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 : sophomore standing; or permission of the instructor; DV; Cross Listing : ANSO 201; J.Helfer; B.Swanson;

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;

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 224A ,B,C Integrating Technology in the Classroom (1/2)
In this yearlong course, students critically examine the relationships among technology, teaching and learning. Students complete a series of readings addressing the issues of the role of technology in education, the ways in which education can support or dismantle the digital divide, particular approaches to the use of technology in classrooms, and methods for completing classroom research. Throughout the year, students act as mentors, facilitators, and teachers for public school children involved in a web-based project. Prereq : permission of the instructor; D.Jurich;

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 260 Dimensions of Multicultural and Global Awareness (1)
Students explore the meaning of cultural identification and its impact on learning. Students participate in a series of workshops dealing with the histories and differences in cultural characteristics of specific groups of people from around the world and investigate a number of Chicago's ethnic neighborhoods with the assistance of knowledgeable resource persons. Topics include the development of culture consciousness, effects of culture on teaching and learning, skills and tools of cultural analysis, comparison of immigrant and American mainstream cultural patterns and values, and current world issues and their relationship to cultural understanding. ACM Urban Education Program; students must be enrolled in UEP Bilingual Education/ENL Program; Staff

EDUC 261 Theoretical Foundations of Teaching English as a New Language (1)
This course will focus on the issues surrounding first and second language acquisition in children and adults. Language acquisition will be examined through both historic and contemporary analysis. Readings and discussion will focus specifically on the socio-cultural, linguistic and psychological factors that affect language learning, cultural identity and school performance. The legal foundations of language minority education will be reviewed and the various models of bilingual and ESL programs will be analyzed. ACM Urban Education Program; students must be enrolled in UEP Bilingual Education/ENL Program; Staff

EDUC 262 Bilingual Education: Issues, Materials, and Methods (1)
This course provides an overview of the historical, political, theoretical and legislative foundations of educational programs for linguistic minority students in the United States. Topics include: legal, historical and social perspectives of bilingual education; demographics and political implications; theories of first and second language acquisition; bilingual education program models; cultural pluralism and its implications for bilingual education; and current issues in bilingual education. Supervised field experience required.ACM Urban Education Program; students must be enrolled in UEP Bilingual Education/ENL Program; Staff

EDUC 263 Methods and Materials for Teaching English as a New Language (1)
This course is a survey of methods, materials, strategies, and pedagogical approaches that facilitate language acquisition. The strategies presented and discussed address reading, writing, listening, and speaking skills for students in elementary, secondary, and adult-education classrooms as well as the different contexts of language instruction and acquisition, from ESL and bilingual classrooms to language acquisition in content-area classrooms. Topics to be covered include strategies of ESL instruction throughout history, Total Physical Response, arts-based activities, storytelling and journaling, and the role of grammar in ESL instruction. Supervised field experience required.ACM Urban Education Program; students must be enrolled in UEP Bilingual Education/ENL Program; Staff

EDUC 264 Assessment: Oral and Literacy Skills Development of Bilingual Students (1)
This course provides participants with an understanding of measurement and evaluation as applied to instruction and assessment in bilingual and ESL programs. The course covers the basic tenets of testing and assessment, including review, evaluation and administration of various testing instruments. Standardized and authentic assessments are explored in regard to both the language and the academic proficiency of second language learners. Supervised field experience required. ACM Urban Education Program; students must be enrolled in UEP Bilingual Education/ENL Program; 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;

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;

EDUC 312 Literary and Aesthetic Experiences in the Elementary School (1)
The foundations of curriculum from EDUC 310 are linked with the more concrete work of curriculum making and teaching. The teaching of reading, as one of the language arts and as integrated with other art forms and aesthetic experiences, provides the focus. Topics in the politics and ideology of reading, communication, and literacy are also explored. A practicum experience is required in this course. Prereq : EDUC 310; S.Schroth; V.Romano;

EDUC 314 , EDUC 315, EDUC 316 Curriculum Development and Teaching in the Elementary School (1/2)
The foundations of curriculum from EDUC 310 are linked with the more concrete work of curriculum making. The construction of curricula in mathematics, natural sciences and social studies is undertaken. A practicum experience is also included in this course. Prereq : EDUC 310; EDUC 314, EDUC 315, and EDUC 316 are taken concurrently; O; V.Romano; S.Schroth; D.Beck;

EDUC 315 (1/2)
The foundations of curriculum from Education 310 are linked with the more concrete work of curriculum making. The construction of curricula in the arts, computer applications, mathematics, natural sciences and social studies is undertaken. A practicum experience is also included in this course.

EDUC 316 (1/2)
The foundations of curriculum from Education 310 are linked with the more concrete work of curriculum making. The construction of curricula in the arts, computer applications, mathematics, natural sciences and social studies is undertaken. A practicum experience is also included in this course.

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; S.Schroth; 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; J.Helfer;

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; J.Helfer; B.Swanson;

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