Course Descriptions

EDUC 201 School and Society (1)
Acquaints students with the forces that have shaped the formation of American public education and explores the social context of which schools are a part. The relationships between the school and the wider social, political, economic, and cultural forces are explored. Course includes 20 hours of service at a local social service agency. HSS; Prereq : Not open to first-year, first-term students; DV; Cross Listing : ANSO 201; J.Helfer; B.Swanson; J.Estes;

EDUC 202 History of Education (1)
An examination of the ways in which humans across time have addressed issues such as educational aims, opportunity, curriculum and pedagogy. The relationship between socio-political contexts and education, the trends and processes of educational change, and linkages between past and current educational practices are also considered. Prereq : sophomore standing; or permission of the instructor; W; Cross Listing : HIST 202; S.Schroth;

EDUC 203 Philosophy of Education (1)
A critical examination of some assumptions about education embraced by historical and contemporary philosophers, and relevance of these assumptions to U.S. schooling. Philosophical questions are considered, such as "What does it mean to teach?" and "What is knowledge?" HUM; Prereq : sophomore standing; or permission of the instructor; W; Cross Listing : PHIL 215; J.Helfer;

EDUC 204 Psychological Foundations of Education (1)
An examination of human learning from a variety of perspectives. Learning is viewed as a process that occurs formally in settings such as schools, as well as informally in daily human experience. Where appropriate, topics in human development are related to theories of learning. In addition to class work, students work in local classrooms for a minimum of 25 hours. Prereq : sophomore standing; or permission of the instructor; O; Cross Listing : PSYC 273; D.Beck;

EDUC 205 Adolescent Development (1)
This course is an examination of emerging adolescent development, both historically and in contemporary society. It is designed to focus on the physical, psycho-social and intellectual dimensions of early adolescent development. Prereq : EDUC 204; Cross Listing : PSYC 206; S.Schroth; D.Beck;

EDUC 207 Microcomputer Concepts and Applications for Educators (1/2)
Educators focus on how to use personal computer systems effectively within educational contexts. The course not only examines specific computer applications that are being used or could be used by educators but also the implications and ramifications of increasing the use of technology, specifically computer technology, on learning and teaching. Prereq : EDUC 201; V.Romano;

EDUC 208 Reading & Writing Across the Content Areas (1/2)
This course focuses on the uses of writing and reading as ways to learn across the curriculum. Educators interested in elementary through high school instruction, in all content areas, will learn about ways to set up a classroom, assess student readiness levels, analyze this assessment, and plan instruction to maximize student learning. Reading and writing strategies students can use will also be examined.S.Schroth; J.Helfer;

EDUC 209 Teaching of English to Speakers of Other Languages (TESOL) (1/2 or 1)
Students develop strategies-fully grounded in research, and practice- to teach English as a second language (ESL) in the United States or to teach English as a foreign language (EFL) internationally. Students will have the option of enrolling in the class for either one-half credit or one credit. Both the one-half credit and the one-credit courses will focus upon second language assessment, second language teaching methodologies, and ESL/EFL materials development and curriculum design. Students may, with approval, gain practical experience through a seventeen day-trip to Anhui Normal University in China, which will be undertaken in December immediately after the classroom portion of the course.S.Schroth;

EDUC 217 The Sociology of Childhood (1)
This course will examine the intersections of a variety of social, cultural, and historical institutions in which children are embedded. Taking an interdisciplinary approach to the study and analysis of childhood, it will focus on the varied social landscapes children encounter and examine childhood as both a social construct and lived experience. Prereq : At least one course in ANSO; Cross Listing : ANSO 217; A.Singer;

EDUC 248 Teaching Assistant (1/2 or 1)
Prereq : Permission of instructor; May be graded S/U at instructor's discretion; Staff

EDUC 250 Independent Study (1/2 or 1)
Staff

EDUC 295 Special Topics (1/2 or 1)
Courses offered occasionally to students in special areas of Educational Studies not covered in the usual curriculum.Staff

