Bradley Logo Schedule of Classes  
Fall Semester 2017  

Teacher Education
Dean Cantu • Westlake Hall 248 • 677-3190
ETE100Technology Applications (1 hour)Seats
Avail
Prerequisite: major in an education program or consent of department chair.
 01 Arr     David W McMullen Online Course0
 Class meets August 23 through October 5;  Last day to add: August 27
 Last day to drop without "W" on transcript: August 30;  Last day to drop with "W" on transcript: September 26
 02 Arr     David W McMullen Online Course0
 Class meets August 23 through October 5;  Last day to add: August 27
 Last day to drop without "W" on transcript: August 30;  Last day to drop with "W" on transcript: September 26
ETE107Conceptualizing Math for Teachers I (3 hours)Seats
Avail
Prerequisite: Major in an education program or permission of department chair.
 01 TT9:00 AM -10:15 AM WES310A Patricia Nugent  0
 02 TT10:30 AM -11:45 AM WES310A Patricia Nugent  0
ETE108Conceptualizing Math for Teachers II (3 hours)Seats
Avail
Prerequisite: Major in an education program or consent of department chair; ETE 107.
 01 MW2:00 PM -3:15 PM WES310A Jean Marie Grant  2
ETE115The History of Education in the United StatesGenEd: SF   Core: HU,MI(3 hours)Seats
Avail
 01 MWF9:00 AM -9:50 AM WES316A K Paul Kasambira  0
 02 MWF10:00 AM -10:50 AM WES316A K Paul Kasambira  0
 03 MWF12:00 PM -12:50 PM WES214A K Paul Kasambira  0
 04 TT9:00 AM -10:15 AM WES316A David W McMullen  0
 05 *R* TT10:30 AM -11:45 AM WES312A David W McMullen   
ETE116Introductory Field Experience (1 hour)Seats
Avail
Prerequisite: Major in an education program or consent of department chair; ETE 115 or concurrent enrollment.
Every person in every section must sign up for a lab. Transportation is the responsibility of the students. Field experiences begin in Sept.
 01 W11:00 AM -11:50 AM WES212A Christina McDaniel Hybrid Course5
 02 M11:00 AM -11:50 AM WES310A Christina McDaniel Hybrid Course5
 A MW12:00 PM -2:55 PM PUBSCH Staff  36
 B TT12:00 PM -2:55 PM PUBSCH Staff  33
 C MW7:30 AM -10:55 AM PUBSCH Staff  46
 D TT7:30 AM -10:55 AM PUBSCH Staff  50
 E F7:30 AM -1:00 PM PUBSCH Staff  0
ETE194Physical Education for P-6 Schools (1 hour)Seats
Avail
Prerequisite: Major in an education program or consent of Department chair.
 01 MW10:00 AM -10:50 AM MAR201 Robert J Wolffe Hybrid Course2
 Class meets August 23 through October 4;  Last day to add: August 27
 Last day to drop without "W" on transcript: August 30;  Last day to drop with "W" on transcript: September 25
 02 MW8:00 AM -8:50 AM MAR201 Karen Henderson Hybrid Course0
 Class meets October 11 through December 4;  Last day to add: October 15
 Last day to drop without "W" on transcript: October 19;  Last day to drop with "W" on transcript: November 19
ETE196Fine Art in the P-6 Schools (2 hours)Seats
Avail
Prerequisite: Major in an education program or consent of Department chair.
Course Fee: $20
 01 MW8:00 AM -9:50 AM WES110A Robert J Wolffe Hybrid Course6
 Class meets August 23 through October 4;  Last day to add: August 27
 Last day to drop without "W" on transcript: August 30;  Last day to drop with "W" on transcript: September 25
ETE210Human Development from Birth to Young Adulthood (3 hours)Seats
Avail
Prerequisite: Major in an education program or consent of department chair.
 01 TT10:30 AM -11:45 AM WES110A Helja Antola Crowe  8
ETE215Strategies for Effective Teaching (3 hours)Seats
Avail
Prerequisite: ETE 115 or concurrent enrollment; ETE 116 or concurrent enrollment; ETE 210 or concurrent enrollment.
