign language requirement; 2) any course designated as Multicultural; or 3) an approved Study Abroad program.

鈥� PETE 439 fulfills the Writing Instruction in the Disciplines (WID) graduation requirement.

Bachelor of Science in Education鈥擲pecial Education

All students seeking the Bachelor of Science in Education with a major in Special Education must complete I, II, III, and IV below, and the Multicultural Perspectives requirement for the major#. The minimum semester hour requirement for the baccalaureate degree is 124 s.h. Teacher Education will require additional hours.

In accordance with the Illinois State Board of Education licensure rule, all candidates seeking a Professional Education License or endorsement are required by 澳门六合彩历史记录 to obtain a grade of 鈥淐-鈥� or better in all directed general education courses, all core courses, and all courses in the option. This rule does not supersede course prerequisite requirements in the catalog that specify a letter grade.

Please see the Teacher Education section for more information about 澳门六合彩历史记录鈥檚 Teacher Education Program.

  1. University General Education Curriculum: 37 s.h.
  2. Core Courses: 37 s.h.:
    SPED 200, 250, 280 (1 s.h.), 300, 320, 360, 370鈥�, 400鈥�, 405, 410, 415, 417, 420, 430, 460
  3. Content Requirements: 30 s.h.
    LLA 313; MATH 106, 206, 266, 364; RDG 383, 384, 433; SCED 364; SSED 365
  4. Professional Education: 20 s.h.
    1. EDS 202, 301, 401: 8 s.h.
    2. Student Teaching: STCH 430 (K鈥�6), 431 (7鈥�12): 12 s.h.

# The Multicultural Perspectives graduation requirement may be fulfilled by successfully completing one of the following: 1) a designated foreign language requirement; or 2) any course designated as Multicultural (including SSED 495).

鈥� SPED 370 and SPED 400 fulfill the Writing Instruction in the Disciplines (WID) graduation requirement.

Students who wish to work toward licensure in both Special Education and Elementary Education may do so as a Special Education major. Dual licensure students take all required Special Education courses as well as additional elementary content classes.

Minors

Minor in Educational Studies: 18 s.h.
  1. EDS 100, 201, 204, 310: 12 s.h.
  2. Directed Electives: 6 s.h.
    1. Select 3 s.h. from the following courses:
      EDS 311, 405, 440
    2. Select 3 s.h. from the following courses:
      ENG 381; HS 400; MGT 349; MKTG 327; RPTA 235, 367, 370, 424; SPED 390
Minor in Middle Level Literacy Teaching: 24 s.h.

Note: This minor is offered in conjunction with the major in Middle Level Education. By itself, this minor will not be sufficient for education endorsement purposes.

  1. ENG 299, 433; RDG 433, 434; LLA 367: 15 s.h.
  2. Directed Electives: 9 s.h.
    1. ENG 303 or RDG 467
    2. In consultation with advisor, select 6 additional s.h. (any combination) from English (ENG) in either Forms or Social Justice major categories, Educational Studies (EDS) courses which are part of ISBE Bilingual/English as a Second Language endorsement, or Reading (RDG)
Minor in Teaching English to Speakers of Other Languages (TESOL): 18 s.h.
  1. EDS 427, 435, 457, 458: 12 s.h.
  2. Select two courses from EDS 440, 447, 453: 6 s.h.

Course Descriptions

CURRICULUM AND INSTRUCTION (C&I)

110 Critical Skills for Professional Educators. (2) Examines characteristics and skills of effective educators, specifically those related to oral communication, human interaction, critical thinking, leadership, and effective use of technology. Includes the development of a personal philosophy of education. Required for Early Childhood Education and Elementary Education options.

170 Classroom Observation/Seminar in Education. (1, repeatable to 2) Observation of an elementary or middle level classroom with accompanying seminars focused on exploration of organization and delivery of classroom instruction. Prerequisite or Corequisite: C&I 110. Graded S/U only.

270 Education Field Work Seminar II. (1鈥�2, repeatable to 4) Clinical experience in an elementary or middle level classroom聽
with accompanying seminars focused on exploration of individual characteristics of learners and professional standards for teachers. Transportation not furnished. Prerequisites or Corequisites: C&I 110 and 170. Graded S/U only.

370 Education Field Work Seminar I. (1鈥�3, repeatable with no maximum) Supervised practicum of educational experiences in elementary school programs. Students explore and apply learning theories as they tutor one or more elementary or middle grade students. Transportation not furnished. Prerequisites: Fully accepted into Teacher Education Program (TEP) and departmental permission. Materials charge for this course. Graded S/U only.

371 Education Field Work Seminar II. (1鈥�3, repeatable to 6) Clinical experience in elementary/middle level classrooms. Students explore and apply learning theories and practices as they observe and participate in daily classroom instruction. Transportation not furnished. Prerequisites: C&I 110, 170, 270, 370; departmental permission; fully accepted into Teacher Education Program (TEP). Materials charge for this course. Graded S/U only.

403 Middle Level Education. (3) The middle school concept will be examined from multiple perspectives relative to the role of the teacher. Topics include advisory, thematic instruction across core content areas, exploratories, and instructional considerations for social, cognitive, and psychosocial development of adolescent students. A minimum grade of C- is required of Teacher Education majors. Prerequisites: EDS 301 or 306; fully accepted into Teacher Education Program (TEP); restricted departmental permission.

445 (Formerly ELED 445) Honors Seminar. (2, not repeatable) Reading, research, writing, and discussion on educational topics to be announced in advance. Normally, a service learning project and a seminar presentation will be required. Prerequisites: C&I 170 or ECH 273; enrollment in the Centennial Honors College.

