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EDUC 210 - Instructional Methods of Early Childhood Education
3 hours
Participants in this course are presented an overview of the educational and developmentally appropriate needs of young children. A study of the types of instructional methods for children ages birth through preschool including activity/learning centers, individualization, educational play, media, and their utilization in extending the child’s understanding of art, music, literature, pre-reading instruction, mathematics, natural and social sciences. A further emphasis is placed on organization of balanced daily programs, planning, materials for instruction, assessment, parent communication, classroom environment, and bilingualism. Includes a field experience. Prerequisite(s): admission to the teacher education program or permission of the Director of Teacher Education. UG
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EDUC 211 - Child Growth and Development
3 hours
Same as PSYC 211 . UG
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EDUC 212 - Adolescent and Adult Developmental Psychology
3 hours
Same as PSYC 212 . UG
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EDUC 214 - Early Adolescent Development
3 hours
The course is designed to provide an understanding of the mental, physical, emotional, and social characteristics and provides study on multicultural issues that have an impact on the education of early adolescents. Students will also gain an understanding of the middle school concept, including purpose, curriculum, and special programs. All student presentations must include a technology component. For education majors only. To qualify for middle-school endorsements, a grade of “C” or better is required. UG
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EDUC 220 - Early Childhood Field Experience
3 hours
The student will participate in a preschool or daycare center for a total of 120 clock-hours. This experience permits the student to utilize skills and techniques which have been learned in the specialized methods courses. Prerequisite(s): PSYC 211 , EDUC 140 and EDUC 210 . UG
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EDUC 225 - Classroom Management
1 hour
Effective teachers have classrooms that are caring, thought-provoking, challenging, and exciting, in part because they begin with classroom management procedures. This course will explore theories and applications of effective teaching and classroom management. It deals with the topic of diverse classrooms including, but not limited to, students with exceptionalities, students with behavior disorders, and students from multiethnic backgrounds. This course is a prerequisite for admission to the Teacher Education program. Prerequisite(s): Successful completion of EDUC 200 - Human Development & Education or permission of the Director of Teacher Education. UG
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EDUC 241 - Statistics
4 hours
Same as MATH 241 . UG
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EDUC 269 - Children’s Literature
3 hours
A survey and critical analysis of children’s literature to aid in the selecting of reading material for children from the preschool age through the elementary and middle school grade levels. Emphasis placed on diversity and technology integration and several assignments. Prerequisite(s): admission to the Teacher Education program or permission of the Director of Teacher Education. UG
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EDUC 280 - General Methods & Assessment
3 hours
This course involves an introduction to the wide array of educational and developmental psychology concepts, theories, principles, and strategies and their impact on the pedagogical techniques teachers implement in the classroom of the 21st century. Included in the curriculum is planning effective lessons and instruction, accommodating students with exceptionalities, working for success with at-risk students, parental involvement, classroom management, multiculturalism, integration of technology, integration of curriculum, and assessment-drive decision making. General teaching methods geared to early childhood, elementary, middle grades, and secondary teaching strategies are the focus of this course. Candidates will complete a field experience in conjunction with this course, during which they will practice the skills necessary for successful completion of the Education Teacher Performance Assessment (edTPA), Phase I, Phase I, and Phase III. This course is a prerequisite for admission to the Teacher Education program. Prerequisite(s): Successful completion of EDUC 200 - Human Development & Education or permission of the Director of Teacher Education. UG
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EDUC 300 - Applied Arts for Teachers
2 hours
A course for general Elementary and Early Childhood Education majors. The teacher candidate will gain an understanding of the educational, communicative, and aesthetic value of drama, music, and visual art and the role fine arts plays in the elementary and early childhood classroom. Prerequisite(s): admission to Teacher Education or permission of Director of Teacher Education. UG
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EDUC 320 - Teaching Early Childhood Language Arts and Social Studies
2 hours
Participants in this course are presented a variety of techniques and methodologies for teaching language arts and social studies at the primary level. A study of the methods of teaching the language arts from a balanced literacy approach interrelated with social studies will be developed. A thematic unit approach will enhance understanding of integrating listening, speaking, and reading and writing skills with the basic social heritage concepts of multiculturalism, values, citizenship, self-worth, geography, history, and biographical appreciation. Includes a field experience in a primary classroom. Prerequisite(s): admission to Teacher Education or permission of the Director of Teacher Education. UG
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EDUC 321 - Elementary Reading Methods
2 hours
This course is designed to provide understanding of the foundational theories as well as the processes and methodologies of reading instruction for grades one through six. Emphases are placed on literacy strategies, word recognition, vocabulary development, comprehension, content areas, study skills, and the integration of technology. Candidates will learn strategies for the developmental literacy needs of English Language Learners as well as struggling readers. This course includes a field experience. Prerequisite(s): admission to the Teacher Education program or permission of the Director of Teacher Education. UG
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EDUC 330 - Teaching Early Childhood Math and Science
2 hours
Participants of this course are presented a variety of teaching techniques and methodologies. The focus of this course is specifically on teaching methodologies and instructional techniques in the subjects of math and science. This course includes a field experience in a diverse classroom. Prerequisite(s): admission to Teacher Education or permission of the Director of Teacher Education. UG
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EDUC 333 - Multicultural Classroom
3 hours
This course provides a platform for candidates to analyze and reflect upon the knowledge and competencies needed to develop appropriate, informed, and sensitive responses to the diverse learning needs of students in multicultural classrooms. This course considers the significance of the intersection of multiple aspects of identity, including: race, ethnicity, gender, class (SES), sexual orientation, religion, and exceptionality. Additional focus is placed on exploring the cultural and epistemological underpinnings of special education in order to form an understanding of diverse perspectives that frame the concept of (dis)ability. Prerequisite(s): Education majors must have previously been accepted into the Teacher Education Program. UG
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EDUC 339 - Elementary Language Arts & Social Studies Methods
3 hours
