PLEASE NOTE: These are samples only. Course offerings are subject to change and not all courses are offered each term or each year. Be sure to check the online course catalog and the current class schedule for details about pre-requisites, terms offered, class fees, etc.).
PROFESSIONAL EDUCATION CORE CORSES
Educational Psychology
This
course focuses on theories of learning, development and motivation
applied to teaching. Teacher candidates examine theories that explain
how the individual grows and develops physically, cognitively, socially,
morally, and emotionally. Candidates also explore methods of
identifying how a learner develops and learns, how one learner is
different from every other learner and how theory and practice come
together to inform the delivery of instruction.
42-6211, 3 credits
Education of the Exceptional Child
Although
many educational institutions offer a number of services for
exceptional children, it is of primary importance that the regular
classroom teachers understand the nature of these services. It is
imperative that the regular classroom teacher become familiarized with
individualized learning plans and, most importantly, learn to interpret
exceptionality so that exceptional students are directed to instruction
and services appropriate to their needs. This course serves as an
introduction to the education of exceptional students, including those
who are physically disabled, hearing impaired, visually impaired,
cognitively delayed, emotionally or behaviorally disturbed, and gifted
and talented. The course explores the historical background of the
education of exceptional children, preliminary diagnosis, remediation
strategies, instructional methods, mainstreaming and inclusion.
Additional topics addressed are legislation, the referral process, and
community services.
42-6114, 3 credits
Education, Culture & Society
This
course focuses on the history and philosophy of American education. It
explores the philosophical and social foundations of educational
policies in the United States and examines the historical and current
social contexts of schooling. The course also explores the cultural
institutions, processes, and ideals within which predominant school
policies and teacher practices develop and have meaning.
42-6112, 3 credits
ELEMENTARY EDUCATION CORE COURSES
Methods Of Teaching Math at the Elementary School Level
At
the elementary school level, students need to have many concrete and
varied experiences so that they can ?discover? the mathematical
principles, which are so often taught by rote procedure. This course
places special emphasis on developing strategies that encourage
elementary school students to become actively involved in the learning
process. Special attention is given to methods of developing an
intellectual environment in the elementary school classroom that can
facilitate students? construction of mathematical concepts. Students
learn how to use a variety of math manipulates and become acquainted
with a variety of elementary school mathematics programs.
42-6135, 3 credits
Methods Of Teaching Arts And Humanities at the Elementary School Level
This
course explores the four major art forms in order for elementary school
teacher candidates to more fully understand and be able to use them
throughout the curriculum. The course offers skills and experiences
needed for using arts to design and enhance elementary school
curriculum. It provides creative methods, techniques, and materials for
teaching the visual arts, music, dance, and drama, as well as ways to
integrate these art forms with other subject areas. Teacher candidates
have opportunities to work together to find ways to conceptualize and
plan lessons, which use the arts in the classroom. It is hoped that
teacher candidates will be inspired by this course to advocate for the
use of the arts on a school-wide basis.
42-6134, 3 credits
ART EDUCATION CORE COURSES
Teaching and Learning in, Through, and About the Visual Arts
This
course is designed to build upon the visual arts knowledge of the
teacher candidates, as well as introduce them to engaging practices for
facilitating K-12 students? development of knowledge, skills, and
appreciation of the visual arts. Its major components-aesthetics and
K-12 education-are reflected in the four major goals of the course: 1)
to establish an aesthetic foundation related to art education; 2) to
develop new systems for generating concepts that engage analogical
thinking; and 3) to explore new media methods and techniques for
integrating the fine arts into the K-12 curriculum; and 4) to reflect
upon and assess field experiences. Activities include the design of
lesson plan ideas that address student developmental levels, ages, and
special needs. Teacher candidates are required to observe art lessons in
K-12 classroom settings in order to extend their understanding about
ways to teach the visual arts.
42-6151, 3 credits
Methods of Teaching Visual Arts at the Secondary School Level
Research
and discussion address the current status of arts education: state
requirements and emphases, focus, assessment requirements and tools,
test design, lesson and unit planning for secondary school level
instruction, and the place of aesthetics in the secondary curriculum.
Teacher candidates evaluate current methodologies such as
discipline-based art education, creative problem solving,
interdisciplinary learning, and multicultural approaches to arts in
education.
The goal is to develop skills in the planning and design
of an arts curriculum from initial concept to evaluation. The course
explores the interrelation of the arts and their integration into the
regular secondary school curriculum. Teacher candidates review different
curricular models and build unit and lesson plans based on a variety of
approaches. Coursework includes exposure to diverse art education
practices, arts resources, and organizations supporting and advocating
arts education. Teacher candidates are required to observe art lessons
in K-12 classroom settings in order to extend their understanding about
ways to teach the visual arts.
42-6159, 3 credits
STUDENT TEACHING
Student Teacher Internship
Teacher
candidates participate in an internship of full-time teaching
experience related to the level and area of their intended
certification. Candidates are supported and assessed through regularly
scheduled visits from college field-experience supervisors, and
participate in periodic evaluations in a cooperative setting with their
K-12 cooperating teacher. Weekly seminars at the college are designed to
provide the teacher candidate with a supportive environment, helpful
resources, and thought-provoking presentations and discussions on all
aspects of the classroom experience. In the process, candidates prepare
artifacts for the capstone project: a teacher portfolio.
42-6115 and 42-6215, credit varies
THESIS
Thesis Seminars
As
a capstone experience in the MAT programs, the project integrates the
Illinois Professional Teaching Standards with pedagogical processes and
artifacts to depict, in an artistically- designed portfolio, the
dispositions, knowledge, experiences, and growth of the teacher
candidate. Included are core-course materials of each concentration with
the knowledge, skill, and pedagogical techniques gained through the
candidate's experiences in the Educational Studies Department. In
addition, a section is required that reflects knowledge of and ability
to conduct systematic inquiry into the candidate's practice.
42-6117, 3 credits