Education Major Courses and Professional Education Courses
ED 101 Introduction to Education (4)
This beginning level education course offers students philosophical, historical, and current views of teaching and education and encourages students to think more deeply about what teaching is, what teachers do, and whether teaching is an appropriate career choice for them. Through readings, class discussions, educational research, and field work in a K-12 classroom, students will reflect upon and articulate their own beliefs and values about teaching, learning, and schooling. No prerequisite.
ED 203 Multicultural Issues and Social Justice in Education (4)
This course explores different cultural and identity issues (such as socioeconomic status, gender, language, religion, sexual orientation, race ethnicity, age, and exceptionalities), and examines their influence on the teaching in today’s classrooms. Participants will examine and develop culturally appropriate and responsive teaching techniques and skills to differentiate instruction and support the academic and social achievement of students from multiple identity groups. Participants will also become aware of their own social identities and how those identities inform their personal values, beliefs, and norms. Includes participation in a service-learning project for a minimum of 10 hours. No prerequisite.
ED 205 Teaching Diverse Learners (4)
This course addresses two primary goals: 1) to examine and develop the skills regarding
instruction, assessment, and adaptations necessary to teach diverse learners. 2) to learn what important issues are most relevant to instruction of diverse learners and how best to acquire proficiency in those areas. To this end, the course focuses on topics such as recent law and policy changes, cultural issues relevant to immigration, the process of acquiring a second language and the impact of that process on students’ academic and social well-being, definitions of second-language acquisition, language difference and disability, and accommodations and modifications for students with special education needs or those in the process of second-language acquisition. Additionally, the course will explore strategies to improve achievement of diverse learners in specific content areas. Prerequisite: ED 101 or permission of instructor.
ED 217 Teaching Health and Physical Movement in the Elementary Schools (2)
This course is designed to help the Elementary Education Teacher better understand and
utilize brain research focusing on the relationship between movement and student’s academic performance. Course content will emphasize the importance of health, dance and physical education and provide techniques to incorporate them within the elementary classroom.
ED 225 Teaching Fine Arts in the Elementary Schools (4)
This course is a synthesis of the principles of fine arts (visual arts, drama, and music) teaching and learning at the elementary school level. Emphasis is placed on the integration of creative processes (visual arts, drama, music) in the elementary school curriculum and instruction, on the teacher as problem-solver and creative artist, and on the creation of classroom structures that accommodate individualization of instruction and creative problem solving in children. Studio projects will supplement lectures. (See AR 225.)
ED 259 Multicultural Practicum (1)
This practicum experience consists of an urban educational and multicultural experience. Students spend time observing an inner-city school and exploring models of education that work for diverse populations. Prerequisite: approval of the Department of Education.
ED 267 Foundational Literacy (2)
Reading research over the last 20 years has identified the critical skills that students must acquire very early in reading development to ensure success in the later years and that may need to be reinforced in later years. These skills are in the areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension. The development of these skills is critical to getting a good start in reading and to flourishing in reading throughout the years. As a result, this course will lay the foundation in each of these five pillars of reading instruction so that teacher candidates understand the theory, research, and practice in order to empower themselves as true teachers of reading to children of all ages. Attention will be paid to foundational literacy as it occurs in multi-lingual households, in households where English is not spoken, and for children with special needs or talents. This course is part of the Elementary Education Program and should be completed prior to admission to the Teacher Preparation Program. No prerequisite.
ED 276 Geography through Literature (4)
This course provides an introductory overview of physical geography across regions. The academic discipline of geography features a rich heritage of investigating the relationship between people and the natural environment. Students will learn how geographers study the physical environment and the interconnected linkages between physical and human systems. Through gaining a deeper understanding of the physical processes that influence our planet, students will recognize how and why physical and human phenomena vary from place to place. No prerequisites.