A study of the methods of teaching in the language arts from a balanced literacy approach interrelated with the social studies. A thematic unit approach will enhance understanding of integrating the language arts skills with the basic social heritage concepts of multiculturalism, values, citizenship, self-worth, and geographical/historical/biographical appreciation. Candidates will be expected to include technology components and content area reading strategies into the thematic unit. Candidates will demonstrate proficiency in Phases I and II of the Education Teacher Performance Assessment (edTPA), and will practice the skills necessary for developing proficiency in Phase III of the edTPA. This course includes a field experience. Prerequisite(s): admission to the Teacher Education program or permission of the Director of Teacher Education. UG
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EDUC 347 - Elementary Science & Mathematics Methods
3 hours
Participants in this course are presented with a variety of teaching techniques and methodologies. The focus of this course is specifically on teaching methodologies and instructional techniques in the subjects of math and science. Candidates will demonstrate proficiency in Phases I and II of the Education Teacher Performance Assessment (edTPA), and will practice the skills necessary for developing proficiency in Phase III of the edTPA. This course includes a field experience. Prerequisite(s): admission to the Teacher Education program or permission of the Director of Teacher Education. UG
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EDUC 349 - Language Development
2 hours
This course will focus on how humans acquire and develop language, major functions of brain development that relate to speech and language, issues concerning teaching students with bilingual and cultural differences. American dialects, speech and communicative disorders, fostering language through home connections, and choice of appropriate instructional and technological strategies for language of various American populations. Prerequisite(s): admission to Teacher Education or permission of Director of Teacher Education. UG
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EDUC 353 - Middle Grades Social Studies Methods
3 hours
This course is an application of educational and developmental psychology concepts, theories, principles, and strategies and how their relationship impacts the pedagogical techniques teachers will implement in the 21st century middle grades classroom. Included in the curriculum is the accommodation of students through differentiated instruction, standards-based lessons, the integration of technology, and assessment tools. Teaching methods, strategies, and resources geared to Middle Grades Social Science in the areas of history, geography, civics and government, and economics are the focus of this course. Candidates will complete a 45-hour field experience. Candidates must be accepted into the Teacher Education Program to be enrolled in this course, which is a pre-requisite to student teaching at the middle grades level. UG
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EDUC 354 - Middle Grades Language Arts Methods
3 hours
This course is an application of educational and developmental psychology concepts, theories, principles, and strategies and how their relationship impacts the pedagogical techniques teachers will implement in the 21st century middle grades classroom. Included in the curriculum is the accommodation of students through differentiated instruction, standards-based lessons, the integration of technology, and assessment tools. Teaching methods, strategies, and resources geared to Middle Grades English Language Arts Literacy are the focus of this course. Candidates will complete a 45-hour field experience. Candidates must be accepted into the Teacher Education Program to be enrolled in this course, which is a pre-requisite to student teaching at the middle grades level. UG
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EDUC 355 - Middle Grades Science Methods
3 hours
This course is an application of educational and developmental psychology concepts, theories, principles, and strategies and how their relationship impacts the pedagogical techniques teachers will implement in the 21st century middle grades classroom. Included in the curriculum is the accommodation of students through differentiated instruction, standards-based lessons, the integration of technology, and assessment tools. Teaching methods, strategies, and resources geared to Middle Grades Science in the areas of physical science, life sciences, and earth and space sciences are the focus of this course. Candidates will complete a 45-hour field experience. Candidates must be accepted into the Teacher Education Program to be enrolled in this course, which is a pre-requisite to student teaching at the middle grades level. UG
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EDUC 356 - Middle Grades Math Methods
3 hours
This course is an application of educational and developmental psychology concepts, theories, principles, and strategies and how their relationship impacts the pedagogical techniques teachers will implement in the 21st century middle grades classroom. Included in the curriculum is the accommodation of students through differentiated instruction, standards-based lessons, the integration of technology, and assessment tools. Teaching methods, strategies, and resources geared to Middle Grades Mathematics are the focus of this course. Candidates will complete a 45-hour field experience. Candidates must be accepted into the Teacher Education Program to be enrolled in this course, which is a pre-requisite to student teaching at the middle grades level. UG
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EDUC 359 - Teaching Reading to Young Children
3 hours
This course is designed specifically for candidates preparing to teach preschool through grade three. The teacher’s role in nurturing emergent literacy, including both reading and writing, will be developed as well as use of appropriate technology and instructional strategies in young readers. Because early literacy experiences are learned through a healthy, balanced experiential environment in the home, one feature of the course will include parental involvement in the reading experiences. Other areas to be covered will include classroom environment, thinking about print and writing, shared reading, literature- based reading, language experience, phonemic awareness and phonics instruction vocabulary, comprehension, balanced literacy, basal reading, assessment, and creating books. Includes a field experience. Prerequisite(s): admission to Teacher Education or permission of Director of Teacher Education. UG
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EDUC 367 - Methods and Materials in Physical Education for the Elementary School
2 hours
Same as PHED 367 . Includes a field experience. UG
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EDUC 368 - Early Childhood Physical Education Methods
2 hours
A study of curriculum and various methods used in teaching physical education in Pre-K. The course includes lesson and unit planning, organizational procedures and methods used in teaching basic movement, stunts and tumbling, rhythms, and sports skills. Includes a field experience. Prerequisite(s): admission to Teacher Education Program. UG
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EDUC 371 - Elementary Reading Assessment
2 hours
This course is designed to provide understanding of the foundational theories of the processes and methodologies of reading assessment for first through sixth grade students. Emphases are placed on assessment techniques and strategies that assist in the diagnosis and treatment of literacy, word recognition, vocabulary development, and comprehension deficiencies. This course will take an integrated and balanced literacy approach using research-based best practices, including technology. This course includes a field experience. Prerequisite(s): admission to the Teacher Education program and successful completion of EDUC 321 - Elementary Reading Methods , or permission of the Director of Teacher Education. UG
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EDUC 374 - Secondary Content Methods
3 hours
This course is a continuation of application of the wide array of educational and developmental psychology concepts, theories, principles and strategies and how their relationship impacts the pedagogical techniques teachers will implement in the classroom of the 21st century. Included in the curriculum is accommodating students with exceptionalities, at-risk students, parental involvement, classroom management, multiculturalism, integration of technology, and integration of curriculum. Content teaching methods geared to teaching strategies in the 21st century classroom is the focus of this course. In addition, teaching methods are considered, for specific content areas (English, Mathematics, Social Sciences, Science, and Family and Consumer Sciences). Candidates will complete a field experience in conjunction with this course, during which they will practice the skills necessary for successful completion of the Education Teacher Performance Assessment (edTPA), Phase I, Phase II, and Phase III. Offered in the Fall only. Prerequisite(s): Successful completion of EDUC 280 - General Methods & Assessment or permission of the Director of Teacher Education. UG
