2021-2022 Catalog [ARCHIVED CATALOG]
Course Descriptions – All
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Earth and Space Sciences |
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ESS 385 - Chemistry of Earth Processes
4 hours
The distribution and significance of elements and chemical compounds in Earth’s systems. Topics emphasize the origin of elements, behavior of trace elements, radioactive decay and geochronology, states of matter and thermodynamic stability, aqueous equilibria, and more. Laboratory consists of a semester-long project on the chemistry of natural waters, and includes analyses for major elements by wet chemistry, spectrophotometric methods, titration, atomic absorption spectroscopy, and more. Local day-trips to field areas. Prerequisite(s): ESS 105 , CHEM 104 . UG
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ESS 390 - Seminar in Earth & Space Science
1/2 hour
Professional development and special topics of current interest in the Earth and Space Sciences. Required every year students are in the program. UG
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ESS 394 - Physics of the Earth
3 hours
An introduction to the application of physics to the study of Earth systems. Methods of geophysical study of geologic structures and processes, and geophysical exploration for natural resources and environmental analysis. Fundamental techniques of geophysical data collection and analysis. Field experiences. Prerequisite(s): MATH 147 , ESS 105 ; and PHYS 121 or PHYS 201 . Corequisite(s): PHYS 122 or PHYS 202 . UG
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ESS 399 - Topics in Earth & Space Science
1-3 hours
Selected topics in the earth and space sciences, e.g., Oceanography, Advanced Paleontology, Isotope Geology, Advanced GIS, Regions of the United States, Advanced Hydrogeology and Contaminant Transport, Physics of the Earth, Geostatistics, etc. May be repeated. UG
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ESS 492 - Research
1-3 hours
Detailed study of an area of the student’s interest, involving library, laboratory, and/or field work. Paper required. May be repeated. Prerequisite(s): Consent of instructor. UG
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Economics |
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ECN 101 - Introduction to Business Economics
3 hours
This course is an introduction to those elements of economic analysis that are the most relevant to business decision-making. Major topics include supply and demand, opportunity cost, comparative advantage, and the differing forms of market structure. This contemporary view of economics also includes topics such as fiscal policy, monetary policy, global economics, and key economic indicators. CS
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ECN 305 - Economic Systems
3 hours
This course explores economic theories and tools and how they are applied to business. It investigates the principles and concepts of microeconomics and macroeconomics. The course introduces microeconomic analysis applied to practical business problems and decision-making and on monetary and fiscal policies that affect industries, markets, and firms. CS
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ECON 110 - Principles of Economics
3 hours
An introduction to economic reasoning and analysis, with special emphasis on the market process as a system of social coordination. This course will address microeconomic topics such as opportunity cost, and comparative advantage as well as the macroeconomic issues of inflation, unemployment, and monetary and fiscal policy.
GER: Social Science. UG
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ECON 308 - Comparative Economic Systems
3 hours
An examination of the alternative forms of economic organization that exist around the world. Areas of emphasis will include the existing variations in the democratic capitalist framework, the ongoing process of transition in formerly socialist nations, the emergence of new sources of competition within the global economy, and the interaction between economics, politics, and culture in various societies.