470 Senior Field Work/Seminar in Education. (1鈥�4, repeatable to 6) Supervised practicum in an elementary or middle level classroom with accompanying seminars. Preservice teachers work closely with mentor teachers in planning and implementing instruction, including curriculum integration of technology, guiding student learning, and evaluating student progress in the elementary school curriculum. Transportation not furnished. Prerequisites: C&I 370 or EDS 435; fully accepted into Teacher Education Program (TEP); and departmental permission. Graded S/U only.

EARLY CHILDHOOD (ECH)

271 Introduction to Early Childhood Education. (3) An overview of early childhood care and education including historical and cultural perspectives, organization, structure, programming, and basic values in the field. Considerations for diversity of culture, language, race, social-economic status, gender, ethnicity, and ability will be included. A minimum grade of C- is required of Teacher Education majors. Restricted: early childhood program or departmental permission.

273 Young Child Growth and Development. (3) A foundation course in theory and principles of the developmental continuum pre-natal through age 8, including an in-depth study of physical, social/emotional, cognitive, language, and aesthetic development; an exploration of child development within a socio-cultural context. A minimum grade of C- is required of Teacher Education majors. Restricted: early childhood program or departmental permission.聽IAI: ECE 912.

274 The Young Child as a Learner. (3) Children鈥檚 acquisition of language, intellectual, and personality development. Relationship between children鈥檚 growth and development, their activities outside and within social institutions. A minimum grade of C- is required of Teacher Education majors. Restricted: early childhood program or departmental permission.

276 Parent/Community Involvement. (2) Techniques for working with and involving families/communities, including conferencing skills, newsletters, home-visits, parent education, volunteers, meetings, and other ways to develop open communication and parental and community support. A minimum grade of C- is required of Teacher Education majors. Restricted: departmental permission.

277 Observation and Assessment in Early Childhood Education. (3) Intensive examination of informal, formal, developmentally appropriate assessment strategies for young children, birth through age 8, to identify and meet individual children鈥檚 needs, including children in need of specialized services, plan curriculum, and communicate with parents, through administration practices. A minimum grade of C- is required of Teacher Education majors. Restricted: early childhood program or departmental permission.

351 Science and Math for Young Children in Regular and Inclusive Settings: Birth to Preschool. (4) Methods and content for planning, implementing, and assessing science and math curriculum for young children, birth to preschool. A minimum grade of C- is required of Teacher Education majors. Prerequisites: ECH 271, 273, 274; fully accepted into Teacher Education Program聽
(TEP). Corequisite: ECH 380.

353 Methods for Teaching Social Studies & Creative Expression in Regular and Inclusive Settings: Birth to Preschool. (4) Methods and content for planning, implementing, and assessing social studies and creative expression curriculum when teaching young children, birth to preschool age. A minimum grade of C- is required of Teacher Education majors. Prerequisites: ECH 271, 273, 274; fully accepted into Teacher Education Program (TEP). Corequisite: ECH 380.

354 Infant/Toddler Environment. (3) Characteristics of high-quality caregivers, curriculum, indoor/outdoor space, scheduling, and material selection to support infants鈥� and toddlers鈥� development within family and group settings. Course requirements include 36 hours of hands-on practicum in an infant/toddler classroom. Prerequisites: ECH 271, 273; fully accepted into Teacher Education Program (TEP). Corequisites: ECH 355 and 380.

355 Planning and Environment for the Pre- Primary Child. (2鈥�3) This course focuses on the principles and practices of classroom design, scheduling, material selection, the concept and application of integration of all content areas into a cohesive curriculum, and program evaluation in pre-primary settings. A minimum grade of C- is required of Teacher Education majors. Prerequisites: ECH 271, 273; fully accepted into Teacher Education Program (TEP). Corequisites: ECH 354 and 380.

356 Planning and Environment for the Primary Child. (2) Principles and practices of classroom design, scheduling, curricular integration, and material selection in kindergarten and the primary grades. A minimum grade of C- is required of Teacher Education majors. Prerequisites: ECH 271, 273, 355; fully accepted into Teacher Education Program (TEP).

357 Strategies to Support Social/Emotional Growth in Young Children. (2) Strategies that promote positive development of young children鈥檚 interpersonal, dispositional, and behavioral skills as listed in various Illinois learning standards, birth鈥搒econd grade. An overview of current behavior management systems as well as their legal aspects will also be covered. Prerequisites: ECH 271, 273; fully accepted into Teacher Education Program (TEP).

359 Art and Movement for Children Ages 2鈥�8 Years Old. (2) Focuses on planning for four areas of art (visual arts, drama, music, and dance/kinesthetic) and physical education/activity for children ages 2鈥�8, incorporating how culture influences the arts, importance of environment, and adaptations to include all children. A minimum grade of C- is required of Teacher Education majors. Prerequisite: fully accepted into Teacher Education Program (TEP).

380 Field Work in Early Childhood Education I. (1鈥�3, repeatable to 6) Clinical experience in pre-primary early childhood settings. Students explore and apply learning theories and practices as they observe and participate in daily classroom activities/instruction. Prerequisites: ECH 271, 273, departmental permission, fully accepted into Teacher Education Program (TEP). Corequisites: ECH 354 and 355. Materials charge for this course. Graded S/U only.

381 Field Work in Early Childhood Education II. (1鈥�3, repeatable to 6) Clinical experience in primary grade early childhood settings. Students explore and apply learning theories and practices as they observe and participate in daily classroom activities/instruction. Transportation not furnished. Prerequisites: ECH 271, 273, 380, departmental permission, fully accepted into Teacher Education Program (TEP). Materials charge for this course. Graded S/U only.

410 Senior Seminar in Early Childhood. (0) Provides students with an opportunity for reflection, discussion, and professional reading related to their student teaching experience. Prerequisite: ECH 480. Corequisites: STCH 459 and 460. Graded S/U only.