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EDUC 376 - Teaching Diverse Populations in the Regular Classroom
3 hours
This course is an introduction to the field of special education, the psychology and identification of exceptionality (including, but not limited to, students with learning disabilities), differences in approaches to learning styles, multiple intelligences and performance modes, cultural differences, and methodologies for working with diverse populations in the school community. An emphasis is placed on specific strategies for adapting instruction and current practices designed to assist classroom teachers in meeting the needs of all students in the regular education setting. Includes a field experience. Prerequisite(s): admission to Teacher Education or permission of Director of Teacher Education. UG
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EDUC 386 - Teaching of Spanish, K-12
4 hours
This course is designed to introduce and refine a Spanish major’s skills in the areas of motivation, behavior management, course, and unit- and lesson-planning. Characteristics and issues associated with teaching students of all grades will be addressed throughout the course. Focuses on developing underlying theories and practices in human growth and development, educational theories in teaching pedagogy, and cognitive processes. Included in the content are components of teaching students with exceptionalities, multiple learning styles and preferences, and diverse populations. A large segment of the course is dedicated to forming content lesson plans, matching objectives to state standards, and interdisciplinary unit plans formed with students of various disciplines. Oral presentations including technological components will complete the presentations of the unit plans. Written examinations will comprise assessment of textbook readings and weekly online discussion questions will be an integral part of class participation. Includes a field experience. Prerequisite(s): admission to Teacher Education. UG
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EDUC 388 - Art Methods for Elementary/Middle Schools
4 hours
Pre-service teachers will develop and implement elementary/middle school art curriculum through contemporary practices. (A brief foundation of history and theory will be included.) Practical strategies will be applied to an art specific classroom management plan, sequential unit and lesson planning and assessment practices. Differentiation and modifications for exceptionality and diversity specific to the art room environment will be incorporated. Emphases such as cross-curricular connections (including reading strategies), contemporary artists, and technology integration will be encouraged. Appropriate material use and management will be addressed in conjunction with artistic developmental stages of students. Pre-service teachers will join professional arts organizations and social media networking groups. Field experience of 45 hours with an elementary/middle school visual arts instructor is required. Prerequisite(s): admission to the Teacher Education program. UG
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EDUC 394 - Teacher Education Seminar II
1 hour
A continuation of EDUC 195 Teacher Education Seminar I, for candidates in the Olivet Teacher Education program, intended to be completed prior to Student Teaching. Includes information updating the details of the Teacher Education program at Olivet, current state licensure and endorsement requirements, and demonstrating “proficiency” in the requirements for successful completion of Phase I and Phase II of the Education Teacher Performance Assessment (edTPA), as well as proficiency in writing in APA format, and other pertinent experiences needed in order to become a “Professional Influencing Lives.” Prerequisite(s): Admission to the Teacher Education program or permission of Director of Teacher Education. UG
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EDUC 400 - Student Interest Field Experience Open School Concept
1-4 hours
This is a field experience in which the Elementary or Secondary Education student works with students in an area of interest under the supervision of a supervising teacher or director of a program. A student will spend 40 or more hours per credit hour. Prerequisite(s): Junior standing. These course numbers will designate particular programs of the field experience in various departments. UG
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EDUC 401 - Student Interest Field Experience Language and Literature
1-4 hours
This is a field experience in which the Elementary or Secondary Education student works with students in an area of interest under the supervision of a supervising teacher or director of a program. A student will spend 40 or more hours per credit hour. Prerequisite(s): Junior standing. These course numbers will designate particular programs of the field experience in various departments. UG
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EDUC 402 - Student Interest Field Experience Social Sciences
1-4 hours
This is a field experience in which the Elementary or Secondary Education student works with students in an area of interest under the supervision of a supervising teacher or director of a program. A student will spend 40 or more hours per credit hour. Prerequisite(s): Junior standing. These course numbers will designate particular programs of the field experience in various departments. UG
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EDUC 403 - Student Interest Field Experience Natural Sciences
1-4 hours
This is a field experience in which the Elementary or Secondary Education student works with students in an area of interest under the supervision of a supervising teacher or director of a program. A student will spend 40 or more hours per credit hour. Prerequisite(s): Junior standing. These course numbers will designate particular programs of the field experience in various departments. UG
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EDUC 404 - Student Interest Field Experience Fine Arts
1-4 hours
This is a field experience in which the Elementary or Secondary Education student works with students in an area of interest under the supervision of a supervising teacher or director of a program. A student will spend 40 or more hours per credit hour. Prerequisite(s): Junior standing. These course numbers will designate particular programs of the field experience in various departments. UG
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EDUC 405 - Student Interest Field Experience Outdoor Education
1-4 hours
This is a field experience in which the Elementary or Secondary Education student works with students in an area of interest under the supervision of a supervising teacher or director of a program. A student will spend 40 or more hours per credit hour. Prerequisite(s): Junior standing. These course numbers will designate particular programs of the field experience in various departments. UG
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EDUC 406 - Student Interest Field Experience Preschool
1-4 hours
This is a field experience in which the Elementary or Secondary Education student works with students in an area of interest under the supervision of a supervising teacher or director of a program. A student will spend 40 or more hours per credit hour. Prerequisite(s): Junior standing. These course numbers will designate particular programs of the field experience in various departments. UG
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EDUC 407 - Student Interest Field Experience Special Education
1-4 hours
This is a field experience in which the Elementary or Secondary Education student works with students in an area of interest under the supervision of a supervising teacher or director of a program. A student will spend 40 or more hours per credit hour. Prerequisite(s): Junior standing. These course numbers will designate particular programs of the field experience in various departments. UG