GER: Intercultural Understanding. UG
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ECON 311 - Intermediate Microeconomics
3 hours
An exploration of the neoclassical theories of consumption and production. Additional topics will include game theory and strategic behavior, the economic impact of technological development and organizational innovation, the role of the government in maintaining competition, and the relationship between Christian thought and economic methodology. Prerequisite(s): ECON 110 . UG
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ECON 312 - Intermediate Macroeconomics
3 hours
An examination of alternative theoretical frameworks of the national economy, with particular emphasis on the contrast between short-run and long-run models of aggregate economic behavior. Additional attention will also be devoted to current controversies in macroeconomic theory, policy, and performance. Prerequisite(s): ECON 110 . UG
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ECON 345 - Economics of the Public Sector
3 hours
An examination of the role of government in market economy, both in a positive and a normative sense. Major topics will include the theories of market failure and public choice; the economic impact of various taxes, expenditure programs, and regulatory actions; and alternative rationales for the expansion in the size and scope of government in the United States and other nations over time. UG
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ECON 362 - Financial Markets and Institutions
3 hours
A survey of the financial organizations of society, including the functioning and characteristics of money and credit, investment banking, trust companies, and commercial banking, with emphasis on the Federal Reserve System. Current money and banking problems are evaluated in conjunction with the theoretical concepts studies. Prerequisite(s): ECON 110 . UG
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ECON 365 - International Trade and Finance
3 hours
An exploration of the effects that are generated when economic and financial transactions cross national boundaries. Major topics will include the theoretical basis for international trade, alternative explanations of the sources of comparative advantage, domestic trade policies, the primary determinants of exchange rates and capital flows, governmental actions regarding exchange rates, and the globalization of commerce. Prerequisite(s): ECON 110 . UG
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ECON 473 - Investments
3 hours
Provides the student with an understanding of various types of securities traded in financial markets, investment theory and practice, portfolio construction and management, and overall risk/investment strategies and tactics. Prerequisite(s): BSNS 355 , ECON 362 . UG
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Education |
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EDUC 140 - Foundations of Multicultural Education
2 hours
This course provides an introduction to the organization, development, and critical issues of American education in a multicultural context. This course examines education in light of historical, philosophical, technological, and theoretical models and how each has impacted today’s multicultural educational thought. Through analysis of research findings and current trends in education, prospective candidates will study education in a professional context. As a part of the course, students will complete a multiethnic life experience. This course is a prerequisite for admission to the Teacher Education program. UG
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EDUC 151 - Introduction to Education
1 hour
An introduction to Olivet’s Teacher Education program, designed for transfer students who enter with credit in History and Philosophy of Education. Includes information concerning writing of lesson plans, writing in APA format, and other pertinent experiences needed in the transition to Olivet’s Teacher Education program. UG
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EDUC 175 - Field Experience I
0 hours
In this course candidates will complete the field experience requirement set in their major programs. Concurrent registration with EDUC courses with field experience requirements. Prerequisite(s): EDUC 140 , EDUC 195 , EDUC 200 , and EDUC 280 . UG
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EDUC 195 - Teacher Education Seminar I: Teachers and Technologies in the 21st Century
3 hours
This course is designed to introduce pre-service teachers to the ONU Teacher Education program, current state licensure and endorsement requirements, the requirements for successful completion of each of the Phases of the Education Teacher Performance Assessment (edTPA), and to the theory and principles of the use and integration of technologies in classroom planning, instruction, and assessment for PreK-12 grade classrooms. Through projects, each pre-service teacher will demonstrate an understanding of the operation and integration of multiple technologies in the teaching and learning process. This course is a prerequisite for admission to the Teacher Education program. UG
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EDUC 200 - Human Development & Education
2 hours
This course introduces students to educational psychology and human development. It is an interactive course where students learn and practice skills related to the cognitive, affective, and psychomotor domains of learning. Students participate in a series of activities throughout the semester designed to stimulate their thinking and encourage the application of appropriate classroom knowledge to their field experiences. This course is a prerequisite for admission to the Teacher Education program. UG
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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. Satisfactory completion of field experiences are to be completed concurrently in EDUC 175 , EDUC 275 , or EDUC 375 . Prerequisite(s): EDUC 280 . 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 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 275 - Field Experience II
0 hours
In this course candidates will complete the field experience requirement set in their major programs. Concurrent registration with EDUC courses with field experience requirements. Prerequisite(s): EDUC 175 . 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. 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. Satisfactory completion of field experiences are to be completed concurrently in EDUC 175 , EDUC 275 , or EDUC 375 . Prerequisite(s): EDUC 280 . 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. Satisfactory completion of field experiences are to be completed concurrently in EDUC 175 , EDUC 275 , or EDUC 375 . Prerequisite(s): EDUC 280 . 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. Satisfactory completion of field experiences are to be completed concurrently in EDUC 175 , EDUC 275 , or EDUC 375 . Prerequisite(s): EDUC 280 . 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.