474 Early Childhood Assessment. (3) Intensive investigation of informal and formal assessment strategies including basic principles of measurement and evaluation, to plan educational experiences, communicate with parents, identify children in need of specialized services, and evaluate programs for young children from birth through eight years of age. The administration of some assessment instruments is required. A minimum grade of C- is required of Teacher Education majors. Restricted: early childhood program or departmental permission. Prerequisites: ECH 271, 273, 274, 380, fully accepted into Teacher Education Program (TEP).

480 Field Work in Early Childhood Education III. (1鈥�4, repeatable to 6) Clinical experience in pre-primary early childhood classrooms. Students work closely with mentor teachers in planning, implementing, and assessing instruction in all curricular areas. Student will complete a practice edTPA. Transportation not furnished. Prerequisites: ECH 271, 273, 380, 381, departmental permission, fully accepted into Teacher Education Program (TEP). Graded S/U only.

481 Early Childhood Internship. (10鈥�12) A culminating, 14-week, center-based clinical experience in the student鈥檚 major area(s)聽
of specialization under the supervision of a department faculty member and a senior teaching professional. Transportation not furnished. Prerequisites: ECH 271, 273, 277, 354, 355, and 380. Graded S/U only.

EDUCATION (EDUC)

239 Pre-Teacher Education Program Admittance. (0, repeatable with no maximum) Students pursuing teacher licensure are required to take this course in the semester they plan to be fully accepted in the Teacher Education Program (TEP). Students must meet established departmental criteria for admittance to TEP. Graded S/U.

339 Pre-Student Teaching Clearance. (0) Students pursuing teacher licensure are required to take this course prior to their student teaching semester. Students must meet established criteria for departmental clearance to student teach. Prerequisite: Full admittance to the Teacher Education Program (TEP). Graded S/U.

469 Pre-Licensure Clearance. (0) Students pursuing teacher licensure are required to take this course in the semester they student teach. Students must meet criteria established by the department in order to be recommended for licensure. Prerequisite: departmental clearance to student teach. Corequisite: Student Teaching (STCH). Graded S/U.

EDUCATIONAL STUDIES (EDS)

Courses transferred to 澳门六合彩历史记录 from other institutions need to be evaluated for equivalency. Evaluation forms are available in Horrabin Hall 99. Courses from two-year institutions are not accepted as satisfying 300/400 level courses.

100 Introduction to Educational Studies. (3) Introduction to out-of-school education settings. Students explore learning spaces like zoos/museums, early childhood centers, team sports, and nonprofit organizations, and how teaching and learning occurs in informal settings. Identification of career paths for educators outside the classroom.

121 Introduction to Life Span Development. (3) Growth and development of the individual throughout the life span and family life cycle within the context of the family and community.

201 Educational Psychology鈥擧uman Growth and Development. (3) Explores human growth and development from conception through adulthood, emphasizes relationship of developmental characteristics and experiences to the teaching/learning process. Field experiences are required. Prerequisite: EDS 100.

202 Multicultural and Social Foundations of Education. (3) (Multicultural ) A study of the social, linguistic, and cultural factors that affect the educational experiences, practices, and environments in America. This course broadens students鈥� understanding of the diverse pluralistic nature of the contexts that either enhance or negate one鈥檚 educational experience. Field experience鈥�10 hours required. A minimum grade of C- is required of Teacher Education majors.

204 Diversity Issues in Educational Studies. (3) Surveys cultural and socioeconomic diversity issues in informal learning environments, including demographic change, access and equity concerns, stereotype threat, socialization to learning, and other relevant topics. Prerequisite: EDS 100.

301 Cognition, Development, and Motivation in Academic Settings. (3) An introduction to the state of knowledge in contemporary educational and developmental psychology as related to academic settings. Topics include cognitive processing, motivation, and physical, social, and emotional development. A minimum grade of C- is required of Teacher Education majors. Prerequisite: A grade of C- or above in EDS 202, the equivalent transfer course, or junior standing.

303 Classroom Management and Field Work in Academic Settings. (2鈥�3) Introduction to understanding and analyzing the learning environment as it relates to classroom and behavior management. Students will participate in supervised practicum in off-campus educational settings (public, private, or title programs) as part of professional preparation in Teacher Education. A minimum grade of C- is required of Teacher Education majors. Transportation not provided. Prerequisite: 2.50 cumulative and major GPAs; EDS 301 with a grade of C- or better; and admission to Teacher Education Program prior to enrolling in EDS 303. (See EDS 301 above for additional prerequisites.) Materials charge for this course.

304 Field Work in Educational and Interdisciplinary Studies. (1, repeatable to 2) The second supervised practicum in off-campus PK鈥�12 educational settings as part of professional preparation in Teacher Education. A minimum grade of C- is required of Teacher Education majors. Transportation not provided. Prerequisites: Full acceptance into the Teacher Education Program聽
(TEP) and must have completed EDS 303 with a grade of C- or better. Candidates are required to have already completed a methods course or be concurrently enrolled in a methods course at the time of enrollment in EDS 304. Materials charge for this course.

305 Measurement and Assessment of Learning in Academic Settings. (2) An introduction to the language and principles of assessment, measurement theory, and assessment-related issues (reliability, validity, etc.) within education grounded in a cognitive theoretical framework that views assessment as the integration of observation, interpretation, and cognition.聽
A minimum grade of C- is required of Teacher Education majors. Prerequisites: C- or better in EDS 202 and EDS 301.

306 Learning and Development in the Adolescent Grades. (3) An introduction to the state of knowledge in contemporary educational and developmental psychology as related to the adolescent鈥檚 experience in academic settings. Topics include cognitive processing, motivation, and physical, social, and emotional development in the context of adolescence. A minimum grade of C- is required of Teacher Education majors. Prerequisites: C- or better in EDS 202.

310 Learning, Cognition, and Motivation in Educational Settings. (3) An introduction to the state of knowledge in contemporary educational psychology. Topics include contemporary perspectives on learning, cognition, human motivation, instructional planning, and instructional strategies. Prerequisite: EDS 100.

