Home > Academics > Graduate Degree Programs > Master of Arts in Education
Master of Arts in Education
George Fero, Ed.D., Professor of Education;
Chair, Division of Education, Health, and Human Performance;
gjfero@mckendree.edu;
Piper
Academic
Center 202 (618)537-6883
Dawn Hankins, Ph.D., Associate Professor of Health and Human Performance;
dhankins@mckendree.edu; MPCC 1st Floor (618)537-6917
Thomas Jewett, Ph.D., Associate Professor of Education;
tjewett@mckendree.edu;
Piper
Academic
Center 207 (618)537-6531
Jean Kirts, Ph.D., Professor of Health and Human Performance;
jkirts@mckendree.edu; MPCC 1st Floor (618)537-6871
Timothy Richards, Ph.D., Associate Professor of Education;
trichards@mckendree.edu;
Piper
Academic
Center 200 (618)537-6887
Deanne Riess, Ph.D., Assistant Professor of Health and Human Performance;
driess@mckendree.edu; Clark Hall, 202B (618)537-6983
Janet Wicker, Ph.D., Assistant Professor of Education;
jlwicker@mckendree.edu;
Piper
Academic
Center 208 (618)537-6880
Please consult academic advisors and Graduate Catalog (see link below) for specific program information.
COURSE DESCRIPTIONS
EDL 601 Technology Applications for School Administrators (2)
This course prepares the prospective school administrator in advanced technology standards and applications. Standards to be addressed through structured activities and assignments include the National Educational Technology Standards for Administrators. Instruction in the electronic submission of applications and reports required by state and federal agencies is included. Prerequisite: Completion of CAT1.
EDL 610 Supervision of Instruction (3)
This course examines the administrator's role in the application of effective supervisory practices as they relate to certified and non-certified personnel. This course includes a 10 hour, one-week field experience component.
EDL 620 SCHOOL LAW FOR ADMINISTRATORS (3)
This course addresses the laws and policies that affect schools in Illinois. Illinois State laws and regulations, as influenced by federal constitutional and statutory laws, will be examined as they relate to governing, managing, and implementing school programs.
EDL 625 FINANCE AND FACILITIES FOR PRINCIPALS (3)
Introduction to social, economic, and political considerations in public financing of education. The course will examine sources of revenues, federal-state-local allocation systems, and local educational agency financial planning and budgeting. It also covers the administration and use of existing district buildings and grounds and health and safety issues that affect students, staff and community. This course includes 20 hour field experience component.
Prerequisite: EDL 601.
EDL 630 Leadership Theory (3)
Provides an overview of the role of vision in leadership and organizational development from the perspective of the principal as an educational leader. The course enables participants to develop a clear vision of the goal of leadership and to examine the premise that the personal vision of a leader must be the starting point for the development of a vision for an organization through a study of various leadership and change theories.
EDL 640 School and Community Relations (3)
Examines the influence of the social and political structures and conditions on school leadership, personnel, programs and activities. Strategies for interacting and cooperating with parents, community leaders, businesses, and organizations for support in the effective attainment of school objectives and the educational goals of the community are emphasized.
EDL 650 Principalship (3)
Emphasizes instructional leadership and effective school management that promotes positive student achievement, a safe and secure environment, and the efficient use of resources. Curriculum planning, scheduling, school improvement planning, assessment of student progress, school change, and program evaluation will be key topics covered by this course. This course includes a 40 hour field experience component. Prerequisite: EDL 630 or the equivalent.
EDL 697 Internship – Principal (4)
Internship for candidates in the principal program. Internship in a school under the joint supervision of a certified school administrator and the college. This course is designed to provide candidates with practical experience related to principal certification standards. Portfolio artifacts will be developed to show performance activities that meet certification standards. The internship is a 160 hour, 16 week experience. Prerequisite: EDL 650 or equivalent.
EDL 699 Portfolio Assessment – Principal (1)
Candidates complete a K-12 principal competency portfolio. Materials are reviewed in light of required McKendree and Illinois standards for School Leaders and Principals. Concurrent enrollment: EDL 697.
EDR 601 Emergent Literacy (3)
This course is designed as a study of early literacy. The foundations of reading and language acquisition are explored. Students will become familiar with research related to the acquisition of literacy, including the development of oral language and its relation to reading and writing. Spring semester.