GER: Intercultural Understanding. 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. Satisfactory completion of field experiences are to be completed concurrently in EDUC 175 , EDUC 275 , or EDUC 375 . Prerequisite(s): EDUC 280 . 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. Satisfactory completion of field experiences are to be completed concurrently in EDUC 175 , EDUC 275 , or EDUC 375 . Prerequisite(s): EDUC 280 . 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 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. Satisfactory completion of field experiences are to be completed concurrently in EDUC 175 , EDUC 275 , or EDUC 375 . Prerequisite(s): EDUC 280 . 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. Satisfactory completion of field experiences are to be completed concurrently in EDUC 175 , EDUC 275 , or EDUC 375 . Prerequisite(s): EDUC 280 . 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. Satisfactory completion of field experiences are to be completed concurrently in EDUC 175 , EDUC 275 , or EDUC 375 . Prerequisite(s): EDUC 280 . 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. Satisfactory completion of field experiences are to be completed concurrently in EDUC 175 , EDUC 275 , or EDUC 375 . Prerequisite(s): EDUC 280 and EDUC 321 . UG
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EDUC 375 - Field Experience III
0 hours
In this course candidates will complete the field experience requirement set in their major programs. Concurrent registration with EDUC courses with field experience requirements. Prerequisite(s): EDUC 275 . UG
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EDUC 376 - Inclusion of Exceptional Students
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. Satisfactory completion of field experiences are to be completed concurrently in EDUC 175 , EDUC 275 , or EDUC 375 . Prerequisite(s): EDUC 280 . UG
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EDUC 381 - English Language Arts Methods for Middle and Secondary School
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 middle and secondary teaching strategies in the 21st century classroom is the focus of this course. In addition, teaching methods are considered for the English content area. 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. 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 382 - Math Methods for Middle and Secondary School
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 middle and secondary teaching strategies in the 21st century classroom is the focus of this course. In addition, teaching methods are considered for the Math content area. 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. 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 383 - Science Methods for Middle and Secondary School
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 middle and secondary teaching strategies in the 21st century classroom is the focus of this course. In addition, teaching methods are considered for the Science content area. 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. 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 384 - Social Studies Methods for Middle and Secondary School
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 middle and secondary teaching strategies in the 21st century classroom is the focus of this course. In addition, teaching methods are considered for the Social Sciences content area. 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. 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 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 392 - Teacher Education Seminar II: Classroom Management
2 hours
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. Intended to be completed prior to Student Teaching, this course includes information regarding program completion of the Teacher Education program at Olivet, current state licensure and endorsement requirements, and demonstrating “proficiency” in the requirements for successful completion of the Planning, Instruction, and Assessment tasks of the edTPA. Prerequisite(s): Admission to the Teacher Education program or permission of Director of Teacher Education. UG
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EDUC 472 - Art Methods for Middle/Secondary Schools
3 hours
Pre-service teachers will continue to develop and implement Middle/Secondary art curriculum including sequential unit and lesson planning and assessment practices. Practical strategies will be applied to an art specific high school classroom management plan and teaching philosophy. Differentiation and modifications for exceptionality and diversity specific to the art room environment will be incorporated. Emphases such as including reading strategies, contemporary artists, and technology will be encouraged. Teacher candidates will conduct a mini-Teacher Work Sample and begin a portfolio in preparation for the student teaching experience. Field experience of 45 hours with a Middle or High School visual arts instructor is required. Prerequisite(s): admission to Teacher Education program, EDUC 388 and ART 250 . 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 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 discussions and a broad review of the literature. The culminating assignment will be a research proposal to be implemented and then presented in EDUC 696 . 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 online tools. GR
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EDUC 616 - Understanding Today’s Children
3 hours
This course explores the unique composite of students in today’s classroom. To develop the best learning environment and curriculum for student diversity, it must be incorporated into the teaching practices applied to their learning. The course will cover this diversity through the study of ethnicity, race, gender, and socioeconomic status of students who are a part of the American education system. The topics that will be interconnected with this 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 P-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 P-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 P-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 P-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 candidates in identifying issues in schools, researching the cause or causes, and developing possible solutions in response to those issues. The candidates will also explore the concept of change and being a change-agent in the school. GR
