EDGSE 413: Survey of Students with Exceptionalities for the Regular Classroom Teacher (3)
Five field experience hours
Cross Reference: EDU 323
This course explores the characteristics and learning needs of exceptional learners and regular classroom modifications necessary for these learners. The responsibilities of teachers under federal legislation are emphasized. Course includes examination of research and pedagogy related to this area of education. Learners with special needs include students with mental retardation, gifted, learning disabilities, physical health impairments, communication disorders, behavior disorders, vision or hearing impairment, varied cultural backgrounds and specific risk factors. This course meets the requirement for Illinois House Bill 150. Offered every semester.
EDGSE 445: Seminar in Teaching and Learning (2)
Cross Reference: EDGSE 345
Co-requisite: to be taken concurrent with student teaching; concurrent enrollment in EDGSE 498
This course provides a reflective analysis of the directed-teaching setting; analysis and evaluation of the candidate's classroom management, instructional planning, implementation and assessment strategies; instructional modifications to address diverse learners; analysis and evaluation of students' learning. Offered fall and spring semester.
EDGSE 470: Orientation to the Profession of Teaching (0)
All students entering a teacher certification program in the School of Education are required to participate in a weekend session of the Orientation to the Profession of Teaching. During the orientation, teacher candidates become familiar with the policies required for state teacher certification and procedures set forth by the School of Education to meet such policies. The orientation includes but is not limited to a criminal history fingerprint check, VIRTUS training, the disposition workshop, a practice assessment of the Test of Academic Proficiency (TAP), LiveText training, and an introduction to the requirements for teacher certification. Offered every semester.
EDGSE 497: Literacy Instruction for Diverse Learners (3)
Ten field experience hours
This course addresses the responsibility and challenge secondary teachers must undertake as they strive to meet the needs of diverse learners in their content areas. Teacher candidates will explore teaching and learning strategies that support the development of a wide range of literacy skills in order to create challenging learning opportunities for all students. (This course is a certification requirement for secondary education majors and may not be used as one of the two-course options to replace EDGSE 514.) Offered according to the cohort schedule.
EDGSE 498: Directed Teaching in K-12 classrooms (3)
Program of guided observation, participation and teaching of students in K-12 settings. Jointly supervised by an instructor from the University and a teacher from the field. The student teacher spends sixteen weeks in a K-12 setting. Offered as needed during fall and spring semesters.
EDGSE 507: Advanced Educational Psychology (3)
Ten field experience hours
This course examines the psychological theories and principles of learning as they apply to the teaching-learning process. A constructive analysis of the principle areas, theories, experimentation and conclusions in psychology with attention focused on such topics as motivation, intelligence, learning, cognition and emotions. Graduate students seeking certificate in Early Childhood or Elementary Education may not substitute this course with an undergraduate course. Offered once a year or according to cohort schedule.
EDGSE 508: Advanced Adolescent Development (3)
Ten field experience hours
This course will investigate the research concerning the transition from adolescence to young adulthood. It is designed to address decision making curriculum that would include the emotional, sexual, spiritual, physical, moral and intellectual development of the adolescent in special and regular educational settings. This course may not be substituted by an undergraduate course for certification. Offered once a year or according to cohort schedule.
EDGSE 511: Foundations of Education (3)
Cross Reference: all sections of 511
This course examines the social, historical and philosophical foundations of American education. It explores the relationship between school and society, the development of the U.S. educational system from its inception to the present, and the philosophical questions that guide educational thought and practice. Students apply these philosophical questions to a variety of contemporary situations, including theories of learning and educational policies. Offered according to cohort schedule.
EDGSE 512: Assessment of Instruction and Learning (3)
Cross Reference: all sections of 512
This course is designed to address the assessment and evaluation of student progress toward meeting targeted standards, learning objectives and competencies. The development of interpretive skills across learning objectives will be stressed. Topics addressed include: standards-based assessment, standardized tests and interpreting their results, performance assessment, portfolio assessment, self-evaluation and dissemination of assessment results. Offered according to the cohort schedule.
EDGSE 513: Educational Research, Design and Development (3)
Cross Reference: all sections of 513
This course initiates the graduate study research requirement. Course content differentiates the foundational assumptions, elements, methods and designs of educational research through both qualitative and quantitative paradigms. A statement of original research inquiry, a literature review, and a plan for investigating a research problem are developed. Offered according to cohort schedule.
EDGSE 514: Scholarship of Teaching: Finalizing the Inquiry Process (3)
Prerequisite: EDGSE 513.
Cross Reference: all sections of 514
This course is designed to guide and assist graduate students in the completion of the graduate research study. Students receive guidance in the collection and interpretation of data. Dissemination of research findings to peers, the educational community, and other relevant audiences is required. Offered according to the cohort schedule.