311 Assessment and Evaluation in Educational Settings. (3) An introduction to the language and principles of assessment, program evaluation, and research methodology within education. Emphasis placed on identifying, gathering, and interpreting meaningful sources of information/data for effective decision-making in educational settings. Prerequisite: EDS 100.

321 Preparation for Marriage and Family. (3) Study of factors associated with marital happiness and success including mate selection, changing roles in marriage through the life cycle, and adjustment to conflicts.

361 Field Study Abroad. (1鈥�12) Field study project in international setting. The student submits a written report and fulfills other requirements set up by the instructor. Prerequisite: Bilingual/English as a Second Language Education major.

401 Educational Law and Policy. (2) An analysis of formal legal and ethical problems that will allow students to critique contemporary debates in educational policy, law, and ethics. The course will examine the tension between competing philosophical theories and the construction and function of educational policy. A minimum grade of C- is required of Teacher Education majors. Prerequisite: full acceptance into Teacher Education Program (TEP); a grade of C- or better in EDS 301.

405 Designing/Managing Learning Environments. (3) Examines the elements that foster an effective learning environment. Emphasis is placed on strategies that promote student engagement and a sense of community in educational settings. Prerequisites: prior or concurrent pre-student teaching instructional field experience, concurrent student teaching, or permission from the instructor.

427 Foundations of Education for Multilingual Learners. (3) An introduction to the historical, political, social, and educational contexts that contribute to language education policies for multilingual learners nationally and internationally. Clinical experience of 15 hours required. A minimum grade of C- is required of Teacher Education majors.

428 English Language Learners and Bilingualism: Theory, Policy, and Practice. (3) (Global Issues) This course supports current and future educators in constructing a foundation of the critical elements in the education of ELLs that include: second language acquisition, culture and diversity, policies and law, ELL family involvement, language development standards, advocacy, and assessment. Prerequisite: EDS 202 or permission of instructor; clinical experience of 15 hours.

430 Methods and Materials for Teaching in Multilingual Programs. (3) Acquaints students with methodology and materials, preparation of content-based language instruction, lesson plans, behavioral, language and content objectives, and inquiry for teaching for the multilingual/ESL classroom. Portion of content presented in Spanish. All methods sections are for K鈥�12 unless otherwise specified. Clinical experience鈥�15 hours required. A minimum grade of C- is required of Teacher Education majors.

435 Cultural Studies in Education. (3) The study of culture, identity, and intercultural interaction in society/classrooms, with specific focus on anti-bias and anti-racist pedagogies combating discriminatory ideologies and social policies. Clinical experience鈥�15 hours required. A minimum grade of C- is required of Teacher Education majors. Materials charge for this course.

440 Sociolinguistics. (3) Exploration of foundational work in the field of sociolinguistics and current issues in the field. This course will emphasize the culture-language interface at the level of social relationships with special emphasis on educational settings. Clinical experience鈥�15 hours required. Prerequisite: ANTH 110 or EDS 202 or equivalent.

447 Teaching of Listening, Speaking, and Pronunciation to English Language Learners. (3) Students examine the articulation of English sounds, the rules that govern their use in speech, and explore ways of applying this knowledge to the teaching of pronunciation. Additional emphasis will be on teaching listening/speaking strategies in the TESOL environment. Prerequisite: EDS 458.

453 Assessment of Multilingual Students. (3) Selection, administration, and interpretation of measurement instruments. Description of testing; multicultural, bilingual, ESL, language competency tests; language proficiency/achievement testing; linguistic/cultural aspects of assessment; assessment in the classroom. Clinical experience of 20 hours required. A minimum grade of C- is required of Teacher Education majors.

457 Methods and Materials for Teaching English Language Learners. (3) Analysis of language learning processes of multilingual students. Strategies for teaching listening, speaking, reading, and writing; and techniques of teaching English as an additional language will be analyzed and practiced. All methods sections are grade levels K鈥�12 unless otherwise specified. Clinical experience鈥�15 hours required. A minimum grade of C- is required of Teacher Education majors.

458 Linguistics for the Teacher of Multilingual Learners. (3) The study of linguistics applied to teaching multilingual students. Includes English phonology, phonetics, morphology, syntax, linguistic analysis, and application of linguistic theories in the multilingual classroom. Clinical experience鈥�20 hours required. A minimum grade of C- is required of Teacher Education majors.

490 Educational Studies Internship. (9鈥�12) Field experience provides for practical application of knowledge and theory in an approved setting that provides learning experiences/programs as part of their mission. Supervised work will focus on the educational aspects of the work of the facility or organization. Prerequisites: junior or senior status, majoring in Educational Studies, all Core courses completed with an average of at least C (2.00) with no course below C- (1.67), and approval of departmental committee and internship coordinator.

499 Special Problems in Education. (1鈥�4, repeatable with no maximum) An independent study of a theoretical or applied problem in education. An opportunity for the undergraduate to broaden understanding and skills in the profession through research and experience.

ELEMENTARY EDUCATION (ELED)

410 Senior Seminar in Elementary Education. (1) Provides students with an opportunity for reflection, discussion, and professional reading related to their student teaching experience. Prerequisites: fully accepted into Teacher Education Program (TEP) and C&I 470. Corequisites: STCH 459, 460, 461, or 462. Graded S/U only.

LITERATURE LANGUAGE ARTS (LLA)

311 Literature for Young Children. (2) A survey of literature for children birth through grade two. Selecting books in various genres through critical analysis and evaluation is emphasized. A minimum grade of C- is required of Teacher Education majors. Prerequisite: fully accepted into the Teacher Education Program (TEP).

313 Children鈥檚 Literature. (3) Survey of literature for children preschool through grade 6 with emphasis on critical analysis and evaluation of books in various genres. A minimum grade of C- is required of Teacher Education majors. Prerequisite: 2.50 cumulative GPA.