EDR 610 Adolescent Literature (3)
This course is designed to provide an overview of young adult literature (for ages 12-18). Reading interests are analyzed from the perspective of readers’ development. Guidelines are provided for selection, evaluation, and uses of young adult literature in the classroom. Fall semester.
EDR 621 Classroom Diagnostic Techniques and testing procedures for the Teaching of Reading I (3)
This course introduces a framework for thinking about reading difficulty and its diagnosis. Students learn how to administer and interpret informal reading inventories and use other diagnostic techniques. They interpret evidence from various diagnostic instruments in order to identify reading levels and areas of instructional focus. The advantages and limitations of standardized reading tests and other assessment devices are also considered as are issues related to diagnostic options within the school. Prerequisite: EDU 430/530 and EDU 412/512. Fall semester
EDR 622 Advanced Diagnostic Techniques and testing procedures for the Teaching of Reading (3)
This course introduces a theoretical perspective on corrective instruction and teaching techniques to use with remedial readers (grades 1-12). A series of case studies (students at different reading ability levels) are presented and analyzed during the course. Based on initial diagnostic information, a remedial teaching program is planned and hypothetically carried out, with careful attention being given to specific teaching strategies and the sequencing of instruction over time and the development of a strategic, constructive model of learning. Prerequisite: EDU 435/530, EDU 412/512 and EDR 621. Spring semester.
EDR 635 Survey of Reading Methods and Materials K-12 (3)
This course introduces key issues in reading research and instruction K-12. Students become familiar with materials, develop theoretically sound, research based instructional strategies and the understanding of how these materials are grounded within a developmental framework. Students are also involved in self-reflection and the development of a critical stance with respect to controversial issues in literacy education. Prerequisite: EDU 420/520 and EDU 412/512. Spring semester.
EDR 697 Practicum in Reading (3)
A supervised practicum in teaching elementary or secondary students with reading difficulties. Focus on assessment of reader's strengths and needs and the design and implementation of instruction to assist students in becoming better readers. Prerequisite: EDR 412, EDR 530, EDR 601, EDR 610, EDR 621, EDR 622, EDR 635 and consent of the program director.
EDR 680 Independent Study in Reading (1-3)
A variety of courses offered for 1–3 credits on a cyclical basis or as requested. Contemporary Topics courses examine current topics and issues in education, their bases in theory and research, and their significance to public, private and religious education. Students will be expected to develop their own applications of contemporary knowledge to professional practice and/or their own informed positions on the issues. Prerequisite: Completion of at least 15 hours of graduate reading courses and consent of the instructor and/or program director.
EDU 501 METHODS OF TEACHING FINE ARTS (Elementary) (3)
This course prepares students with the understanding, concepts, techniques and materials of the visual arts, music, drama and dance. Students understand the cultural dimensions of the arts and the interrelationships among the art forms. Students are given the tools to promote artistic development, appreciation and performance. Students will be able to use various tools, including technology, to create, analyze and perform works of art. Prerequisite: Completion of General Studies Fine Arts Requirement and Admission to the Teacher Education Program. Each Semester.
EDU 502 METHODS OF ART EDUCATION (SPECIAL K-12) (3)
This course is designed to introduce the prospective art teacher to the methods and materials used in art instruction in grades K-12. Sequential development of skills in various media and appreciation of artistic expression is emphasized. Teaching strategies and behavior management programs will be shared. Ways to approach instruction for the culturally diverse student and exceptional child are discussed and demonstrated. This course should be taken during the semester preceding student teaching. Prerequisite: Admission to the Teacher Education Program. Fall Semester.
EDU 503 MIDDLE SCHOOL PHILOSOPHY AND PRACTICES (3)
Examines ideas and practices pertaining to middle school teachers. Required course for the Illinois middle school endorsement on elementary and/or secondary certificate. Focuses on middle school philosophy, curriculum and instruction, and current practices. Includes instructional methods for designing and teaching developmentally appropriate content programs in middle schools including content area reading instruction. Examines organization and scheduling procedures as well as team teaching components. Complements knowledge acquired from methods courses and examines their application to middle school ideas and practices or upper elementary grades and junior high schools. Scheduled visits to area middle schools may be included as part of the course activities. Prerequisite: Admission to the Teacher Education Program. Each semester.
(NOTE: EDU 503 meets one of the two I.S.B.E. requirements for the Middle School Endorsement.)