ED 289 Foundations of Curriculum, Instruction, and Assessment (4)
This course is part one of two courses in Curriculum, Instruction, and Assessment. Through
both college classroom and field-based experiences, grounded in research and theory, teacher candidates will begin looking at and practicing with the process of understanding the development of curriculum and planning quality instruction by: a) setting strong, challenging, but achievable objectives based on Common Core standards and other state standards for the content; b) choosing and developing teaching activities that are engaging, relevant, and designed to help the student successfully meet the intended objective; c) using assessment for learning that guides instruction for all students, and d) designing assessment of learning that allows students to demonstrate their newly acquired skills and knowledge. Prerequisite: ED 101 or permission of instructor.
ED 320 Teaching K-12 Foreign Language (4)
This course gives emphasis to theory and practice in teaching foreign language in elementary, middle and secondary schools, grades K through 12. The course will focus on curricula planning, teaching technology, and presenting and evaluating specific classroom procedures in the linguistically oriented teaching of communicative skills. Recommended immediately prior to student teaching. Includes a field experience. Prerequisite: admission to the Program.
ED 322 Teaching English in the Middle and Secondary Schools (2 - 4)
This course is a study of the specific skills and techniques utilized by middle grades and secondary teachers of English. Prerequisite: admission to the Program.
ED 323 Teaching Mathematics in the Middle and Secondary Schools (2 - 4)
This course is a study of the specific skills and techniques utilized by both junior high and senior high school teachers of mathematics. Prerequisite: admission to the Program.
ED 324 Teaching Science in the Middle and Secondary Schools (2 - 4)
This course is a study of the specific skills and techniques utilized by middle grades and secondary teachers of science. Prerequisite: admission to the Program.
ED 325 Teaching Social Science in the Middle and Secondary Schools (2 - 4)
This course explores the specific skills and techniques utilized by middle grades and secondary teachers of social studies. Prerequisite: admission to the Program.
ED 326 Teaching K-12 Physical Education (2 - 4)
This course explores the specific skills and techniques utilized by K-12 teachers of physical
education. Prerequisite: admission to the Program.
ED 328 K-12 Music Methods (2 - 4)
(See MU 327 and MU 328.)
ED 330 Teaching Language Arts and Literacy in the Elementary Schools (3)
In this literacy course, prospective educators acquire necessary skills for teaching English
Language Arts at the elementary level. Emphasis is placed on the interrelatedness of reading, writing, speaking, and listening as guided by our Common Core State Standards. This methods course integrates models such as co-teaching for differentiation of skill levels within the literacy classroom. This course includes assignments on lesson planning, utilizing assessment in order to drive instruction, and reflecting upon instructor efficacy. Prerequisite: admission to the Program.
ED 335 Disciplinary Literacy in the Content Areas (4)
A study of the disciplinary literacy with an emphasis on understanding the academic language of subject matter across the curriculum. Teacher candidates will study the interrelatedness of reading, writing, speaking and listening, and will develop the ability to use these processes to help students learn subject matter in different content areas. Candidates will explore effective ways of creating active learning environments and strategies to support learning in knowing how, when, and why to use all modes of language to learn with texts. This course is part of the Secondary and K-12 Education Programs. Prerequisite: ED 101 or permission of instructor.
ED 340 Teaching Social Science in the Elementary Schools (3)
This course explores various theories and practices designed to teach social science to diverse learners in the elementary classroom in general and specifically through disciplinary literacy. Students will learn to create engaging instruction, encompassing the five strands of social science, by utilizing practices and resources such as case studies and primary sources while implementing Common Core standards. Special focus will be placed on using technology to enhance learning in the social sciences. Prerequisite: admission to the Program.
ED 342 Teaching Science in the Elementary Schools (3)
A study of current theory, research, and best practices in the learning and teaching of science for all elementary school children, with a focus on student-centered inquiry and science and engineering practices. The course includes unit and lesson planning, assessment, task selection, design, and evaluation. Prerequisite: admission to the Program.
ED 343: Teaching Math in the Elementary Schools (3)
This course is a study of the specific theories, practices and resources utilized by elementary school teachers to create effective and engaging learning environments for the study of mathematics. A particular focus will be on the Common Core State Standards, the eight Mathematical Practices, use of literacy and meeting the mathematical needs of English Language Learners. Candidates will learn to write lesson and unit plans, to analyze student work, to provide effective feedback and to use technology to enhance learning. Prerequisite: admission to the Program.