367 Language Arts in the Middle Level. (3) A study of communication skills: listening, speaking, reading, writing, and vocabulary; a comparison of current teaching methods and materials; and emphasis on the language arts as the core of the middle grades curriculum. A minimum grade of C- is required of Teacher Education majors. Prerequisite: junior standing or departmental approval; fully accepted into Teacher Education Program (TEP).

443 (Cross-listed with ENG 443) Creative Uses of Literature for Children and Young Adults. (3) Presents the development of effective programs in informal and formalized interpretive experiences for children and young adults, emphasizing individual creativity and sources for materials. Not open to students with credit in ENG 443. Prerequisite: LLA 313.

PHYSICAL EDUCATION TEACHER EDUCATION 聽(PETE)

Formerly KINESIOLOGY 聽(KIN)

115 Social Dance Forms. (1) Basic fundamentals of ballroom movement. Beginning levels in Fox Trot, Lindy, Waltz, Polka, and country western dances. Not open to students with credit in PETE 120.

120 Contemporary Social Dance. (3) Common and specialized content knowledge and skills needed to instruct dance traditions representing diverse cultures鈥� unique forms of self-expression are learned in order to instruct PreK鈥�12 learners about historical and contemporary social dance. Grade of C- or better required. Not open to students with credit in PETE 115. Prerequisite: Physical Education Teacher Education major.

124 Educational Gymnastics. (1) Performance and analysis of educational gymnastics skills appropriate for children. Prerequisite: Physical Education Teacher Education major.

135 Lifelong Leisure Activities. (2) Surveys contemporary noncompetitive activities suitable for participation throughout the lifetime. Examples include hiking, walking, rope challenge course, and adventure activities. Prerequisite: Physical Education Teacher Education major.

145 International Net/Wall Games. (3) Common and specialized content knowledge and skill development in movement concepts and tactics associated with games where a ball is sent to a wall or over a net (e.g., tennis, badminton, volleyball). Grade of C- or better required. Not open to students with credit in PETE 226. Prerequisite: Physical Education Teacher Education major.

155 International Invasion Games. (3) Common and specialized content knowledge and skill development in movement concepts and tactics associated with invasion games (e.g., basketball, soccer, flag football, floor hockey). Grade of C- or better required. Not open to students with credit in PETE 251. Prerequisite: Physical Education Teacher Education major.

160 Introduction to Physical Education. (2) Introductory course in Physical Education that presents educational and professional responsibilities and foundations of Physical Education. Designed to help students considering a career in Physical Education to formalize their decision to study Physical Education. Requires 10-hour field experience.

215 Creative Performance Activities. (3) Theory and practice of instructing creative performance activities (e.g., gymnastics, creative dance, and circus arts). Common and specialized content knowledge of creative performance activities will include choreographing routines, basic biomechanical principles, motor learning, motor development, and physical education pedagogical theory. Grade of C- or better required. Prerequisite: Physical Education Teacher Education major.

225 Contemporary Fitness Activities. (3) Common and specialized content knowledge and skill in traditional (calisthenics resistance training), group (e.g., dance and step aerobics, Zumba, kickboxing, spinning), and contemporary fitness activities (yoga, Pilates, Tai Chi). Grade of C- or better required. Not open to students with credit in PETE 252. Prerequisite: Physical Education Teacher Education major.

226 Net/Wall Games. (2) Content knowledge and skill development in movement concepts and tactics associated with games where a ball is sent to a wall or over a net (e.g., tennis, badminton, volleyball). Development of resource notebook required. Not open to students with credit in PETE 145. Prerequisite: Physical Education Teacher Education major.

235 Aquatics. (2) Theory and practice of instructing aquatic skills and activities, as well as basic management practices. Common and specialized content knowledge of aquatics will include hydrodynamic concepts, motor learning, motor development, and physical education pedagogical theory. Grade of C- or better required.

245 International Target/Field Games. (3) Common and specialized content knowledge and skill development in movement concepts and tactics in games where balls are pitched, hit, fielded (baseball, softball, cricket) or where the objective is to place an object into a target (bowling, golf). Grade of C- or better required. Not open to students with credit in PETE 253. Prerequisite: Physical Education Teacher Education major.

249 Foundations in Assessment-Driven Physical Education. (3) Theoretical foundations for performing assessment to be applied to sound Physical Education lessons that address all learners鈥� needs. The course includes creating and implementing assessments that align with state and national standards, instructional goals, and learning experiences. Grade of C- or better required. Not open to students with credit in PETE 250.

250 Instructional Foundations in Physical Education. (2) Theoretical and philosophical foundations of instruction and learning in Physical Education with opportunities to apply these essential concepts. Grade of C- or better required. Not open to students with credit in PETE 249. Prerequisites: KIN 270; PETE 160.

251 Invasion Games. (2) Content knowledge and skill development in movement concepts and tactics associated with invasion games (e.g., basketball, soccer, flag football, floor hockey). Development of resource notebook required. Not open to students with credit in PETE 155. Prerequisite: Physical Education Teacher Education major.

252 Contemporary Physical Activities. (1) Content knowledge and skill in movement concepts associated with contemporary physical activities (e.g., yoga, Pilates, tai chi). Development of resource notebook required. Not open to students with credit in PETE 225. Prerequisite: Physical Education Teacher Education major.

253 Target/Field Games. (2) Content knowledge and skill development in movement concepts and tactics in games where balls are pitched, hit, and fielded (baseball, softball) or where the objective is to place an object into a target (bowling, golf). Development of resource notebook required. Not open to students with credit in PETE 245. Prerequisite: Physical Education Teacher Education major.

255 Elementary Movement Fundamentals. (2) Development of knowledge and skill in fundamental movement skills, movement concepts, and basic elements of dance. Designed to provide a content base for elementary school Physical Education programs. Prerequisite: PETE 160.