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EDUC 657 - Otherness: Cultural Understanding, Social Differences & Diversity
3 hours
Candidates will take a snapshot of their individual traditions, cultural practices, and social norms to examine how they impact their perceptions of individuals who are different and begin to see “otherness” through a lens of empathy. Candidates will explore how diversity of thought and experiences can impact their personal and professional lives. This course will allow candidates to reflect on their Christian Faith and how it relates to otherness. They will engage in several discussions and assignments on this, reflecting on the ways in which they can integrate the principles of Faith and Scripture through devotional thoughts each week. GR
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EDUC 658 - Emotional and Cultural Intelligence
3 hours
School administrators, teachers and staff alike need effective emotional and cultural intelligence to navigate the PK-12 landscape, which can be challenging on many fronts. Awareness of personal strengths and weakness and those of the people you both work with and teach helps clear the path for more constructive collaboration and lowers personal and organizational stress. Through case analysis, candidates will enhance their emotional and cultural intelligence. GR
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EDUC 659 - Restorative Justice and School Discipline in Education
4 hours
The candidates will be able to understand the fundamental legal principles of law that guide school discipline practices; Demonstrate knowledge regarding a variety of research-based practices that can be implemented to prevent and respond to behavior within a framework of multi-tiered systems. Further, the candidates will be able to support, plan, facilitate, and reflect on the effective restorative dialogue and a variety of alternatives to school discipline practices in their respective settings. GR
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EDUC 696 - Creative Project
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 P-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 . Prerequisite(s): EDUC 607 . 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 examines various leadership styles and how leaders effect change under their leadership. Participants will examine leadership 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 using how effective leaders use a variety of leadership styles and allow the student to assess their leadership styles and uses actual case studies where knowledge will be applied. 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 using actual case studies where knowledge will be applied. Prerequisite(s): EDUC 701 . GR
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EDUC 703 - School Finance and Operations
3 hours
This course examines school building leadership from both a financial and a facility operational lens. Students will examine how building level funds are generated, managed and audited, and how building level expenditures intertwine with corporation level expenditures. Students will review facilities from a safety management viewpoint and examine how wise operational management contributes to a safe, successful and productive school climate. Prerequisite(s): EDUC 701 . GR
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EDUC 714 - Cultivating Student Achievement
3 hours
This course examines cultivating student achievement through the viewpoint of effective servant leadership, data analysis, staff development, and strategic planning. Participants will examine current relationships with their staff, students, and community members with a sincere desire to establish a culture of learning and excellence. Knowledge gained in the course will be applied using case studies, podcasts, and developing a collaborative vision project. Prerequisite(s): EDUC 701 . 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. Prerequisite(s): EDUC 701 . GR
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EDUC 720 - Supervision and Evaluation of Personnel
3 hours
This course covers the development of current policies, practices, and techniques necessary to ensure effective personnel management in complex educational settings. There is an emphasis on the role of the educational building leaders in researching such challenges as employee recruitment, selection, training, placement, wage and salary administration, promotion, fringe benefits, employee services, and management-labor relations. GR
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EDUC 721 - Practicum in Ethical Building Leadership
6 hours
The internship for EBL will occur after the content courses of the program. 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. Various means of assessment will assure the practicum is meaningful. GR
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EDUC 749 - Teaching Diverse Populations
3 hours
This course is an introduction to multicultural education including an examination of cultural identities and special education. The course studies learner needs and instructor engagement within the broader contexts of the classroom, namely institutional and social contexts that carry unique histories, policies, and social relations that are specific to the geographical location. The course encourages teacher leadership in the area of reciprocity and witnessing to the community in order to address social implications of learning to extend the focus beyond maximizing student learning and potential. An emphasis is placed on specific strategies for adapting instruction and current practices and policies in order to meet the needs of all students in an inclusive classroom setting. 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 writing. This course will explore the differences in content area texts and other non-fiction genre and concomitant strategies in which individuals demonstrate proficiency. Common Core State Standards will be addressed. The topics include pre-, during, and post reading strategies; vocabulary development, writing to learn, and study skills. This course includes Clinical Experience I, which is a 15-hour practical experience in administering, evaluating, and applying reading and writing strategies to students at both the elementary and secondary levels. Prerequisite(s): EDUC 773 . 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 II, which is a 15-hour practical experience in administering, evaluating, and applying results gathered from reading assessments. Prerequisite(s): EDUC 774 . 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 III, which is a 15-hour practical experience in the development, implementation, and evaluation of reading instruction. Prerequisite(s): EDUC 775 . GR