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EDUC 408 - Student Interest Field Experience Reading
1-4 hours
This is a field experience in which the Elementary or Secondary Education student works with students in an area of interest under the supervision of a supervising teacher or director of a program. A student will spend 40 or more hours per credit hour. Prerequisite(s): Junior standing. These course numbers will designate particular programs of the field experience in various departments. UG
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EDUC 409 - Student Interest Field Experience Mathematics
1-4 hours
This is a field experience in which the Elementary or Secondary Education student works with students in an area of interest under the supervision of a supervising teacher or director of a program. A student will spend 40 or more hours per credit hour. Prerequisite(s): Junior standing. These course numbers will designate particular programs of the field experience in various departments. UG
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EDUC 410 - Student Interest Field Experience Vocational Education
1-4 hours
This is a field experience in which the Elementary or Secondary Education student works with students in an area of interest under the supervision of a supervising teacher or director of a program. A student will spend 40 or more hours per credit hour. Prerequisite(s): Junior standing. These course numbers will designate particular programs of the field experience in various departments. UG
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EDUC 411 - Student Interest Field Experience Physical Education
1-4 hours
This is a field experience in which the Elementary or Secondary Education student works with students in an area of interest under the supervision of a supervising teacher or director of a program. A student will spend 40 or more hours per credit hour. Prerequisite(s): Junior standing. These course numbers will designate particular programs of the field experience in various departments. UG
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EDUC 412 - Student Interest Field Experience Reading Laboratory
1-4 hours
This is a field experience in which the Elementary or Secondary Education student works with students in an area of interest under the supervision of a supervising teacher or director of a program. A student will spend 40 or more hours per credit hour. Prerequisite(s): Junior standing. These course numbers will designate particular programs of the field experience in various departments. UG
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EDUC 413 - Student Interest Field Experience Learning Center
1-4 hours
This is a field experience in which the Elementary or Secondary Education student works with students in an area of interest under the supervision of a supervising teacher or director of a program. A student will spend 40 or more hours per credit hour. Prerequisite(s): Junior standing. These course numbers will designate particular programs of the field experience in various departments. UG
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EDUC 414 - Student Interest Field Experience Multicultural Community Relations
1-4 hours
This is a field experience in which the Elementary or Secondary Education student works with students in an area of interest under the supervision of a supervising teacher or director of a program. A student will spend 40 or more hours per credit hour. Prerequisite(s): Junior standing. These course numbers will designate particular programs of the field experience in various departments. UG
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EDUC 415 - Pre-Student Teaching Practicum
1-3 hours
Students will spend a minimum of 40 clock hours per semester hour working with students and a classroom teacher in a public school classroom. Designed for education students who have not completed the state-mandated 100 pre-student teaching hours as part of required coursework, or those who may wish to take practicum hours in addition to those required. Prerequisite(s): admission to Teacher Education or permission of the Director of Teacher Education. UG
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EDUC 481 - Paraprofessional Field Experience
4 hours
Students will spend half days for eight weeks working with a teacher as a paraprofessional under supervision of a University supervisor. UG
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EDUC 482 - Student Teaching for Early Childhood Education
12 hours
Includes some experience at both the preschool and primary-school levels. Taken concurrently with EDUC 493 . Prerequisite(s): Senior standing, pass the Illinois Subject-Matter Knowledge test, approval by the Teacher Education Faculty Committee, and appropriate methods courses. UG
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EDUC 484 - Supervised Student Teaching in the Elementary School
12 hours
Taken concurrently with EDUC 493 . Prerequisite(s): Senior standing, pass the Illinois Subject-Matter Knowledge test, approval by the Teacher Education Faculty Committee and appropriate methods courses. UG
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EDUC 485 - Supervised Student Teaching: All Grades
12 hours
Taken concurrently with EDUC 493 . Prerequisite(s): Senior standing, passing the Illinois Subject-Matter Knowledge test, approval by the Teacher Education Faculty Committee, and appropriate methods courses. UG
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EDUC 486 - Supervised Student Teaching in the Secondary School
12 hours
Taken concurrently with EDUC 493 . Prerequisite(s): Senior standing, passing the Illinois Subject-Matter Knowledge test, approval by the Teacher Education Faculty Committee, and appropriate methods courses. UG
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EDUC 487 - Supervised Student Teaching in the Middle Grades
12 hours
During this course, candidates will assume all responsibilities normally included in their cooperating teacher’s workload and will complete and submit the edTPA. An Olivet faculty supervisor will meet with each candidate during this semester at least five times to review lesson plans, pedagogical practices, and student progress, as well as to problem solve with teacher candidates as issues arise. Student teaching is taken concurrently with EDUC 493 . Prerequisites include: Senior standing, passing score on the Illinois Content Area test, approval by the Teacher Education Faculty Committee, and required methods courses. UG
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EDUC 488 - Student Teaching Elem Ed/Early Childhood Ed
12 hours
Includes some experience at both the preschool and primary-school levels. Taken concurrently with EDUC 493 . Prerequisite(s): Senior standing, pass the Illinois Subject-Matter Knowledge test, approval by the Teacher Education Faculty Committee, and appropriate methods courses. UG
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EDUC 493 - Teacher Education Seminar III
3 hours
A continuation of EDUC 195 Teacher Education Seminar I and EDUC 394 - Teacher Education Seminar II , for candidates in the Olivet Teacher Education program, intended to be completed prior to or during the Student Teaching semester. Includes information updating the details of the Teacher Education program at Olivet, current state licensure and endorsement requirements, and demonstrating “proficiency” in the requirements for successful completion of Phase I, Phase II, and Phase III of the Education Teacher Performance Assessment (edTPA), by submitting and successfully achieving a passing grade on the completed edTPA, in order to become eligible for licensure by the State of Illinois. Prerequisite(s): Admission to the Teacher Education program and concurrent enrollment in Student Teaching, or permission of the Director of Teacher Education. UG
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EDUC 605 - The E.L.L. Student in the K-12 Mainstream: Accommodating through Awareness
3 hours
Whether instituted by federal, state, or local mandates, the inclusion of E.L.L. (English Language Learner) students into the U.S. K~12 mainstream is a reality within our schools. This course is designed to provide the K~12 mainstream teacher with two major skill sets: 1) the knowledge and tools necessary to accommodate the E.L.L. student’s English-language-learning needs inside and outside of the classroom; and 2) the teacher-leadership skills necessary to function in the capacity as both an educator and leader within the community, the family, the school, the classroom, and the profession.