265 Assessment-Driven Physical Education. (2) Creating assessments to inform instruction for learners with a wide array of skills and abilities. The course includes knowledge and skills in data organization, storage, analysis, and theoretically sound instructional methods to effectively instruct developmentally appropriate physical education lessons. Grade of C- or better required. Prerequisite: PETE 249 or 250.

325 Principles of Health-Related Fitness for the Physical Educator. (3) Principles of health-related fitness and policies of wellness in school-based Physical Education programs. Focusing on application, development, assessment, and teaching of cardiovascular and strength training principles. Prerequisite: Physical Education Teacher Education major or Coaching minor. 2 hrs. lect.; 2 hrs. lab.

360 Methods of Elementary Physical Education. (2) Introduction to teaching Physical Education in K鈥�5. Designed especially for the elementary classroom teacher candidate. May include some field experiences and outside teaching assignments. Not open to Kinesiology majors.

364 Physical Education for Elementary Grades Field Experience. (1) Instruct lessons in an authentic elementary learning environment based upon current physical education pedagogical theory. Supervision, guidance, and feedback to the teacher candidate by the course instructor at the school. Grade of C- or better required. Prerequisite: Physical Education Teacher Education major. Corequisite: PETE 365.

365 Physical Education Methods for Elementary Grades. (3) Planning, implementing, and reflecting upon lessons instructed聽
to elementary learners (PreK鈥�6) that are developmentally appropriate. Information will focus on management, content development, learner engagement, and diversifying instruction for individual learners. Grade of C- or better required. Prerequisite: PETE 265. Corequisite: PETE 364. Additional charge for this course. 3 hrs. lect.

393 Adapted Physical Education. (3) Characteristics of individuals with disabilities across the lifespan. Emphasis on modifications and instructional strategies for physical activity in the physical education, recreation, sports, and fitness settings. Includes clinical experience. Grade of C- or better required for Teacher Education majors. Prerequisite: junior or senior standing. Additional charge for this course. 2 hrs. lect.; 2 hrs. lab.

395 Assessment in Adapted Physical Education. (2) Content centered on purposes, methods, appropriate tools, and processes of assessment (referral, screening, assessment, program implementation, and evaluation) for individuals with disabilities. The focus of the assessment will be in the areas of motor skills and physical fitness. Prerequisites: PETE 265 and 393.

438 Physical Education Secondary Grades Field Experience. (1) Instruct lessons in an authentic secondary learning environment based upon current physical education pedagogical theory. Supervision, guidance, and feedback to the teacher candidate by the course instructor at the school. Grade of C- or better required. Prerequisites: ENG 280 and Physical Education Teacher Education major. Corequisite: PETE/EDUC 439.

461 Field Experiences. (1) 30-hour observation and teaching experience in area K鈥�12 Physical Education programs with on-campus seminars sessions. Grade of C- or better required. Prerequisite or Corequisite: EDUC 439 in the Department of Kinesiology and PETE 477; fully accepted in the Teacher Education Program (TEP). Additional charge for this course.

477 Physical Education Curriculum. (3) Planning, sequencing, implementing, and evaluating developmentally appropriate and standards driven Physical Education curricula in K-12 Physical Education programs. Writing Instruction in the Disciplines (WID) course. Prerequisites: acceptance into the Teacher Education Program (TEP); ENG 280. Corequisite: PETE 461.

(Physical Education Methods)

439 聽Secondary Physical Education Methods. (3) Planning, implementing, and reflecting upon lessons instructed to secondary students (gas 6鈥�12) that are developmentally appropriate. Information will focus on management, motivation, learner engagement, and diversifying instruction for individual learners. Grade of C- or better required. Writing Instruction in the Disciplines (WID) course. Prerequisite: ENG 280; PETE 365. Corequisite: PETE 438. 3 hrs. lect.

READING (RDG)

382 Literacy Development: Birth through Preschool. (2) Focuses on both methods and content for fostering and assessing literacy development in children from birth through the preschool years in a variety of settings. The course will address the diverse needs of preschool children through differentiation. A minimum grade of C- is required of Teacher Education majors. Writing Instruction in the Disciplines (WID) course. Prerequisites: ECH 271, 273; fully accepted into Teacher Education Program (TEP). Corequisite: LLA 311.

383 Literacy Instruction in the Early Grades. (3) Introduction to developmentally appropriate methods for teaching and assessing reading, writing, speaking, and listening in early elementary classrooms, adapting these methods to meet the individual needs of diverse groups of children, and applying these methods in a classroom. A minimum grade of C- is required of Teacher Education majors. Writing Instruction in the Disciplines (WID) course. Prerequisites: departmental approval.

384 Literacy Instruction in the Intermediate Grades. (3) A focus on methods of literacy instruction and assessment appropriate for intermediate/middle level classrooms, with adaptations to meet the individual needs of diverse groups of children and opportunities to apply these methods in a classroom. A minimum grade of C- is required of Teacher Education majors. Writing Instruction in the Disciplines (WID) course. Prerequisites: LLA 313 or departmental approval; RDG 383; fully accepted into Teacher Education Program (TEP).

387 Literacy Instruction in Content Areas. (2) This course develops an understanding of principles of reading, writing, and oral communication instruction needed to scaffold comprehension of content area texts. It includes a focus on academic language and the identification of language demands embedded in instruction. Not open to Elementary Education or Special Education majors. A minimum grade of C- is required of Teacher Education majors. Prerequisites: C- or better in EDS 301.

388 Disciplinary Literacy Instruction in the Middle Grades. (3) Focuses on disciplinary literacy development in the middle grades. Includes vocabulary, comprehension, writing to learn, and study strategies for disciplinary teachers. A minimum grade of C- is required of Teacher Education majors. Prerequisites: junior standing or departmental approval; fully accepted into Teacher Education Program (TEP).