EDU 504 Early AdolescenTS and Schooling (3)
Focuses on the developmental characteristics of early adolescents, the nature and needs of early adolescents. Includes the advisory role of the middle grade (5-8) teacher in providing appropriate guidance as well as in assessing, coordinating and referring students to health, social services and other related services. Study the development of youth of the middle school grades (5-8) and ages (10-14). Required course for the Illinois middle school endorsement on elementary and/or secondary certificate. Complements the knowledge acquired from Education 350 Educational Psychology and Psychology 406 Psychology of the Exceptional Child. Same as PSY 404. Prerequisite for Education majors: Admission to the Teacher Education Program, PSY 153, and junior standing. Each semester.
(NOTE: EDU 504 meets one of the two I.S.B.E. requirements for the Middle School Endorsement.)
EDU 506 Psychology of the Exceptional Child (4)
The identification and characteristics of the various classes of exceptional persons, including those with physical, mental, emotional and social conditions, as well as those of superior ability. Emphasis is placed upon the needs of exceptional persons, and attention is given to the modification of the environment and teaching techniques to meet those needs. The "culturally different" child is also studied. At discretion of instructor, a field study component is required observing exceptional children in the public or parochial schools. Each Semester.
EDU 507 Workshops (1)
An intensive course for 5 days (or equivalent) presented by guest instructors and regular staff members. Does not count toward a major. As needed.
EDU 512 Methods of Teaching Reading in the Content Area
(Secondary/Special K-12) (3)
This course focuses on methods to enable interaction with content texts. Emphasis is on strategies for teaching vocabulary, concepts, comprehension, reasoning, and organization in specialty subject areas at the secondary and special (K-12) levels. Prerequisite: Admission to the Teacher Education Program. Corequisite: Concurrent enrollment in appropriate content area teaching methods course. Fall Semester.
EDU 513 Safety Education/Crash Prevention (3)
This course is designed to examine safety issues in modern society. Various safety considerations will be discussed with emphasis given to vehicle safety issues and crash prevention.
EDU 514 Introduction to Driver Education (3)
Course will present the content for the classroom phase of Driver Education as well as materials and methods for instruction. Prerequisite: Valid driver’s license and age 21.
EDU 515 Advanced Driver Education (2)
Course will have a 15 hour behind-the-wheel (BTW) observation requirement with a qualified driver education instructor. Methods for BTW instruction using dual control vehicle in variety of driver training lessons. Prerequisite: EDU 413/513 Introduction to Driver Education.
EDU 530 Methods of Teaching Reading (Elementary) (3)
This course is designed to familiarize future teachers with the theoretical background, research base, and practical information needed to provide for a balanced perspective in the teaching of reading. Students will learn and practice the major approaches to reading instruction and assessment. Emergent literacy and content area reading strategies will be included. Methods for adapting instruction for the exceptional, disadvantaged and culturally different child will be included. Concurrent enrollment with EDU 445/545 and EDU 446/546. Prerequisite: Admission to the Teacher Education Program. Each semester.
EDU 541 Methods of Teaching Mathematics (Elementary) (3)
Students will learn and practice the basic techniques of teaching mathematics to children in grades K-6. Diagnostics, remediation, and sequential development of concepts will be stressed. Effective use of instructional materials, including the computer and calculator, will be emphasized. Methods of teaching mathematics to the exceptional, disadvantaged, and culturally different child will be included. Prerequisite: Admission to the Teacher Education Program. Corequisite: Concurrent enrollment in EDU 542. Each semester.
EDU 542 Methods of Teaching Science (Elementary) (3)
Students will examine the basic areas of physical and biological science through inquiry, experimentation and demonstrations that can be used in the elementary classroom to explore scientific concepts. Methods of teaching science to the exceptional, disadvantaged, and culturally different child will be included. Prerequisite: Admission to the Teacher Education Program. Corequisite: Concurrent enrollment in EDU 541. Each semester.
EDU 545 Methods of Teaching Language Arts (Elementary) (3)
This course acquaints teacher candidates with the theory and practice of the elementary language arts through exploration of instructional strategies for communication skills: listening, speaking, reading, and writing. An emphasis on developing certain strategies for oral and written language across the curriculum through theme cycles is emphasized. Technology, and multicultural infusion are stressed. Strategies for teaching these subject areas to the exceptional, disadvantaged and culturally different child are included. Prerequisite: Admission to the Teacher Education Program. Corequisite: Concurrent enrollment in EDU 546. Each Semester.