 01 TT9:00 AM -10:15 AM WES110A Helja Antola Crowe  1
 02 W4:30 PM -7:00 PM WES316A Robert J Wolffe  2
ETE216Effective Planning and Instruction for Teaching (3 hours)Seats
Avail
Prerequisite: ETE 115 or concurrent enrollment; ETE 116 or concurrent enrollment; ETE 210 or concurrent enrollment.
Middle School candidates and high school FCST, MTHT, PHYT, CHMT, ENGT, HSST, BIOT should enroll.
 01 MWF9:00 AM -9:50 AM WES016 Christina McDaniel  12
 02 MWF9:00 AM -9:50 AM WES010A Jana Hunzicker  4
ETE219Human Development and Effective Field Experience (1 hour)Seats
Avail
Prerequisite: ETE 115 or concurrent enrollment; ETE 116 or concurrent enrollment; ETE 210 or concurrent enrollment; one of: Music Education Major, ETE 215, OR ETE 216, or concurrent enrollment in either ETE 215 or ETE 216.
 01 W10:00 AM -10:50 AM WES110A Christina McDaniel  21
 A MW12:00 PM -2:55 PM PUBSCH Staff  24
 B TT12:00 PM -2:55 PM PUBSCH Staff  28
 C MW7:30 AM -10:55 AM PUBSCH Staff  29
 D TT7:30 AM -10:55 AM PUBSCH Staff  30
 E F7:30 AM -1:05 PM PUBSCH Staff  30
ETE227Development of the Early Adolescent (3 hours)Seats
Avail
Prerequisite: ETE 115; ETE 116; ETE 210; major in an education program or consent of department chair.
 01 Canceled
ETE230Adapting Curriculum to Support Inclusive Environments (3 hours)Seats
Avail
Prerequisite: ETE 115; ETE 116; ETE 210; one of: ETE 215, ETE 216, or concurrent enrollment.
 01 TT3:00 PM -4:15 PM WES310A Twila Lukowiak  1
ETE234Language Development (3 hours)Seats
Avail
Prerequisite: ETE 115; ETE 116; ETE 210 or concurrent enrollment; one of: ETE 215, ETE 216, or concurrent enrollment.
 01 TT3:00 PM -4:15 PM WES110A Cecile Arquette  2
 02 MW4:00 PM -5:15 PM WES110A Hwa Lee  1
ETE235Methods of Teaching English Language Learners (3 hours)Seats
Avail
Prerequisite: ETE 115; ETE 116; ETE 210 or concurrent enrollment; either ETE 215 or concurrent enrollment OR ETE 216 or concurrent enrollment
There will be 8 hours in the schools required for the course.
 01 TT9:00 AM -10:15 AM WES212A Se Jeong Yang  1
 02 MWF12:00 PM -12:50 PM WES212A Juan Rios Vega  12
 03 MWF12:00 PM -12:50 PM WES310A Se Jeong Yang  8
ETE236Assessment of English Language Learners (3 hours)Seats
Avail
Prerequisite: ETE 235 or concurrent enrollment.
There will be 8 hours in the schools required for the course.
 01 MWF1:00 PM -1:50 PM WES212A Juan Rios Vega  11
 02 TT10:30 AM -11:45 AM WES212A Hwa Lee  7
ETE237Practicum for Teaching English Learners I (1 hour)Seats
Avail
Prerequisite: ETE 235 or concurrent enrollment.
Register for one lecture and one lab.
 01 W11:00 AM -11:50 AM WES014 Juan Rios Vega  2
 02 M3:00 PM -3:50 PM WES212A Juan Rios Vega  9
 03 M10:00 AM -10:50 AM WES010A Juan Rios Vega Hybrid Course12
 A MW7:30 AM -10:55 AM PUBSCH Staff  36
 B TT7:30 AM -10:55 AM PUBSCH Staff  45
 C MW12:00 PM -2:55 PM PUBSCH Staff  41
 D TT12:00 PM -2:55 PM PUBSCH Staff  33
 E F7:30 AM -1:00 PM PUBSCH Staff  48
ETE238Practicum for Teaching English Learners II (1 hour)Seats
Avail
Prerequisite: ETE 237, or permission of the department chair
Must sign up for a concurrent lab
 01 M11:00 AM -11:50 AM WES316A Se Jeong Yang Hybrid Course12
 02 W2:00 PM -2:50 PM WES110A Se Jeong Yang Hybrid Course14
 A TT12:00 PM -2:55 PM PUBSCH Staff  40
 C MW7:30 AM -10:55 AM PUBSCH Staff  41
 D TT7:30 AM -10:55 AM PUBSCH Staff  47
 E F7:30 AM -1:00 PM PUBSCH Staff  49
ETE239Practicum for Teaching English Learners III (1 hour)Seats
Avail
Prerequisite: ETE 237; ETE 238, or permission of the department chair.