The tools are practical; include components that allow for feedback regarding the on-going assessment of the tools themselves, and are utilized by the teachers, the student, and by the student’s family who are viewed as an extension of the classroom-learning environment. This course reaches beyond general TESL strategies by providing accommodations so the learner can attain English while studying in the content areas at school with supportive measures at home. Accommodation through awareness of cultural differences and similarities is the foundational theme upon which the tools are built. The workings of this topic are applied universally to the daily encounters the mainstream teacher, and the E.L.L. students and the family have with the student’s English-language-learning. This explorative theme will be implemented also into the areas of assessment, instructional principles and practices, and resources as they apply to accommodating E.L.L. students in the K~12 mainstream. This course includes a 10-hour practicum experience during which theory is applied to practice. Candidates must complete their practicum requirements in schools with a diverse population. GR
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EDUC 607 - Educational Research: Principles and Practices
3 hours
It is important that teachers are well-informed about current developments in their fields of expertise. In this course, the candidate will learn about designing and implementing an action research project that will be conducted within the classroom setting. This course will focus on the fundamentals of qualitative and quantitative research including design, methodology, literature review, data analysis and conclusions. The research topics will emerge from questions generated by in-class discussions, a broad review of the research on literacy, and discussions of theories related to literacy instruction. The culminating assignment will be a research proposal to be implemented and presented during the practicum. The content focus will be current issues, trends and organizational frameworks affecting education and the impact on teaching as well as learning and by what means they can be improved upon. GR
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EDUC 609 - Habits of Exemplary Teachers
3 hours
Exemplary teaching is a lifelong journey that requires an understanding of oneself, a constant refining of skills and practices, and a quest for information to enhance knowledge. The candidate explores his/her personal and professional philosophies of education through the analysis of classroom practice, learning style, and communication style. This course explores the pedagogical and curricular requirements for each level of learning and integrates theory and research-based practice. The candidate investigates the best strategies and methods to support student achievement at every level of student learning. GR
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EDUC 614 - Integrating Technologies
3 hours
Today’s teachers must have a working knowledge of how to integrate technologies into their teaching routines. This ‘hands-on’ course provides that knowledge. The course includes a review of technology trends in education and an overview of the uses of technology in today’s workplace. The candidate practices using technologies to create instructional resources for use in the classroom. Additionally, the candidate will learn the power of technology by actually ‘plugging in’ and communicating with each other, the instructor, and contacts worldwide through the Internet. GR
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EDUC 616 - Understanding Today’s Children
3 hours
This course explores the unique composite of K-12 students in today’s classroom. To develop the best learning environment and curriculum for student diversity, this information is foundation for effective teaching and student learning. The course will cover this diverseness through the study of ethnicity, race, gender, and socioeconomic status of K-12 students who are a part of the American education system. The topics that will be interconnected with these types of diversity include the impact of home, society and school on the youth’s attitudes and behaviors, and especially on academic behavior. GR
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EDUC 632 - Integrating the Curriculum
3 hours
The world in which we live is a global one which is characterized by the technological advancements, vast explosions of knowledge and changing societal and economic realities. In order for students in the United States to be able to compete in such a complex and ever-changing environment, educators must develop curriculum that encourages the intellectual preparation of our K-12 students to meet the challenges of this new and exciting world. This course will explore the interrelationship of the academic disciplines and how their integration can lead to a better intellectual understanding and growth of students in the classroom as well as in the world in which they live. The candidate, in the course, will examine instructional designs and how to use them in integrating curriculum. GR
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EDUC 646 - Applied Learning Theory
4 hours
This course examines applied learning theories and research. The candidate will be able to summarize and apply the basic tenets of the theories to his/her own area of specialization; use the appropriate vocabulary and concepts that have been developed by the educational theorists; apply the theories and concepts in a practical teaching setting; reflect upon the outcome; evaluate and design instructional strategies to meet the needs of the K-12 students in the classroom; and critique new ideas and proposals related to applied learning. GR
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EDUC 647 - Assessing for Student Achievement
4 hours
The purposes and methods of formal and informal assessment are introduced, and the direct relationship that assessment has to curriculum and instruction will be examined. The candidate will analyze, evaluate, modify and design assessments for specific content areas and purposes. The candidate will also align assessments to standards-based curriculum and instruction as a part of the design of instructional units and lessons. The course continues through the exploration of effective practices for record keeping, grading, and reporting, use of assessment data, and preparing K-12 students for testing. Issues related to accountability, planning, and collaboration will be addressed. GR
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EDUC 649 - Exceptional Learners
3 hours
One of the most challenging tasks facing teachers today is to substantially increase the achievement of exceptional learners. The central theme of this course is to help teachers, in the “regular classroom,” make a difference in the lives of K-12 students, who face limitations with the English language, and who have physical, mental, and/or emotional disabilities. The exploration of talented and gifted students is included. This course will provide specific instructional practices used in educating English language and exceptional learners at both ends of the educational continuum. The candidate will also be provided with step-by-step procedures on how to implement curriculum adaptations in the classroom. The candidate will develop an understanding of the legal and moral obligation of teachers and schools to meet the needs of all learners. GR
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EDUC 656 - Critical Issues in Education
3 hours
Issues of critical importance to teachers make the news almost every day. Teachers must work collaboratively in recognizing the issue(s) that impact teaching and learning, what foundational causes are present, and the solution(s) to restore the order of the educational environment. Understanding the arguments, pro and con, that drive these issues is part of what it means to be a professional educator today. This course is designed to assist CIED candidates in identifying issues in schools, researching the cause or causes, and developing possible solutions using the Approach to Critical Issue Solving. The candidates will also explore the concept of change and being a change-agent in the school. GR
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EDUC 696 - Creative Project/Practicum
4 hours