ED 360 Teaching Disciplinary Literacy (4)
In this literacy course, prospective educators acquire necessary skills for helping students
successfully navigate through texts with strategies that apply to many content areas. Emphasis is placed on the interrelatedness of reading, writing, talking, and listening and the ability to use generalized processes to learn subject matter across the curriculum. Candidates will explore effective ways to create active learning environments in which learners know how, when, and why to use all modes of language to learn with texts. This course is part of the Elementary Education Program. Prerequisite: ED 101 or permission of instructor.
ED 366 Teaching Math in the Middle Grades (3)
This course is a study of the specific theories, practices, and resources utilized by middle
grade school teachers to create effective and engaging learning environments for the study of mathematics. A particular focus will be on the IL Learning Standards (Common Core State Standards), the eight Mathematical Practices, use of literacy and academic language, and meeting the mathematical needs of diverse adolescent learners. Candidates will learn about the ideal middle school, to write (integrated) lesson and unit plans, to analyze student work, to provide effective feedback, and to use technology to enhance learning. Prerequisite: admission to the Program.
ED 385 Creating and Managing Classroom Environments (4)
This course will explore research, theory, and best practices related to effective classroom
management. Topics will include establishing an environment for learning, organizing and
managing instruction, coping with the challenges, and developing relationships with students, staff, and parents. This course includes an off-campus field experience in a classroom for 36-50 clock hours. Prerequisite: admission to the Program.
ED 389 Advanced Curriculum, Instruction, and Assessment (4)
This course is an advanced course in Curriculum, Instruction, and Assessment focusing most specifically on curriculum and the application of assessment. In the context of their field placement, students will complete a full cycle of assessment, including formative assessment, summative assessment and feedback. Students will devise a variety of assessments in their teaching area. Prerequisite: admission to the Program and ED 289
ED 410 Professional Seminar/Practicum (1)
This course will be offered prior to student teaching. Prerequisite is admission to the student
ED 431 Organizing Content Knowledge for Student Learning (4)
This student teaching course focuses on how teachers use their understanding of the community, the school, the students and subject matter to decide on learning goals, to design or select appropriate activities and instructional materials, to sequence instruction in ways that will help students to meet short- and long-term goals, and to design or select informative evaluation strategies. Prerequisite: admission to Student Teaching.
ED 432 Creating a Classroom Environment for Student Learning (4)
This student teaching course addresses issues of fairness and rapport, of helping students to believe that they can learn and can meet challenges and the issues of establishing and maintaining constructive standards for behavior in the classroom. It enables candidates to consider all environmental factors that impact student learning, ranging from the physical setting to the subgroups and learning needs of individual students. Topics include establishing an environment for learning, organizing and managing instruction, coping with the challenges, and developing relationships with students, staff, and parents. Prerequisite: admission to Student Teaching.
ED 433 Teaching for Student Learning (4)
This student teaching course focuses on the act of teaching and its overall goal: helping students to learn. Candidates are expected to make learning goals and instructional procedures clear to students, encourage students to extend their thinking, monitor students’ understanding of content through various forms of assessments, design and implement effective instruction, and use time effectively. Prerequisite: admission to Student Teaching.
ED 434 Teacher Professionalism (4)
In this student teaching course, candidates are assessed on their abilities to reflect on and analyze the extent to which learning goals were met, their demonstration of a sense of efficacy, their professional relationships with colleagues, their communication with parents, and their ability to develop plans for self-improvement. Participation in three department-sponsored seminars augments these skills. Prerequisite: admission to Student Teaching.
ED 441 Problems and Solutions in Education (4)
This course serves as an alternative Senior Capstone for education majors who choose not to seek certification, and therefore choose not to complete student teaching. In the course, students develop a proposal to address a problem in education.
ED 461, 462 Independent Study in Education (1 - 4)
This course is an independent study in the field of education, as approved by the Department of Education chair.
ED 463, 464 Internship in Education (1 - 4)
This course is an internship in the field of education, as approved by the Department of Education chair.
ED 465, 466 Independent Research in Education (1 - 4)
This course is independent research in the field of education, as approved by the Department of Education chair.