Must sign up for a concurrent lab
 01 W11:00 AM -11:50 AM WES316A Se Jeong Yang Hybrid Course13
 02 Canceled
 A MW12:00 PM -2:55 PM PUBSCH Staff  24
 B TT12:00 PM -2:55 PM PUBSCH Staff  25
 C MW7:30 AM -10:55 AM PUBSCH Staff  24
 D TT7:30 AM -10:55 AM PUBSCH Staff  21
 E F7:30 AM -1:00 PM PUBSCH Staff  24
ETE245American Sign Language I (3 hours)Seats
Avail
 01 MWF12:00 PM -12:50 PM WES026A Hwa Lee  1
ETE260Children's Literature (3 hours)Seats
Avail
Prerequisite: Major in an education program or consent of department chair.
 01 TT10:30 AM -11:45 AM WES214A Sherrie E Pardieck  13
 02 TT3:00 PM -4:15 PM WES214A Sherrie E Pardieck  0
 03 *R* Arr     Dean Cantu   
ETE270Physical Development and Health (1 hour)Seats
Avail
Prerequisite: Must be enrolled in education program
 01 Arr     Kevin D Finson Online Course0
ETE280Exploring Diversity: Learners, Families, And CommunitiesGenEd: CD   Core: WC(3 hours)Seats
Avail
 01 MW3:00 PM -4:15 PM WES016 Robert J Wolffe  0
 02 TT10:30 AM -11:45 AM WES316A Celia E Johnson  0
 03 TT3:00 PM -4:15 PM WES316A Celia E Johnson  0
ETE301Novice Teaching Experiences in Music Classrooms K-8 (1 hour)Seats
Avail
Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; ETE 345 or concurrent enrollment; concurrent enrollment in ETE 351; concurrent enrollment in ETE 310.
 01 Arr     Karen Henderson  8
ETE304Early Childhood Novice Teaching Experience (3 hours)Seats
Avail
Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; either ETE 328 or concurrent enrollment or ETE 443 or concurrent enrollment; ETE 345 or concurrent enrollment; ETE 310 or concurrent enrollment.
 01 M2:00 PM -2:50 PM WES014 Heather Donnelly  19
 and MTWTF8:50 AM -11:55 AM     PUBSCH      
ETE305Novice Teaching Experience in a LBSI Setting (3 hours)Seats
Avail
Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; ETE 391 or ETE 393; ETE 345 or concurrent enrollment; ETE 310 or concurrent enrollment.
 01 M2:00 PM -2:50 PM WES014 Heather Donnelly  19
 and MTWTF8:50 AM -11:55 AM     PUBSCH      
 02 Canceled
ETE306Novice Teaching Experience Grades 1-6 (3 hours)Seats
Avail
Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; ETE 313 or ETE 315; at least two of the following: ETE 313, 315, 335, 336, 339; ETE 345 or concurrent enrollment or permission of department chair.
 01 M2:00 PM -2:50 PM WES014 Heather Donnelly  35
 and MTWTF8:50 AM -11:55 AM     PUBSCH      
 02 *R* M2:00 PM -2:50 PM WES014 Heather Donnelly   
 and MTWTF8:50 AM -11:55 AM     PUBSCH      
 03 *R* M2:00 PM -2:50 PM WES212A Joyce Helm Francis   
 and MTWTF8:50 AM -11:55 AM     PUBSCH      
 04 Canceled
 05 Canceled
 06 *R* Arr     Heather Donnelly   
ETE307Novice Teaching Experience in Grades 5-8 (3 hours)Seats
Avail
Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; at least 2 courses in concentration; ETE 371; concurrent enrollment in content-specific methods course appropriate to the student's teaching area (ENG 392, ETE 355, ETE 356, ETE 357); ETE 345 or concurrent enrollment; concurrent enrollment in ETE 310.
