Course Descriptions
EDH 655 APPLYING LINCOLN (1)
Students will explore the Lincoln Presidential Library and Museum while developing teaching techniques for the Civil War era. Experts will help students develop methodology to improve
classroom instruction.
EDH 656 THE NEW AMERICA (2)
This course will explore the changing face of American democracy through a study of Reconstruction and the Spanish American War. Lectures from national experts and pedagogical
workshops will enhance student knowledge of the period.
EDH 657 LIVING HISTORY (2)
This course will include trips to Gettysburg College and a tour of Civil War battlefields in the Virginia area. Students will study these historical landmarks while developing methodology centered on bringing history to life for middle and high school students.
EDH 658 THE ERA OF WWI (2)
Lectures from national experts and pedagogical workshops will enhance student knowledge of the era of WWI. Discussions and readings will focus on the shift in political systems in Europe and their effect on American democracy.
EDH 659 WWII AND THE AMERICAN HOMEFRONT (1)
Historical lecture and discussion will focus on the impact of WWII on the American homefront.
Students will explore lesson design techniques to enhance classroom effectiveness.
EDH 660 COLD WAR EXPECTATIONS AT HOME (2)
Students will study the effects of the Cold War in the United States. The evolution of American
democracy will be explored through discussions of reform movements for women and African
Americans.
EDH 661 AMERICAN IDENTITY (3)
Students will explore the effects of the Korean War, Vietnam War, and the War on Terror on
American democracy. This course will utilize visits to the Truman and Eisenhower Presidential
Libraries and the Brown v Board of Education Historic Site, as well as nationally renowned
historians, to explore the development of America’s identity.
EDH 662 AMERICAN HISTORY PHILOSOPHY AND FIELD EXPERIENCE (0)
Develop a philosophy of Education; develop teaching techniques surrounding the Civil War from
visits to the Lincoln Presidential Library and Museum, Gettysburg College, and Civil War
battlefields, develop teaching techniques surrounding the 1940’s and 1950’s from visits to the
Truman and Eisenhower Presidential Libraries and the Brown v. Board of Education National
Historic Site. This course includes a 20 hour field experience component.
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 (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.
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.
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 University. 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 University 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.
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.
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.
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.
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.
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 basis 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.
EDR 697 PRACTICUM IN READING (3)
A supervised practicum in teaching elementary or secondary students with reading difficulties.
Focus on assessment of readers’ 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.
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 510 FOUNDATIONS OF AMERICAN EDUCATION (3)
This beginning course at the graduate level proposes to work with graduate level teacher
certification candidates and looks at various topics such as lesson plan development, history and
philosophy, thematic unit preparation, school organization understanding and application of
various content standards, classroom management, professional field experience expectations,
duties and responsibilities, the assimilation of classroom experiences, legal issues, and the
instruction of McKendree University assessments (dispositions, performance, LiveText, and
portfolio.
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.
EDU 517 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. Summer only as needed.
EDU 518 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. Summer only as
needed.
EDU 519 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. Summer
only as needed.
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.
Fall Semester.
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. Fall
Semester.
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. Fall Semester.
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. Fall Semester.
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. Fall Semester.
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. Fall Semester.
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 580/EDH 651 HISTORICAL THINKING (1)
After completing this three-year teaching American History program students will have gained
detailed knowledge of the relationship between war and democracy. This first session will
establish foundations for the entire course of study. Students will examine historical thinking and
the conceptual definition of democracy and reform based on Eric Foner’s The Story of Freedom.
EDU 581/EDH 652 THE AMERICAN REVOLUTION THROUGH PRIMARY
SOURCES (2)
This two-hour course will explore the causes and effects of the American Revolution. Lectures
from national experts and pedagogical workshops will enhance student knowledge of the period.
EDU 582/EDH 653 THE FOUNDING GENERATION (2)
This course will cover the period of the War of 1812 through the Mexican War by examining the
contributions of individuals as well as groups of citizens. Gilder-Lehrman Institute will conduct a
3-day seminar to facilitate content and pedagogical development.
