Graduate Admissions

Education MAT

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.).

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

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

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 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 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