EDUC 301 Teaching and Learning in a Diverse World (1)
This course will focus on teaching children with diverse needs, including children with identified physical and emotional handicapping conditions, as well as those from non-dominant groups by virtue of their race, ethnicity, nation of origin, language, religion, economic history, gender and/or sexual orientation. Legislation and rights and responsibilities of teachers will be addressed, as will fostering working relationships with students' parents and the community beyond the school. Minimum of 25 hours of fieldwork required. Prereq : EDUC 201, EDUC 202 or 203, and EDUC 204, or permission of the instructor; DV; S.Schroth; B.Swanson;

EDUC 303 Seminar in Educational Thought (1)
This course will introduce students to a select number of essential texts in the field. Education will be considered in the contexts of schools, homes, other institutional settings and informal social relations. The course will focus upon the deep reading of texts from various educational epochs and perspectives. We will emphasize the connection of central ideas within a text to the larger philosophical frames utilized when the text was constructed, the connection of the ideas with the then current educational contexts, and the development and application of these central ideas in current educational environments. Prereq : EDUC 203/PHIL 215, or one 200-level course in Philosophy, or permission of the instructor; Cross Listing : PHIL 315; J.Helfer;

EDUC 310 Perspectives on Curriculum (1)
This course addresses the questions: What is curriculum? How do educators plan curriculum? How are personal beliefs and societal views reflected in the curriculum? How does curriculum perpetuate the status quo? How does curriculum affect students' intended and unintended learning? How are teaching and learning and curriculum interconnected? How can curriculum be used to facilitate educational and societal change? A practicum experience is required in the course. Prereq : EDUC 301; W; J.Helfer; B.Swanson; S.Schroth;

EDUC 312 Teaching Reading/Language Arts in the Elementary School (1)
Reading and writing are predicated on teachers providing students with a solid grounding in phonemic awareness, phonics, fluency, vocabulary, and comprehension instruction. Theoretical foundations of understanding how children learn to read and write will be explored. Effective reading instruction hinges on an awareness of the language development of each individual student and the language content of the text. This course deals with how students learn to read and the content of reading. Attention shifts from "learning to read" to "reading to learn," and from working with small groups to effective diffenentiation needed to work with entire classrooms of children. Prereq : EDUC 310; S.Schroth;

EDUC 314 Teaching Mathematics in the Elementary School (1)
Designed to prepare teacher candidates in understanding PreK-8 elementary topics in mathematics, the teaching of these topics, and how children learn mathematics developmentally. Examines ways to reason mathematically, make connections, and communicate mathematics through the use of literature, manipulatives, technology, and classroom discourse. Emphasis is placed upon the design, implementation, and assessment of differentiated mathematics instruction in the PreK-8 classroom. Prereq : EDUC 310; EDUC 314, EDUC 315, and EDUC 316 are taken concurrently; O; S.Schroth; D.Beck;

EDUC 315 Teaching Science in the Elementary School (1/2)
Designed for teacher candidates, this course coalesces theories of how people learn and practical experiences teaching science to children. Not intended to be a science content course, rather, students will learn and practice pedagogy focused on the teaching and learning of science across several science content areas and elementary grade levels. Emphasis is placed upon the design, implementation, and assessment of differentitated science instruction in the PreK-8 classroom. Prereq : EDUC 310; EDUC 314, EDUC 315, and EDUC 316 are taken concurrently; O; Staff

EDUC 316 Teaching Social Studies in the Elementary School (1/2)
This course is designed to develop the knowledge, skills, and understandings needed to teach social studies in the elementary classroom. The class sessions will focus upon a comprehensive overview of the most effective approaches to planning, implementing, managing, and assessing successful social studies learning experiences for students. Emphasis is placed upon the design, implementation, and assessment of differentiated social studies instruction in the PreK-8 classroom. Prereq : EDUC 310; EDUC 314, EDUC 315, and EDUC 316 are taken concurrently; O; Staff

EDUC 317 Curriculum Development and Teaching in the Middle Grades (1)
An examination of curriculum development and teaching activities specifically aimed at middle-level education. Utilizing the foundation to curriculum developed in EDUC 310, students are engaged in creating curriculum projects and teaching activities, accompanied by a practicum in the public schools. Prereq : EDUC 310; B.Swanson;