EDU 546 METHODS OF TEACHING SOCIAL SCIENCE (Elementary) (3)
This course is designed to introduce teacher candidates to social science education in the elementary school. Through a variety of models, with an emphasis on the discovery methods, candidates will explore various techniques of teaching social sciences. Candidates will discover strategies for problem solving using guided research, technology, questioning processes, and trial and error methods by exploring a social or community issue. Prerequisite: Admission to the Teacher Education Program. Corequisite: Concurrent enrollment in EDU 545. Each Semester.
EDU 551 METHODS OF TEACHING PHYSICAL EDUCATION (K-12) (3)
Physical Education candidates develop knowledge and skills for planning, implementing and evaluating appropriate effective physical education progressions and programs for grades K-12. The course will focus on knowledge skills related to effective instructional strategies, efficient management and organizational principals, and motivational techniques specific to teaching physical education. Does not count toward a major in Physical Education. This course is to be taken concurrently with EDU 512 Methods of Teaching Reading (SEC), preferably during the semester preceding student teaching. Prerequisite: Admission to the Teacher Education Program. Annually, Fall.
EDU 552 Methods of Teaching Health (3)
An introduction to current teaching methods, strategies, and materials for use in grades 6-12 health education. Instructional strategies appropriate for the exceptional, disadvantaged, and culturally different learner are included. Prerequisite: Admission to the Teacher Education Program.
EDU 570 MULTIDISCIPLINARY STUDIES SEMINAR (3)
This course allows exploration of interdisciplinary studies in content fields. Students must enroll in the section appropriate to the content field of teaching certification. A major paper related to the content field and indicative of graduate level work is a requirement of this course.
EDU 571 METHODS OF TEACHING SOCIAL STUDIES (SECONDARY) (3)
A discussion of current methods, trends and concepts in teaching the social sciences. Emphasis is given to the development of appropriate objectives and to the review of curricular and instructional materials for teaching of the disciplines of the social sciences. Required of all teaching majors in history and social science. Instructional methods appropriate for the exceptional, disadvantaged, and culturally different learner will be included. Knowledge of and appreciation for cultural diversity is stressed. Does not count toward a major, and cannot be used to satisfy a core curriculum requirement. This course should be taken during the semester preceding student teaching. Prerequisite: Admission to the Teacher Education Program. Annually, Fall.
EDU 572 METHODS OF TEACHING SCIENCE (SECONDARY) (3)
A review of current teaching methods and strategies of science programs at the secondary level. Emphasis is placed upon inquiry approaches and appropriate curricular and instructional materials. Required of all teaching majors in Science Education. Instructional methods appropriate for the exceptional, disadvantaged, and culturally different learner are included. Does not count toward a major in the sciences or the core curriculum requirement in science. This course is to be taken concurrently with EDU 512 Methods of Teaching Reading (SEC), preferably during the semester preceding student teaching. Prerequisite: Admission to the Teacher Education Program. Annually, Fall.
EDU 573 METHODS OF TEACHING MATHEMATICS (SECONDARY) (3)
An introduction to current methods, concepts and curricular materials appropriate for use in secondary mathematics. Required of all teaching majors in mathematics. Instructional methods appropriate for the exceptional, disadvantaged and culturally different learner are included. Does not count toward a mathematics major. May not be used as a core curriculum requirement for graduation. This course should be taken during the semester preceding student teaching. Prerequisite: Admission to the Teacher Education Program. Annually, Fall.
EDU 574 METHODS OF TEACHING MATHEMATICS (GRADES 6-8) (3)
Introduction to and practice of current methods, concepts, and curricular materials appropriate for use in middle school mathematics. Emphasis is placed on implementing goals of the NCTM Standards. Includes use of calculators, computers, and manipulatives as tools for learning mathematics. Methods of instructing the exceptional, disadvantaged, and culturally different child are also included. Required for a Middle School Mathematics endorsement, but does not count toward a major or area of specialization and cannot be used for meeting core curriculum requirements. Prerequisite: Admission to the Teacher Education Program. Annually, Fall.