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EDUC 777 - Developmental/Remedial Materials and Resources
4 hours
This course prepares the READ candidate to design, revise, and implement a reading curriculum for an individual student and in conjunction with the classroom teacher to improve and/or enhance reading proficiency. The candidate will understand how to use techniques in detecting cultural and gender bias when conducting a textbook/reading materials selection process. The candidate will also understand how to select ability/age appropriate materials designed for students with special needs and/or linguistic differences, and reader reliability technological tools. Additionally, the candidate will develop an understanding of the composition, purpose of special reading programs: early intervention, summer school, and after school programs. A major component of this course will be the importance of developing partnerships to create a synergy among school, home, and community that will enhance the reading levels of students. This course includes Clinical Experience IV, which is a 15-hour practical experience in identifying, selecting, and utilizing of reading materials and resources. Prerequisite(s): EDUC 776 . GR
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EDUC 778 - Literature and Resources for Children and Youth
4 hours
Introduction to genres of children’s and young adult literature. Embracing the Common Core State Standards, the course includes methodology in the use of websites and a wide range of high-quality multicultural literature for all grade levels. Technology will be utilized in learning to locate, evaluate, and use literature applicable for K-12 students of all abilities, ages, and ethnic backgrounds. The candidate will gain a thorough understanding of how cultural, linguistic, and ethnic diversity influences reading, as well as the relationship between vocabulary development and reading comprehension. The course also includes strategies for modeling and sharing the value of reading and writing for actual, real-life experiences, instilling the concept of becoming lifelong learners. Prerequisite(s): EDUC 773 and EDUC 774 . GR
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EDUC 779 - Methods of Educational Research
4 hours
The reading specialist candidate will learn to design and implement an action research project that will be conducted and presented during EDUC 780 - Creative Project/Practicum. The 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 discussions, a broad review of the research on literacy, and discussions of theories related to literacy instruction. Content focus will be current issues, trends, and organizational frameworks affecting education, specifically the impact on reading literacy, and methods for improvement. Prerequisite(s): EDUC 773 , EDUC 774 , EDUC 775 , EDUC 776 , EDUC 777 , and EDUC 778 . GR
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EDUC 780 - Creative Project/Practicum
4 hours
A seminar-type practicum for the reading specialist candidate, which requires completion of a minimum of thirty-two (32) clock hours experience in a school setting. The content of the project/practicum will be based on the research proposal presented in EDUC 779 . The implementation of that proposal will result in a project study, which will be presented and critiqued at a K-12 school level at a teacher in-service, grade level or department meeting, administrators’ meeting, school improvement committee meeting or the meeting of any group responsible for reading instruction in the school community. Prerequisite(s): EDUC 779 . GR
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EDUC 900 - Intrapersonal Leadership
4 hours
This course introduces a holistic model that includes four major areas of personal development that contribute to effective leadership: spiritual leadership, physical leadership, emotional leadership, and cognitive leadership. Candidates analyze their own character and competence as leaders with the goal of maximizing their personal leadership effectiveness. GR
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EDUC 901 - Research Theory: Principles and Methods
4 hours
This course introduces doctoral-level candidates to the field of research, research design, and research methods. Standards and practices for planning, conducting and completing research studies will be covered (e.g., selecting appropriate research designs, choosing/generating reliable and valid measures, etc.). Candidates will be introduced to quantitative and qualitative research methods. Emphasis will be given to developing and refining research questions in the context of each candidate’s own Dissertation In Practice and preparing the candidate to collect data appropriate to those questions. .Candidates will examine ethical issues and dilemmas in leadership and research and practice. GR
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EDUC 902 - Leadership Paradigms
4 hours
The purpose of this course is to analyze the history, ideas, and theories of leadership. Candidates will analyze significant issues and ethical dilemmas that have confronted leadership throughout historical periods. Through this analysis, doctoral candidates will consider leadership from various disciplinary perspectives and start clarifying their own philosophy of ethical leadership. GR
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EDUC 903 - Research: Qualitative Methods and Techniques
4 hours