Practice is the best tool for learning. This course is designed to give curriculum and instruction candidates experiences in exemplary teaching, curriculum development, professional development, and leadership. The focus is on student and overall school achievement in a K-12 learning environment. In this course, candidates will complete and then present research findings from their research projects begun in EDUC 607 - Educational Research: Principles and Practices . GR
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EDUC 699 - Global Immersion Experience for Educators
3-4 hours
This course is designed to immerse teachers in global experiences related to critical issues in education including the sociopolitical, cultural, transformational, and economic impact on teaching and learning. Understanding the factors that drive these issues is part of what it means to be a professional educator today. The course is designed to engage candidates in research inquiry, analysis, and solutions for global issues related to P-12 education. The course equips teachers to process transformation through critical thinking, collaboration, and an examination of the impact of social, spiritual, educational, and economic influencers on individuals and on society as a whole. GR
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EDUC 701 - Ethical Leadership Theory and Application
3 hours
This course provides a theoretical foundation for leadership in reform restructuring of schools. The leadership candidates will study Theory X and Theory Y as well as other organizational theories, change theory, culture and climate, motivational theory, action theory, models of decision making and goal setting. The concepts and techniques of Adaptive Leadership will also be taught. The candidates will apply their knowledge and skills in problem solving situations. GR
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EDUC 702 - School Law and Ethics
3 hours
This course examines school law from both a national and state perspective. Participants will examine relationships with board and other school leaders while developing a personal code of ethics and assess the school corporation’s ethics. Knowledge gained in the course will be applied by the use of actual case studies where knowledge will be applied. GR
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EDUC 703 - School Finance and Operations
3 hours
Participants will examine both building level budgets and corporation budgets and how they interact and overlap. The course will examine line and staff responsibilities as well as the ethical building leader’s responsibilities in overseeing the general operation of a school building. GR
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EDUC 714 - Cultivating Student Achievement
3 hours
Instructors will provide opportunities for application of assessment of both students and staff. Specific data analysis techniques and application of the analysis will allow participants to apply the knowledge of skills and knowledge acquired in the course. All materials in the course will be directed to specifically demonstrate the ability to improve student achievement using specific data driven decision making. GR
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EDUC 715 - Collaboration with the School Community
3 hours
Participants through the leadership of the instructor will examine community resources and how they can be utilized in a school setting to enhance and improve student achievement and the culture and climate of the school. The participants should be more knowledgeable of the diverse student populations and the needs of all students through activities designed in this course. GR
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EDUC 721 - Practicum in Ethical Building Leadership
6 hours
The internship for EBL will begin with the first course and continue through the entire EBL experience. The participants will be expected to complete required activities throughout the internship to show evidence they will address every standard and element to become an ethical building principal. Participants will be primarily responsible for initiating activities and experiences in addition to those mandated by the course. Periodic visitations from university mentors will take place as well as at least two seminars where all participants will interact with each other. Various means of assessment will assure the practicum is meaningful. GR
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EDUC 726 - Evaluation and Analysis of Educational Programs and Data
3 hours
Participants in this course use authentic school improvement data to develop an understanding of and capabilities to conduct needs assessment and to use qualitative and quantitative data to inform school improvement planning decisions. Assessment of activities, including multiple techniques for gathering and analyzing data, and reporting processes are included in the course. GR
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EDUC 727 - Foundations of School Improvement
3 hours
Instructors model strategies for successful development, implementation, and communication of a shared vision for school improvement. Theoretical concepts and current relevant research relating to collaborative development of leadership in others, team building, motivating staff, initiating, managing, and evaluating the change process are examined in this course. GR
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EDUC 729 - School Law and Ethics
3 hours
This course focuses on the legalities and ethical decision making required by local, state and federal law as it pertains to education. A professional and personal code of ethics is discussed. A review of the legal system provides a foundation for the exploration of the historical and current perspectives of case law that continue to mold public education in the United States. The law cases cover issue in education: church and state, student attendance, the instructional program, student rights, rights of disabled children, student discipline, desegregation of public schools; certification, contracts and tenure, teacher rights and freedoms; and collective bargaining. Teacher and administrator liability in child abuse cases, sexual harassment and medical situations influencing policy development and working with local school governing boards or councils are emphasized. GR
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EDUC 730 - School Finance and Operations
3 hours
The fiscal foundation of public school systems in the United States and the system of local, state and federal taxation are studied to gain a better understanding of school funding allocation. State funding formulas are examined, focusing primarily on the funding process for Illinois school districts. The federal and state grant funding sources and the process of application is reviewed. Budgeting at the district and building levels is emphasized. GR
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EDUC 731 - Governance for School Improvement
3 hours
Prepares the leadership candidate for the nature of leadership and how schools work as political systems: local, state, and federal. The candidate will also learn the policy making process, how public values and issues shape school policies, how political power shifts can impact a school, new administrative roles and understanding the promises and pitfalls in order to be successful. GR
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EDUC 732 - School and Reform Restructuring
3 hours
Provides a theoretical foundation for leadership in reform restructuring of schools. The leadership candidate will study Theory X and Theory Y as well as other organizational theories, change theory, culture and climate, motivational theory, action theory, models of decision making and goal setting. The concepts and techniques of Adaptive Leadership will also be taught. Contemporary school reform and restructuring efforts will be investigated. The candidate will apply his or her knowledge and skills in problem solving situations from authentic reform initiatives and as school-based projects. GR
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EDUC 733 - Collaboration with the School Community
3 hours