EDU 575 METHODS OF TEACHING ENGLISH (SECONDARY) (3)
A survey of appropriate methods and materials useful in teaching English in the secondary schools including: evaluation of written compositions and an introduction to current approaches to literary analysis. The students will develop at least one teaching unit. Instructional methods appropriate for the exceptional, disadvantaged, and culturally different learner are included. Required of all teaching majors in English. Does not count toward the English major, and cannot be used to satisfy a core curriculum requirement. This course should be taken during the semester preceding student teaching. Prerequisite: Admission to the Teacher Education Program. Annually, Fall.
EDU 576 METHODS OF TEACHING BUSINESS AND MARKETING
(SECONDARY) (3)
Special emphasis on current methods, problems, and trends in teaching business, as evidenced in current journals and appropriate curricula, and on instructional materials. Required of all teaching majors in business education. Instructional methods appropriate for the exceptional, disadvantaged, and culturally different learner are included. This course should be taken during the semester preceding student teaching. Prerequisite: Admission to the Teacher Education Program. As needed.
EDU 580-589 TOPICS IN EDUCATION (1-3)
This course addresses special topics in education that are not ordinarily covered by other courses offered by the division. Courses offered may include current issues in education such as assessment, evaluation, gifted education, multi-cultural diversity, etc. Prerequisite: Consent of the instructor. As needed.
EDU 600 PROFESSIONAL EDUCATOR (0)
A seminar for Master educator students to explain the Professional Educator Model program standards and assessments. Students will explore their personal and professional goals, and the mission and conceptual framework of the Teacher Education Unit Program standards, in compliance with and accountable to the INTASC and NBPTS standards, to include: I. Reflective practitioner; II. Subject matter mastery; III. Application of learning theory; IV. Multiple pedagogies; V. Research/Inquiry; VI. Technology; VII. Teacher artistry; VIII. Learner centered; IX. Collaboration; X. Accountability; XI. Values and ethics.
EDU 601 INDEPENDENT STUDY (1-3)
Intensive independent study of a chosen subject not available through regular courses. Available only to degree seeking students. Prerequisite: Approval of chairperson of Education, Health and Human Performance Division.
EDU 602 MULTICULTURAL EDUCATION (3)
The social, economic, cultural and political factors that affect the schooling of students from culturally diverse backgrounds will be explored in this course. Studies of the history and philosophy of different models of multicultural education will also be examined.
EDU 604 Foundations of Education (3)
Historical, social, political, economic, legal, and cultural foundations of American education including philosophies and ethics are studied in this course. Permission of Instructor.
EDU 606 Teaching Exceptional Children (3)
This course explores the characteristics and learning needs of exceptional learners and regular classroom modifications necessary for these learners. Learners with special needs include students with mental retardation, gifted, learning disabilities, physical/health impairment, communication disorders, behavioral disorders, vision or hearing impairment, varied cultural backgrounds, and specific risk factors. Permission of Instructor.
EDU 607 Curriculum, Assessment, Management, and Content
pedagogical methods (12)
A methods course that focuses on appropriate classroom management strategies and provides and introduction to classroom assessment and evaluation, appropriate activities, instructional strategies, and the significance of content area within the school curriculum. Permission of Instructor.
EDU 608 Learning and Literacy for Diverse Learners (3)
This course addresses the teaching and learning theories for children with diverse needs. The focus is on understanding the need for literacy across the curriculum for all learners and applying effective strategies for literacy development. This course will emphasize issues of communication and literacy in the content area. Permission of Instructor.
EDU 609 FIELD PRACTICUM I (1)
Field experience meets 3 hours per week for 4 weeks each in an elementary and secondary school. The pre-candidate may be assigned to one or more teachers in each school setting. This field experience is primarily observational in nature, though the school may ask pre-teacher candidates to tutor, grade papers, or other non-teaching tasks. Evaluation of the experience is conducted through the school administrator. Prerequisite: Admission to the Teacher Education Program; Concurrent Enrollment with EDU 610.
EDU 610 HISTORY AND PHILOSOPHY OF EDUCATION (3)
Philosophical and historical foundations of American education will be explored. Specifically, this course will focus on selected contemporary and historical thought in American education as it interrelates to society at large.
EDU 611 CURRICULUM THEORY AND DESIGN (3)
This course will examine the historical, social and political aspects of curriculum design and instruction. Dominant and alternative ways of thinking about curriculum and its evaluation will be presented
EDU 612 INSTRUCTIONAL AND CURRICULAR DESIGN AND EVALUATION (3)
Through a review of research and a sharing of their own instructional practice, students will critique their own instructional practices and develop a plan for instructional improvement. This course includes a 10 hour field experience component.
