Course Descriptions

Educational Studies

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. HSSKWilliams

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. SSchroth

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?" HUMJHelfer

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. DBeck

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. SSchroth

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. VRomano

EDUC 208: Reading & Writing Across the Curriculum (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.SSchroth

EDUC 209: Teaching of English to Speakers of Other Languages (TESOL) (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. The course will focus upon second language assessment, second language teaching methodologies, and ESL/EFL materials development and curriculum design. SSchroth

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.ASinger

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.DJurich

EDUC 248: Teaching Assistant (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. 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. 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.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.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. 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. SSchroth

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.JHelfer

EDUC 310: Perspectives on Curriculum (1)
This course focuses on the theories and practices utilized in planning and executing curriculum, including the crafting and delivering instruction, classroom and behavioral management, and various approaches to assessment with particular focus on differentiation and lesson and unit planning. Includes in-depth investigation of quality curriculum including a review of contemporary approaches and modification of these for a range of learners. Students enrolled in the course are responsible for completing a practicum experience. A: Elementary; B: Middle Grades; C: Secondary; D: Special Content Area.JHelfer

EDUC 310A: (1)


EDUC 310B: (1)


EDUC 310C: (1)


EDUC 310D: (1)


EDUC 312: Teaching Reading/Language Arts (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 differentiation needed to work with entire classrooms of children. A: Elementary Grades; B: Middle Grades; C: Secondary; D: Special Content Area;SSchroth

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.SSchroth

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 differentiated science instruction in the PreK-8 classroom.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.Staff

EDUC 317: Curriculum Development and Teaching in the Middle Grades (1)
A continuation of the work introduced in EDUC 310 with specific emphasis on instructional planning and delivery, assessment, differentiation, and classroom management appropriate for middle-level education. Provides an opportunity for advanced study and application of principles and issues central to appropriate instruction of each learner. Students must complete a practicum in the middle grades. Separate sections apply specific content and assessment techniques appropriate to needs of the program. A: English; B: Mathematics; C: Social Science; D: Science.BSwanson

EDUC 318: Curriculum Development and Teaching in the Secondary School (1)
A continuation of the work introduced in EDUC 310 with specific emphasis on instructional planning and delivery, assessment, differentiation, and classroom management appropriate for secondary education. Provides an opportunity for advanced study and application of principles and issues central to appropriate instruction of each learner. Students must complete a practicum in a high school. Separate sections apply specific content and assessment techniques appropriate to needs of the program. A: English; B: Mathematics; C: History; D: Political Science; E: Biology; F: Chemistry; G: Physics; H: Environmental Sciencs.BSwanson

EDUC 319: Curriculum Development and Teaching in Special Content Areas (1)
A continuation of the work introduced in EDUC 310 with specific emphasis on instructional planning and delivery, assessment, differentiation, and classroom management appropriate for teachers in art, music or languages (Spanish, French, Latin). Provides an opportunity for advanced study and application of principles and issues central to appropriate instruction of each learner. Students must complete a practicum. Separate sections apply specific content and assessment techniques appropriate to needs of the program. A: Music; B: Visual Art; C: Language. BSwanson

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. DBeck

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. SSchroth

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. JHelfer

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. To participate, students must have successfully completed the teacher candidate’s content area exam required by the State of Illinois. Staff

EDUC 348: Teaching Assistant (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. Staff

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