Schools as social systems with various partners such as parents, community leaders (political and non-political), law enforcement, social service agencies, businesses and higher education institutions are examined. The roles of these partners are discussed, along with their effect on the public’s confidence in the school systems. Providing public forums; methods of assessment to solicit community concerns, expectations, input and feedback; and public relations strategies that can be used to further the planning and implementation of school community programs are among topics covered. Using research, practices found effective in involving the community as a resource for successful school improvement implementation are examined. Emphasis is placed on the development of a school community that collaboratively educates all children. GR
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EDUC 736 - Productive School Leadership
3 hours
Focuses on the development of a productive school improvement leader, which includes blending effective and moral leadership principles in the foundation of a personal leadership style; applying communication patterns with the various groups of the school constituency to create a positive and safe school culture; and how to engage in ethical and collaborative decision making practices to address the needs of a changing school community. GR
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EDUC 737 - Cultivating Student Achievement
3 hours
School improvement leaders will improve skills to: (1) apply theories and models of instructional supervision; (2) implement collaborative approaches for the development of instruction and standards-based curriculum improvement for the benefit of student achievement; and (3) model reflective practices that will be the basis for developing professional learning communities that foster the accommodation for student needs, cultural awareness, gender sensitivity, community collaboration, and racial and ethnic appreciation. The stages and approaches for continual teacher growth such as induction, mentoring, peer coaching, and formative and summative evaluation processes are examined. GR
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EDUC 742 - Historical and Philosophical Foundations of Education
2 hours
The candidate is introduced to the organization, development, and critical issues of American education. EDUC 742 focuses on American education in light of historical, philosophical, and theoretical models from past centuries and how each has impacted today’s educational thought and practiceThis course incorporates major issues, including at-risk students, parental involvement, classroom management, multiculturalism, integration of technology, and curriculum integration. The candidate begins the process of articulating a personal teaching philosophy by studying the great masters of educational philosophy and how they impacted the modern educational system. Critical thinking will be encouraged as candidates discuss, research, and articulate a world view of education, mobile classrooms, online education, and modern technology. At the culmination of this course the candidate should be well grounded in the foundation and framework of the educational system, both past and present. GR
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EDUC 743 - Human Development and Learning
2 hours
This course introduces the candidate to the field of educational psychology and child development theories and practices. It is an interactive course in which the candidate learns and practices skills related to both the cognitive and affective domains as well as the social aspects of education. The candidate participates in a series of activities designed to stimulate thinking and encourage the application of appropriate human development and learning knowledge. The candidate will start the first of four field experiences (Field Experience I) during this course. GR
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EDUC 748 - Educational Technology
3 hours
This course is an introduction to the wide array of technology concepts, resources, principles, and techniques and their relationship to teaching, learning, and research. It includes discussions of the impact of these concepts on teachers and K-12 students in the classroom of the 21st century, including their impact on students with exceptionalities and at-risk; parent involvement, classroom management, multiculturalism, and integration of curriculum. The candidate will develop a plan for integrating technology in the classroom, as well as prepare technology-integrated products, and a WebQuest. GR
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EDUC 749 - Teaching Diverse Populations
3 hours
This course is an introduction to the fields of multicultural education and special education, including the psychology and identification of exceptionality (including, but not limited to, students with learning disabilities), differences in approaches to learning styles, multiple intelligences and performance modes, cultural differences, and methodologies for working with diverse populations in the school community. An emphasis is placed on specific strategies for adapting instruction and current practices designed to assist classroom teachers in meeting the needs of all students in the regular education setting. GR
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EDUC 750 - General Methods/Curriculum, Instruction, and Assessment
3 hours
The purpose of this course is to introduce and prepare the candidate to effectively select curriculum aligned with the Common Core and Illinois Learning Standards, plan instruction, assess learning, and reflectively analyze practice. The course covers each area from a generalist perspective. As the candidate progresses through the MAT methodology course sequence, he or she will couple enhanced knowledge with the refinement of skills acquired in this course specifically suited for teaching at the elementary, middle and secondary levels. The candidate will begin Field Experience II, the second of four, during this course. GR
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EDUC 751 - Instructional Planning and Delivery/Classroom Management
3 hours
This course provides candidates an opportunity to study contemporary learning theories and individual learning styles in the context of curricular planning, especially for teaching in the middle school. It includes a survey of alternative models of teaching, including inductive thinking, concept attainment, lecture, cognitive growth, and others. The course presents a survey of current learning style theories and examines the relationship of learning styles to teaching behavior, methods, curriculum, and materials. It explores the implications of learning style concepts and suggests strategies for accommodating learning styles in the classroom. Participants are involved in developing, executing, and evaluating instructional activities. A large portion of the class discussion and application focuses on classroom management techniques. GR
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EDUC 753 - Content Teaching Methods: Secondary Education
4 hours
This course explores secondary education concepts, theories, principles, and techniques and their relationship to teaching and learning. This course includes the impact of these concepts, theories, principles, and techniques on teachers and grade level learners 6 through 12 in the classroom. The candidate will learn, specifically for his or her content, how to effectively use and implement the Olivet lesson plan format complete with standards and objectives alignment; pre- and post-assessment of learning; and evidence through analysis of formal and/or informal data that learning occurred. The candidate should begin Field Experience III and IV during this course. Corequisite(s): should be taken concurrent with EDUC 758 . GR
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EDUC 754A - Elementary School Reading
2 hours
The elementary teacher candidate will develop the understanding that the reading process is a broad continuum ranging from emergent literacy to reading across the curriculum in content areas. The course is designed to present the most current best practices in reading instruction, and to help the candidate master skills, strategies, and approaches appropriate for a balanced literacy program that integrates essential skill development, strategy instruction, literature study, and authentic reading and writing experiences. The foundational instructional approaches feature a broad scope of the knowledge of strategies for teaching including: phonemic awareness/phonics, fluency, text comprehension, vocabulary development, literature circles, and reading-writing in specialized content areas for advanced readers. The candidate must complete Field Experience III and Field Experience IV by the conclusion of this course. GR