EDU 613 FIELD PRACTICUM II (1)
Field experience meets 6 hours per week for 6 weeks. This assignment involves both observation and increased involvement with teaching. The teacher candidate is assigned to a specific teacher for the entire experience. Teaching assignments are in conjunction with classroom assignments and increase in responsibility through the six week experience. The teacher candidate will be expected to teach at least one full lesson in the assigned classroom, though more may take place at the discretion of the cooperating teacher. The cooperating teacher must be present in the classroom at all times when the teacher candidate is on site. An evaluation of the teaching assignment is completed by the cooperating teacher. Prerequisite: Admission to the Teacher Education Program; Concurrent Enrollment with EDU 612.
EDU 614 FIELD PRACTICUM III (1)
Field experience meets 6 hours per week for 8 weeks. These assignments involve increased opportunities and experiences conducting teaching assignments. The teacher candidate is assigned to an appropriate teacher for each semester. Through the 8 week assignment the teacher candidate will have increased teaching responsibility and will be expected to teach at least one complete lesson, though more may be assigned. The evaluation will be completed by the classroom teacher and a college supervisor. Prerequisite: Admissionto the Teacher Education Program; Concurrent Enrollment with EDU 512.
EDU 615 Contemporary Issues in Education (3)
Assists experienced educators in the public schools to become more aware of issues in education which have an impact upon them. Issues will be analyzed in terms of the historical and philosophical bases that have created the climate leading to these problems. Issues will be addressed in terms that help educators cope in the teaching and leadership situation.
EDU 616 Instructional Methods in Educational Studies (3)
The study and application of methods and materials used to instruct adult students in non-traditional settings. This requires the student to prepare and deliver instruction related to the area of concentration for students in the Educational Studies Program. As needed.
EDU 621 CHARACTER DEVELOPMENT IN EDUCATION (3)
This course will explore the issues of character education from the theoretical and practical aspects, the impact or absence of such programs in the public/private schools, and the connection to service learning projects. Students will be expected to explore/develop a character education program for possible implementation in their classroom or school.
EDU 631 SCHOOL LAW FOR TEACHERS (3)
This course provides practicing teachers with a working knowledge of school law as it pertains to them and their students. The focus is on those aspects of law that set the daily parameters for the operations of the school.
EDU 641 EDUCATIONAL RESEARCH AND STATISTICS (3)
This course will examine both quantitative and qualitative methods in educational research. It will equip students with the necessary tools to conduct field research as well as to critically understand and evaluate the research of others.
EDU 645 ACTION RESEARCH PLANNING (2)
The purpose of this course is to facilitate students’ planning of action research and to realize its value to them as educators. After delimiting an action research topic, students conduct a review of pertinent literature related to the topic and design an appropriate research plan for their educational setting. At the conclusion of the course, students will construct a detailed paper which includes a rational for the research project, the review of literature, and the methodology for the research project, which will be shared with classmates.
EDU 646 Research in Education (3)
Understanding of education research. Emphasis on interpretation of research and development of basic research skills for school improvement. Completion of an action research project is a requirement of this course. Permission of Instructor.
EDU 650 ADVANCED EDUCATIONAL PSYCHOLOGY (3)
A seminar course examining the major theories of teaching, learning, classroom management strategies, assessing student variability, and cultural diversity. In addition, emphasis will be placed on applications of learning theory, research skills, and contemporary issues. Significant independent research required.
EDU 651 Ethics of Educational Leadership (3)
A study of leadership roles in P-12 education and ethics as applied to school leadership. Permission of Instructor.
EDU 670 Internship (4)
This is an intensive field experience course that requires full-time classroom teaching. This course may be repeated for credit. Permission of Instructor.
EDU 680-689 CONTEMPORARY TOPICS IN EDUCATION (1-3)
A variety of courses offered for 1–3 credits on a cyclical basis or as requested. Contemporary Topics courses examine current topics and issues in education, their bases in theory and research, and their significance to public, private and religious education. Students will be expected to develop their own applications of contemporary knowledge to professional practice and/or their own informed positions on the issues. This course cannot be used to fulfill degree requirements.
EDU 691 Internship in Educational Studies (4)
A supervised 200 hour internship in a non-school setting for students enrolled in the Educational Studies program. As Needed.