432 Introduction to Corrective Reading in the Early Childhood Years. (2) Methods and content for assessing and instructional procedures for correcting the reading and writing difficulties of primary-aged children in the regular classroom setting. A minimum grade of C- is required of Teacher Education majors. Prerequisites: RDG 382, 383, and LLA 311 or 313; fully accepted into Teacher Education Program (TEP).

433 Introduction to Corrective Reading, K鈥�8th Grade. (3) A course emphasizing group and individual identification and instructional procedures for corrective reading in primary-aged, elementary grades, and middle level. A minimum grade of C- is required of Teacher Education majors. Prerequisites: EDS 301, LLA 313, RDG 383, and either RDG 384 or RDG 584*, or departmental approval; fully accepted into Teacher Education Program (TEP). (* If taking RDG 433G.)

434 Literacy Assessments and Interventions for the Middle Level. (3) Focuses on methods for data-driven decision making, formative and summative assessments and problem-solving processes to monitor student progress. Multi-Tiered Systems of Support will provide the basis for possible interventions for readers in the middle school grades. A minimum grade聽
of C- is required of Teacher Education majors. Prerequisites: RDG 388 and 433; fully accepted into the Teacher Education Program (TEP).

467 Critical Literacy for the Middle Level. (3) Focuses on the integration of 21st century technology competencies in the exploration and application of project-based learning. Middle level literacy teaching candidates鈥� knowledge of literacy content, concepts, and skills are assessed through engagement in this process. A minimum grade of C- is required of Teacher Education majors. Prerequisites: RDG 384 and 388; C&I 403; fully accepted into the Teacher Education Program (TEP).

SCIENCE EDUCATION (SCED)

352 Methods for Teaching Science PreK鈥�2nd Grade. (3) Methods and content for planning, implementing, and assessing science curriculum when teaching children in PreK through second grade. A minimum grade of C- is required of Teacher Education majors. Prerequisites: ECH 271 and 273; fully accepted into Teacher Education Program (TEP).

364 Introductory Science Methods. (3) Introduces the nature of science and science education by exploring various issues and approaches relevant to elementary science instruction. Emphasis is placed on contemporary programs which stress direct experience and activity-based learning. A minimum grade of C- is required of Teacher Education majors. Prerequisites: junior standing or departmental approval; fully accepted into Teacher Education Program (TEP).

464 Integrating Science Through Inquiry. (3) Demonstrates how teachers can utilize the processes of inquiry to integrate the various science disciplines鈥攑hysical, life, earth, and environmental鈥攖o provide appropriate science learning experience in the elementary and middle level classroom. A minimum grade of C- is required of Teacher Education majors. Prerequisites: SCED 364; fully accepted into Teacher Education Program (TEP).

465 Middle Level Science Methods. (3) Methods and content for deepening teacher candidate understanding of how the practices of inquiry are applied in the major science disciplines. Provides appropriate learning experiences specific to the middle level classroom. Prerequisites: SCED 364, BIOL/GEOL 181, or PHYS/GEOG 182; fully accepted into Teacher Education Program (TEP).

SOCIAL STUDIES EDUCATION (SSED)

354 Methods for Teaching Social Studies PreK鈥�2nd Grade. (3) (Multicultural) Methods for planning, implementing, and assessing social studies PreK鈥�2nd grade curriculum, including conceptual development of global connections dealing with social, environmental, economic, technological, and individual cultural dimensions. A minimum grade of C- is required of Teacher Education majors. Prerequisites: ECH 271 and 273; fully accepted into Teacher Education Program (TEP).

365 Teaching Our Heritage. (3) Develops the conceptual base for teaching the understanding of our heritage including the role of cultural diversity, change over time, place, government, production, and distribution. A minimum grade of C- is required of Teacher Education majors. Prerequisites: junior standing or departmental approval; fully accepted into Teacher Education Program (TEP).

390 Methods of Teaching Middle Level Social Studies. (3) Designed to aid the prospective middle level social studies teacher in developing objectives, identifying appropriate learning standards, selecting and organizing content, and using various instructional and assessment techniques. A minimum grade of C- is required of Teacher Education majors. Prerequisites: junior standing or departmental approval; fully accepted into Teacher Education Program (TEP).

439 Methods of Teaching Middle Level and High School Social Studies. (3) Designed to aid the prospective middle and high school social studies teacher in developing objectives, identifying appropriate learning standards, selecting and organizing content, and using various instructional and assessment techniques. A minimum grade of C- is required of Teacher Education majors. Prerequisites: C- or better in EDS 301.

449 Innovative Strategies for Teaching Social Studies. (3) Designed to aid the prospective secondary social studies teacher in planning for differentiated instruction; providing for inquiry-based learning; using a variety of strategies that support comprehension of text, critical thinking, and problem solving; and analyzing student learning. A minimum grade of C- is required of Teacher Education majors. Prerequisites: EDS 303, EDS 305, SSED 439, and either ENG 366 or RDG 387; grade of C- or better in all prerequisite courses.

495 Teaching with a Global Perspective. (3) (Multicultural) Develops the conceptual base for teaching the understanding of global connections including those dealing with social, environmental, economic, technological, and individual cultural dimensions. Field component required. A minimum grade of C- is required of Teacher Education majors. Prerequisites: SSED 439 or 365; fully accepted into Teacher Education Program (TEP).

SPECIAL EDUCATION (SPED)

200 Introduction to Special Education. (3) Historical foundations of Special Education including litigation, legislation, models, theories, and philosophies. Introduction to professional ethics, conduct, and professional growth and reflection. A minimum grade of C- is required of Teacher Education majors. Corequisite: SPED 280.

210 The Exceptional Learner. (2) A survey of the characteristics of individuals with diverse mental, physical, behavioral, learning, or communication needs. This course emphasizes the identification and education of exceptional learners. For non-majors only. A minimum grade of C- is required of Teacher Education majors.