EDU 583/EDH 654 ISSUES OF A NEW NATION (2)
This course will discuss the major issues and obstacles that faced the newly established United
States. Nationally renowned historians will lead students through a study of the struggles of
democracy and the reform of government.
EDU 600 PROFESSIONAL EDUCATOR SEMINAR (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 Director of Education.
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 611.
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 university supervisor. Prerequisite: Admission to 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 nontraditional 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 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. Must be taken concurrent with EDU 645.
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. Must be taken concurrent with EDU 641.
EDU 646 RESEARCH IN EDUCATION (3)
Understanding of education research. Emphasis on interpretation of research and development of
basic research skills for school improvement. Students will construct a detailed paper which
includes a rationale for a research project, the review of literature, and the methodology for the
research project which will be shared with classmates. 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 LEADERSHIP (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 698 PORTFOLIO REVIEW (1)
Completion and presentation of the final degree program portfolio for review. Required for all
non-thesis degree candidates in the final semester of enrollment prior to graduation.
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.
MUED 510 BAND AND CHOIR ORGANIZATION (3)
Prepares the teacher candidate to administer and organize a music program. Topics will include,
but not be limited to, booster organizations, fundraising, budgeting, and program development.
Prerequisite: Admission to the Teacher Education Program. As needed.
MUED 523 CHORAL CONDUCTING AND SECONDARY METHODS (3)
Identifies the goals of choral musicianship in the school curriculum and develops techniques of
conducting young singers in both large and small ensembles. Includes an in-depth survey of
graded choral music appropriate for treble, male, and mixed voicing at the upper elementary
through high school levels. A 32 or 48 hour field experience, dependent on the area of emphasis,
is required. Prerequisite: MUS 322 and admission to the Teacher Education Program. Fall
Semester. Co-requisite for choral emphasis candidates: EDU 512.
MUED 524 INSTRUMENTAL CONDUCTING AND SECONDARY METHODS (3)
Presents specific techniques for teaching and conducting instrumental ensembles, including a
survey of literature appropriate for school bands and wind ensembles. The refining of teaching
and conducting techniques associated with instrumental ensembles will be emphasized. Score
study, transpositions, and rehearsal techniques are covered in depth. A 32- or 48-hour field
experience, dependent on the area of emphasis, is required. Prerequisite: MUS 322 and admission to the Teacher Education Program. Spring Semester. Co-requisite for instrumental emphasis candidates: EDU 512.
MUED 611 INTRODUCTION TO GRADUATE STUDY IN MUSIC EDUCATION (3)
Students will cover inquiry, formatting, and methodologies involved with research in Music
Education.
MUED 620 MUSIC EDUCATION: CURRICULUM, THEORY & INSTRUCTION (3)
Students will learn the principles of childhood development and relate them to understanding, and implementing a scope and sequenced music program.
MUED 640 SURVEY OF RESEARCH IN MUSIC EDUCATION (3)
Students use their research and writing skills as well as their understanding of music education to
formulate, implement, and assess music educational research. Prerequisite: MUED 611
MUED 650 ORGANIZATION AND ADMINISTRATION OF THE K-12 MUSIC
PROGRAM (3)
Students will learn the skills and processes that will allow for effectively organizing,
administering, managing, and assessing the school music program.
MUED 680-689 SPECIAL TOPICS IN MUSIC EDUCATION (3)
Trends, practices, philosophies and other topics will be discussed. Every summer.
MUED 699 THESIS (4)
MUS 500 ADVANCED MUSIC TECHNOLOGY (3)
A computer applications course directed to the musician/composer/teacher. The course will go
beyond basic music technology and will include hands-on learning with programs such as Finale,
Band in a Box, MIDI and specialized programs for multimedia production.
MUS 515-516 APPLIED PIANO (1-2; 1-2)
515-516 A Piano
515-516 B Jazz Piano
Prerequisite: MUS 316 and consent of instructor. First semester, 515; second semester, 516. Each semester.