This course will examine qualitative research methods. Candidates should be able to undertake doctoral-level research using a range of qualitative methods including interviews, observation, focus groups, and case studies. The course will focus specifically on sampling, in-depth interviews, and focus groups, as well as data management, data analysis, and data presentation. Ethical issues in qualitative research are also considered. Prerequisite(s): EDUC 901 . GR
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EDUC 904 - Interpersonal Leadership
4 hours
This course is designed to develop interpersonal skills by analyzing routine group or team behavior and leadership effectiveness. Utilizing a team-based learning culture, the course design will simulate real-life team building processes. The course equips candidates to lead with self-awareness, awareness of others, effective interpersonal communication, and to build a culture of trust relationships as a basis for effective leadership. GR
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EDUC 905 - Online Colloquium
4 hours
This course provides the doctoral candidate with foundational knowledge and resources for academic success in the program. This introductory course is designed to prepare and support doctoral candidates for the following: academic writing processes and research, student success model for completion of the dissertation experience, engaging intentionally with the learning community, goal-setting and approaches for planning engagement in the academic process, a solid foundational knowledge of ethics within a leadership role and identifying strategic and challenging issues in leadership on which to focus research and application based problem solving. GR
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EDUC 907 - Policy, Politics, and Social Action
4 hours
This course will focus on the elements of public policy, politics, and social action. It will examine the impact of these factors on ethical leadership. Leadership never occurs in a vacuum. Leaders must be attuned to the nuances and ramifications of actions both personal and professional. In this course, the candidates will examine competing paradigms and explore the many dimensions of policy, politics, and social action. Ethical leaders positively impact their sphere of influence throughout their professional careers. GR
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EDUC 908 - Research: Quantitative Methods and Techniques
4 hours
This course is designed to provide candidates with the background required to analyze quantitative data and interpret results found through doctoral-level research. Appropriate statistics for the analysis of data produced from a variety of standard research designs will be emphasized. Areas of study include levels of measurement, random sampling, probability distributions, the normal distribution, descriptive statistics, null hypothesis significance testing, inferential statistics, confidence intervals, t-tests, ANOVAs, correlations, chi-square tests, and regression. Candidates will be introduced to a statistical package for data analysis. Prerequisite(s): EDUC 901 . GR
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EDUC 909 - Leading Change
4 hours
Organizational change in the 21st century is inevitable. Today’s leaders need to be proactive and forecast the needs of the organization for the short-term, the intermediate, and the long-term. Leaders are primarily change agents to influence a shared vision for the future. In this course, the candidate’s knowledge base of organizational theory will be expanded through in-depth literature review, which will offer new insights into responding to internal as well as external pressures for change. The candidate will learn to identify changing circumstances in society, as well as globally and also be cognizant of any legal issues that might impact decisions for change. Transforming subjective perceptions is crucial to successful innovation and the key objective to change. Each of these decision points will be within the ethical framework. GR
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EDUC 910 - Covenant Leadership
4 hours
Leadership goes beyond those predictable and even trite behaviors normally chronicled in the leadership literature. Leadership is all about being. A major tenet of the Christian faith suggests that the message of Gospel propels us to go beyond the “norm” in leadership activity. In this course, candidates will demonstrate they are capable of understanding the exercising the “best” of both contractual as well as covenant leadership. The purpose of this course is to help the candidate develop into a grace-full leader - one who is bold, but not ego-filled. GR
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EDUC 911 - Dissertation In Practice
12 hours
The Dissertation In Practice is a field-based, practice-centered inquiry, which consists of comprehensive applied research of significant importance. The Dissertation In Practice demonstrate candidates’ ability to identify a significant issue within their organization or community and their ability to conduct research leading to a solution or improvement from which others will benefit. In this course, candidates will uphold the highest standards of scholarship and inquiry. The Dissertation In Practice is comprised of five written chapters consisting of: Proposal; Literature review; Methodology; Findings; Conclusions and Recommendations. (Candidates will be guided by a “Dissertation In Practice Manual.”) Students must register for this course throughout the doctoral program for a total of 12 credit hours. Prerequisite(s): EDUC 901 , EDUC 903 , EDUC 908 ; EDUC 911A must be passed before EDUC 911B; EDUC 911B must be passed before EDUC 911C. GR
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EDUC 913 - Management and Strategic Planning
4 hours
This course explores organization’s holistic human development plan to assist candidates in understanding and utilizing a comprehensive view of a strategic thinking, strategic management and systems theory. Leveraging knowledge in resource allocation, human resource management, sustainability strategy, marketing management and crisis management, candidates will develop a strategic plan for their organization. The plan will include environmental analysis, casting vision, strategic thinking, strategic planning, execution, and project management. GR
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