EDUC 318 Curriculum Development and Teaching in the Secondary School (1)
An examination of issues and classroom practices related to secondary curriculum, instruction and assessment. Students investigate and discuss a variety of instructional methods, design curriculum in their discipline area and teach practice lessons. A practicum experience in the schools is a major part of this course. Prereq : EDUC 310; O; B.Swanson;

EDUC 319 Curriculum Development and Teaching in Special Content Areas (1)
An examination of issues and classroom practices related to K-12 curriculum, instruction, and assessment in a special content area (K-12 art, K-12 music). Students investigate and discuss a variety of instructional methods, design curriculum in their discipline area and teach practice lessons. A practicum experience in schools (K-12) is a major part of this course. Prereq : EDUC 310; O; B.Swanson;

EDUC 321 Culturally Appropriate Teaching - The Navajo Reservation (1/2)
The classroom component of this course will examine the historical, sociological, cultural and educational circumstances of Navajos who have lived and are now living on the Navajo Nation Reservation in the Southwestern area of the U.S. Each August, students who have satisfactorily completed the classroom component of the course will travel with Knox professors to a remote school on the Navajo reservation. There, students and professors will work with the teachers currently employed by the school in grades K-6, assisting these teachers with professional development, instructional strategies, lesson planning, assessments, and curriculum development. Prereq : EDUC 201, 202 or 203, 204, 301, 310, completion of or concurrent enrollment in EDUC 312, 314, 315, 316, or 318 or 319, and permission of instructor; D.Beck; S.Schroth;

EDUC 325 Assessments, Tests & Measurements (1/2)
This course concentrates on the development of the ability to evaluate and interpret assessment tools in K-12 instructional settings. Topics include reliability and validity, social and ethical considerations of testing, summarizing and interpreting measurements, and the use of standardized tests, rating scales and observational scales. Special emphasis is given to the development of skills in constructing, evaluating, and interpreting the results of teacher-made educational assessment. Includes the principles of constructing and evaluating paper-and-pencil tests (objective and essay), rating scales, observational scales, and other non-paper-and-pencil techniques. Prereq : EDUC 204/PSYC 273; S.Schroth; D.Beck; J.Helfer;

EDUC 330 American Educational Policy (1)
This course provides students the opportunity to examine issues in American educational policy-making and implementation from three interrelated perspectives. First, students will develop a framework from which to understand the rationale and necessity of developing large-scale policies for the education of a citizenry or specific group. Second, these perspectives will be used to consider specific policies constructed and implemented in a variety of educational contexts (e.g., public schooling, higher education, adult education and vocational education). Finally, the effects of educational policy upon their intended constituencies (e.g. reforms) will be examined. Prereq : Two of: EDUC 201, 202, or 203; and one of: EDUC 204 or 301; and PS 235; or permission of the instructor; J.Helfer;

EDUC 340 Student Teaching (3)
A full-time commitment to observation, reflection, and teaching in either a local school or a Chicago area school. Emphasis on exploring diverse approaches to teaching, curriculum, and evaluation and on using schools as sites for further inquiry and research. A weekly seminar accompanies the school-based field work. Prereq : EDUC 312 and 314, 315, 316, or EDUC 318, or EDUC 319; Staff

EDUC 348 Teaching Assistant (1/2 or 1)
Prereq : Permission of instructor; May be graded S/U at instructor's discretion; Staff

EDUC 350 Independent Study (1/2 or 1)
Staff

EDUC 395 Special Topics (1/2 or 1)
Courses offered occasionally to students in special areas of Educational Studies not covered in the usual curriculum.Staff

EDUC 399 Seminar: Issues In Education (1)
An intensive study of selected current issues in education. Students pursue topics related to the general issues and present their findings in the seminar group and/or in a research paper. Prereq : permission of the instructor; Staff

EDUC 400 Advanced Studies (1/2 or 1)
See College Honors Program. Staff