MUS 522 ADVANCED CHORAL CONDUCTING (2)
A study of advanced choral conducting, including advanced techniques, rehearsal procedures,
historical style, performance practices and programming. Prerequisite: MUS 326 and consent of
instructor. As needed.
MUS 525-526 APPLIED VOICE (1-2; 1-2)
Prerequisite: MUS 326 and consent of instructor. First semester, 525; second semester, 526. Each semester.
MUS 528 VOCAL PEDAGOGY (3)
This course will cover the theory and technique of healthy voice development for children and
youth, as well as use of the adult voice. It will include methods of correcting faulty or insecure
singing habits, application of teaching strategies in group and individual lesson settings, and some literature selection. As needed.
MUS 531-532 APPLIED ORGAN (1-2; 1-2)
Prerequisite: MUS 332 and consent of instructor. First semester, 531; second semester, 532. Each semester.
MUS 538-539 APPLIED STRINGS (1-2; 1-2)
538-539A Guitar
538-539B String Bass
538-539C Jazz Guitar
538-539D Jazz String Bass
Prerequisite: MUS 338 and consent of instructor. First semester, 538; second semester, 539. Each semester.
MUS 540-1 APPLIED PERCUSSION (1-2; 1-2)
540-541A Percussion
540-541B Jazz Drum Set
Prerequisite: MUS 341 and consent of instructor. First semester, 540; second semester, 541. Each semester.
MUS 542-543 APPLIED BRASS (1-2; 1-2)
542-543A Trumpet
542-543B French horn
542-543C Trombone
542-543D Tuba/Euphonium
542-543E Jazz Trumpet
542-543F Jazz Trombone
Prerequisite: MUS 343 and consent of instructor. First semester, 542; second semester, 543. Each semester.
MUS 547-548 APPLIED WOODWINDS (1-2; 1-2)
547-548A Flute
547-548B Clarinet
547-548C Oboe
547-548D Bassoon
547-548E Saxophone
547-548F Jazz Saxophone
Prerequisite: MUS 348 and consent of instructor. First semester, 547; second semester, 548. Each semester.
MUS 551-552 APPLIED HARPSICHORD (1-2; 1-2)
Prerequisite: MUS 352 and consent of instructor. First semester, 551; second semester, 552. Each semester.
MUS 580-89 SPECIAL TOPICS IN MUSIC PERFORMANCE (1-2)
As needed.
MUS 590 SEMINAR IN MUSIC (1-4)
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.
SPE 689a FIELD EXPERIENCE I
This course will be taken concurrently with SPE 689 or SPE 690. Students will complete thrirty
field observation hours in a public school special education program. Students will be assigned to a placement by the University. Field Experience I will be primarily observation; however,
teachers may ask pre-teacher candidates to assist students, tutor, grade papers, or assist in
teaching lessons. The focus of Field Experience I will be in the areas of Foundations of Special
Education and Characteristics of Students with Disabilities. Students will also complete several
assignments attached to EDU 541 Methods of Teaching Reading. This is a 16 week course.
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.
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.
SPE 691a FIELD EXPERIENCE II
This course will be taken concurrently with SPE 691. Students will complete thirty field
observation hours in a public school special education program. Students will be assigned to a
placement by the University. Field Experience II will be primarily observation; however, teachers may ask pre-teacher candidates to assist students, tutor, grade papers, or assist in teaching lessons. The focus of Field Experience II will be in the areas of Adaptations and Accommodations for Students with Disabilities, Diagnostic Assessment, and Language Disorders in Special Education. This is a 16 week course.
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.
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.
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.
SPE 694a FIELD EXPERIENCE III
This course will be taken concurrently with SPE 694. Students will complete thirty field
observation hours in a public school special education program. Students will be assigned to a
placement by the University. Field Experience III will be primarily observation; however,
teachers may ask pre-teacher candidates to assist students, tutor, grade papers, or assist in
teaching lessons. The focus of Field Experience III will be in the area of Teaching Methods in
Special Education. This is a 16 week course.
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.