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EDUC 754B - Secondary/Middle/K-12 School Reading
2 hours
The middle school and secondary education teacher candidate will develop the understanding that the reading process is a broad continuum ranging from emergent literacy to reading across the curriculum in content areas. The course is designed to assist the candidate in recognizing literacy problems and offering strategies that will aid middle, secondary, and K-12 students in their quest to become skillful in the areas of reading. The foundational instructional approaches feature a broad scope of the knowledge of strategies for teaching including: fluency, text comprehension, vocabulary development, and reading-writing in specialized content areas for advanced readers. The candidate must complete Field Experience III and Field Experience IV by the conclusion of this course. GR
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EDUC 755 - Content Teaching Methods: Elementary Language Arts/Social Studies
2 hours
Knowledge of and practice in using effective instructional strategies for teaching language arts and the social studies curriculum will be expanded, as well as evaluating student achievement in a variety of ways. Professionalism is the emphasis as the candidate seeks to continue his or her professional growth to develop behaviors expected of teachers. The candidate will be expected to demonstrate attitudes and habits of teaching with a student-centered focus, which is critical to the success of the student-teaching experience. The candidate should begin Field Experience III and IV during this course. GR
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EDUC 756 - Content Teaching Methods: Elementary Math/Science
2 hours
Effective instructional strategies for teaching language arts and the social studies curriculum, as well as evaluating student achievement in a variety of ways, are learning goals for this course. Professionalism is the emphasis as the candidate seeks to continue his or her professional growth to develop behaviors expected of teachers. The candidate will be expected to demonstrate attitudes and habits of teaching with a student-centered focus, which is critical to the success of the student-teaching experience. GR
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EDUC 758 - Content Teaching Methods: K-12 Education
4 hours
This course explores K-12 education concepts, theories, principles, and techniques and their relationship to teaching and learning. Included is the impact of these concepts, theories, principles, and techniques on teachers and grade level learners K through 12 in the classroom. The candidate will learn, specifically for his or her content, how to effectively use and implement the Olivet lesson-plan format complete with standards and objectives alignment; pre- and post-assessment of learning; and evidence through analysis of formal and/or informal data that learning occurred. The candidate should begin Field Experience III and IV during this course. Corequisite(s): should be taken concurrently with EDUC 753 . GR
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EDUC 766 - Multi-Ethnic Experiences
1 hour
Provides the candidate an opportunity to experience working with diverse community groups in various settings. The course outlines what the candidate may do within a community to fulfill the requirements of participating in a multi-ethnic experience and allows him/her to develop a deeper understanding of the community and its diverse population. The experiences, which must be approved prior to participation, range from working with senior citizen groups to working with community-based programs for children and young adults. This service learning-based course assists the candidate with connecting schools to the community and the community to students. GR
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EDUC 767 - Early Adolescent Psychology
3 hours
The candidate will gain an understanding of the mental, physical, emotional, and social characteristics of early adolescents. In addition, he/she will study issues that have an impact on the adolescent’s educational development and improve conceptual understanding of the purpose, curriculum, and special programs in middle-school. GR
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EDUC 768 - Middle-School Methods
3 hours
The candidate will develop an understanding of middle school education theories, teaching pedagogy, and cognitive processes. A major focus is forming interdisciplinary unit plans across curriculums. The candidate will be able to make a connection between adolescents and the best methods to enhance their learning, including instructional planning and delivery. Characteristics and issues associated with teaching at the middle school level will be addressed throughout this course. Includes teaching reading in content areas. GR
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EDUC 773 - Foundations of Reading
4 hours
The READ candidate will have a thorough understanding and framework concerning the foundational theories, process, and methodologies impacting reading instruction required for today’s diverse K-12 student population. To understand current reading theory and the historical foundation; the candidate will explore the increasing complexities of current thought within the discipline, including implementation of the Common Core State Standards. The impact of technology, as well as multicultural factors, will be explored in depth throughout the course. The candidate will reflect upon personal beliefs about reading and reading instruction in conjunction with the examination of current research and related introspection. GR
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EDUC 774 - Content Area Reading
4 hours
Enduring reading comprehension of discipline-related text including core textbooks and non-fictional materials requires a specific set of strategies. Key components include: motivation, knowledge of language development and its relation to reading, recognizing how cultural and ethnic diversity impacts reading and modeling. This course will explore the differences in discipline-specific text and other non-fiction genre and concomitant strategies that individuals, proficient in these areas, demonstrate. Common Core State Standards will be addressed. The topics include pre-reading, during reading, and post reading; vocabulary development strategies, writing to learn, and study skills. GR
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EDUC 775 - Assessment/Diagnosis of Reading Problems
4 hours
Accurate assessment and diagnosis guides the curriculum and instruction in the classroom. It also enables the classroom teacher to be more effective. The READ candidate engages in the examination of the major principles of assessment; basic test construction, administering and interpreting test results, and practice in using assessment to drive instruction. The candidate will also develop an understanding of norm-referenced testing and how such a test can be used in establishing student objectives and performance outcomes. Trends in dealing with students who struggle with language and literacy pursuits, instructional techniques, special materials, and evaluative devices will be explored. This course includes Clinical Experience I, which is a 15-hour practical experience in administering, evaluating, and applying results gathered from reading assessments. GR
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EDUC 776 - Developmental/Remedial Reading Instruction/Support
4 hours
This course is designed to acquaint the READ candidate with a wide range of instructional practices, approaches, and methods for K-12 students at different stages of development in reading. Programs and strategies for correcting reading problems; related literature and research; and techniques for accommodating the cultural and linguistic differences of students will be presented. Current practices in Literacy Professional Development and Literacy Coaching will be explored. The candidate will be introduced to current technology which can be used to facilitate the remediation process as well as reading and writing instruction. This course includes Clinical Experience II, which is a 15-hour practical experience in the development, implementation, and evaluation of reading instruction. GR
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