250 Language Development and Exceptional Individuals. (2) Normal language development from birth through age 21, children鈥檚 progression through language development stages at differing rates, and the effects of disabilities on language development. Course will include effects of cultural and linguistic diversity on language development. A minimum grade of C- is required of Teacher Education majors. Prerequisite: C- or better in C&I 110 or SPED 200.

280 Field Work in Special Education. (1, repeatable to 2) Educational experiences acquired in practical service situations. Repeatable in different settings with permission. Corequisite: SPED 200. Graded S/U only.

300 Characteristics of the Learner. (3) Development of cognitive, emotional, physical, social, and communication skills of students with disabilities. Practices that support the intellectual, social, and personal growth of all students. A minimum grade of C- is required of Teacher Education majors. Prerequisite: SPED 200.聽IAI: ECE 913.

320 Learning Environment. (3) Exploration of individual and group motivators and behavior management techniques. Strategies for creating learning environments that promote positive social interaction and active engagement in learning. A minimum grade of C- is required of Teacher Education majors. Prerequisite: SPED 200.

360 Health Issues of Special Needs Students. (2) Introduction to health issues of children with disabilities. Includes basic knowledge of common medical conditions, treatment, effects on physical, cognitive, emotional, social, and educational behaviors; basic skills for physical accommodation; and roles and responsibilities in identifying, assessing, and providing services. A minimum grade of C- is required of Teacher Education majors. Prerequisites: SPED 200 and 300, or permission of instructor.

370 Assessment. (4) Educational assessment processes and strategies to support instructional planning for students with disabilities. Writing Instruction in the Disciplines (WID) course. A minimum grade of C- is required of Teacher Education majors. Prerequisites: SPED 280, 320; ENG 180 and 280; fully accepted into the Teacher Education Program (TEP).

390 Characteristics and Methods for Teaching Students with Special Needs. (3) A survey of the characteristics of individuals with diverse mental, physical, behavioral, learning, or communication needs. This course emphasizes the identification and education of exceptional learners. Introduces and provides practice using various teaching strategies related to characteristics for specific disabilities. Not open to Special Education majors. A minimum grade of C- is required of Teacher Education majors. Prerequisites: EDS 305 or equivalent, a reading/literacy course, and a methods course in the major; grade of C- or better in all prerequisite courses.

392 Characteristics and Methods for Teaching Students with Special Needs Ages Birth to Five. (3) A survey of the characteristics of individuals with diverse mental, physical, behavioral, learning, or communication needs. This course emphasizes the identification and education of exceptional learners. Introduces and provides practice using various teaching strategies related to characteristics for specific disabilities. Not open to Special Education majors. A minimum grade of C- is required of Teacher Education majors. Prerequisites: ECH 354, 355; SPED 250; fully accepted into Teacher Education Program (TEP)聽
(Licensure Track).

400 Planning for Instruction. (3) Instructional planning, design, and adaptations to support the learning of students with disabilities. Writing Instruction in the Disciplines (WID) course. A minimum grade of C- is required of Teacher Education majors. Prerequisite: SPED 370.

405 Moderate to Severe Disabilities. (3) Assessment techniques and planning for the unique learning, social, behavioral, health, and transition needs of students with moderate to severe disabilities will be addressed. A minimum grade of C- is required of Teacher Education majors. Prerequisite: SPED 370 with a grade of C- or better.

410 Senior Seminar in Special Education. (0) Provides students with an opportunity for reflection, discussion, and professional reading related to their student teaching experience. Graded S/U only. Prerequisites: SPED 420 and 430; fully accepted into the Teacher Education Program (TEP). Corequisite: STCH 430 or 431.

415 Behavior Seminar. (2) Prepares teacher candidates to make data-driven decisions to proactively address and modify student behaviors across school settings. A minimum grade of C- is required of Teacher Education majors. Prerequisite: SPED 370 with a grade of C- or better. Corequisite: SPED 430 or 445.

417 Collaboration and Co-Teaching. (2) Factors and processes that promote effective communication and collaboration between school professionals, between the school and families, and school and community services are addressed. Theories and practice in models of co-teaching are included. A minimum grade of C- is required of Teacher Education majors. Prerequisite: SPED 370; fully accepted into the Teacher Education Program (TEP).

420 Instructional Delivery in Special Education鈥擯re-K鈥�12. (4) Research-based instructional practices to encourage inquiry, problem-solving, and critical thinking. Best practices in providing access to general curriculum for Pre-K鈥�12 students with disabilities through inclusion, modified instruction, and transition planning for students with disabilities. A minimum grade of C- is required of Teacher Education majors. Prerequisites: RDG 384; SPED 400, 460.

430 Fieldwork in Special Education: Pre-K鈥�12. (4) Clinical experience in planning, implementation, and assessment of instruction with students with disabilities in elementary and secondary settings. A minimum grade of C- is required of Teacher Education majors. Prerequisites: RDG 384; SPED 400, 460. Materials charge for this course.

440 Instructional Delivery鈥擲econdary Level. (3) Research-based practices to encourage critical thinking skills and access to the general curriculum for secondary students with disabilities. Transition planning and instruction for students with mild to moderate disabilities. A minimum grade of C- is required of Teacher Education majors. Prerequisites: SPED 420 and 430; or permission of instructor.

445 Fieldwork in Special Education: Secondary. (3) Clinical experiences in the planning, implementation, and assessment聽
of instruction with students with disabilities in secondary settings. A minimum grade of C- is required of Teacher Education majors. Prerequisites: SPED 420 and 430; or permission of instructor.

460 Fieldwork in Special Education. (1) Experience in the planning, implementation, and assessment of developmentally appropriate instruction of students with disabilities in different settings. A minimum grade of C- is required of Teacher Education majors. Prerequisites: SPED 370. Materials charge for this course.