EDU 694 PRACTICUM IN TEACHER DEVELOPMENT (3)
A 60 hour field experience for practicing teachers that involves the development and delivery of a unit of instruction based upon curriculum work completed during the degree program. This supervised field experience may be completed in the candidate’s classroom.
EDU 695 ADVANCED STUDENT TEACHING (6)
Field experience in a selected classroom of local elementary and/or secondary schools as appropriate to the teaching certificate program under the guidance and supervision of an experienced teacher and clinical supervisor. Full-time student teaching for fall or spring session (16 weeks). Prerequisite: Completion of all coursework and admission to Student Teaching. Each semester.
EDU 697 ACTION RESEARCH PROJECT (2)
The purpose of this project is to facilitate the process of analyzing and organizing data from action research, interpreting the data within the research project parameters, and writing a clear and accurate report of the research process, results and implications. The students will review his or her respective research projects and work together on ways to organize data, on techniques for interpreting data, on the logical statement of findings, on clear organization of information and on effective drafting of the report. The end product is a complete, accurate and effective research report in appropriate format. Reports will be exchanged and reviewed by seminar cohorts.
EDU 699 ACTION RESEARCH THESIS (4)
The purpose of this thesis is to facilitate the process of analyzing and organizing data from action research, interpreting the data within the research project parameters, and writing a clear and accurate report of the research process, results and implications. The student will review respective research projects and develop a proposal to collect and organize data, establish techniques for interpreting data, on the logical statement of findings, on clear organization of information and on effective drafting of the report. A proposal must be approved by the student’s thesis committee before research can commence. The thesis is a complete, accurate and effective research report in appropriate format. The thesis must be presented and defended before the student’s thesis committee.
SPE 689 Foundations of Special Education (3)
The study of philosophical, historical and legal foundations of special education. The investigation of the progression of service delivery models from segregation to inclusive settings and the self-determination of persons with disabilities across the lifespan. Five (5) clinical hours.
SPE 690 Characteristics of Students with Disabilities (3 )
The study of cognitive, motor, behavioral, and physical development as well as etiologies and medical conditions. Candidates will have experiences with students with disabilities regarding their characteristics, adaptive, equipment, assistive technology, community integration, and vocational options. Fifteen (15) clinical hours.
SPE 691 Adaptations and Accommodations for Students with Disabilities (3 )
The investigation and development of adaptations for communication and interaction with students with disabilities, their families, paraprofessionals, colleagues, community members, and other service agencies. Development of accommodations of multiple curriculum areas across the age range from preschool to 21. (15 clinical hours)
SPE 692 Diagnostic Assessment for Educational
Decision-Making (3)
The intensive theoretical and practical study of the instruments and processes used for nondiscriminatory evaluation of students with disabilities in the areas of academic, social and vocational function. Candidates will study analysis of test construction, considerations of legal and ethical issues in the administration of specified tests and the interpretation of various scores. Twenty (20) clinical hours.
SPE 693 Language Disorders and Instruction in Diverse Classrooms (3 )
The study of typical and atypical language development, including cultural influences, second language acquisition, and the effects of sensory impairment. Exploration of research- based language intervention strategies and devices/systems across age and skill levels. Ten (10) clinica1 hours.
SPE 694 Methods of Teaching Students with Disabilities (6 )
The examination and implementation of research-based effective strategies and materials for teaching students with disabilities in the areas of academic, social and vocational function, with emphasis on transfer and generalization in inclusive settings, including physical and academic prompts and adaptations. Focus on IEP development, responsive to Illinois learning standards and indicative of assessments including Illinois Alternative Assessment. Twenty-five (25) clinical hours.
SPE 695 Practicum: Students with Disabilities (6 )
Observation of, participation with, and teaching of students with disabilities. Fulfilling responsibilities of practicing special educators, including planning for instruction; using IEPs; Implementing adaptations and accommodations of Illinois learning standards and general education curriculum in academic, social, and vocational areas; assessing student progress employing alternative assessment as appropriate; employing community resources; and collaborating with parents and other professionals.
SPE 697 Student Teaching: Students with Disabilities (6 )
Observation of, participation with, and teaching of students with disabilities. Fulfilling responsibilities of practicing special educators, including planning for instruction; constructing IEPs; implementing adaptations and accommodations of Illinois learning standards and general education curriculum in academic, social, and vocational areas; assessing student progress employing alternative assessment as appropriate; employing community resources; and collaborating with parents and other professionals
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