 01 M2:00 PM -2:50 PM WES326 Kelly Funke  9
 and MTWTF8:50 AM -11:55 AM     PUBSCH      
ETE308Novice Teaching Experience in the High School (3 hours)Seats
Avail
Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; ETE 371; ETE 345 or concurrent enrollment; concurrent enrollment in content-specific methods course appropriate to the student's teaching area (ETE 373, ETE 374, ETE 375, ETE 378, or ENG 472); concurrent enrollment in ETE 310, or consent of Department chair.
 01 M2:00 PM -2:50 PM WES326 Kelly Funke  27
 and MTWTF8:50 AM -11:55 AM     PUBSCH      
 02 *R* M2:00 PM -2:50 PM WES107 Andria Witherell   
 and MTWTF8:50 AM -11:55 AM     PUBSCH      
 03 *R* M2:00 PM -2:50 PM WES301 Kathryn Cobb   
 and MTWTF8:50 AM -11:55 AM     PUBSCH      
ETE310Teacher Performance Assessment (1 hour)Seats
Avail
Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; major in an education program or consent of department chair; concurrent enrollment in one of: ETE 301, ETE 302, ETE 303, ETE 304, ETE 305, ETE 306, ETE 307, ETE 308.
On campus class meetings will only be conducted between 8/24 and 10/12.
 01 W1:00 PM -1:50 PM WES214A David W McMullen Hybrid Course0
 Class meets August 23 through October 11;  Last day to add: August 28
 Last day to drop without "W" on transcript: August 31;  Last day to drop with "W" on transcript: September 28
 Section one will be 8/24 to 10/12.
 02 Canceled
 03 W2:00 PM -2:50 PM WES312A Kevin D Finson Hybrid Course0
 Class meets August 23 through October 11;  Last day to add: August 28
 Last day to drop without "W" on transcript: August 31;  Last day to drop with "W" on transcript: September 28
 Section three will be 8/24 to 10/26.
 04 W1:00 PM -1:50 PM WES312A Kevin D Finson  0
 Class meets August 23 through October 11;  Last day to add: August 23
 Last day to drop without "W" on transcript: August 30;  Last day to drop with "W" on transcript: September 27
 05 Canceled
ETE313Methods of Literacy I: Reading, Writing and Language Grades 1-2 (3 hours)Seats
Avail
Prerequisite: Advancement to degree candidacy in the Department of Teacher Education.
 01 W4:30 PM -7:00 PM WES214A Cecile ArquetteCore: IL,WI 4
ETE315Methods of Literacy II: Reading, Writing and Language: Grades 3-8 (3 hours)Seats
Avail
Prerequisite: Advancement to degree candidacy in the Department of Teacher Education.
 01 M4:30 PM -7:00 PM WES214A Sherrie E Pardieck  6
ETE322Emergent Literacy: Reading and Writing Across the Curriculum (3 hours)Seats
Avail
Prerequisite: Advancement to degree candidacy in the Department of Teacher Education.
 01 Th4:30 PM -7:00 PM WES214A Cecile Arquette  10
ETE324Early Childhood Special Education Methods (3 hours)Seats
Avail
Prerequisite: Advancement to degree candidacy in the Department of Teacher Education.
 01 Tu4:30 PM -7:00 PM WES110A Hwa Lee  9
ETE335Methods of Teaching Social Studies Grades 1-6 (3 hours)Seats
Avail
Prerequisite: Advancement to degree candidacy in the Department of Teacher Education.
 01 Tu4:30 PM -7:00 PM WES316A Sherrie E Pardieck  11
ETE336Methods of Teaching Science Grades 1-6 (3 hours)Seats
Avail
Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; SCI 10x.
Course Fee: $10 per credit hour
 01 TT7:30 AM -8:45 AM WES312A Kevin D Finson  7
 02 MWF12:00 PM -12:50 PM WES312A Christina McDaniel  5
ETE339Methods of Teaching Mathematics Grades 1-6 (3 hours)Seats
Avail
Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; ETE 108 or concurrent enrollment.
 01 MW7:30 AM -8:45 AM WES310A Jean Marie Grant  9
ETE345Guiding Learners: Creating Safe, Inclusive Learning Enviro Environments (3 hours)Seats
Avail
Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; concurrent with appropriate Novice Teaching course (ETE 301, ETE 302, ETE 303, ETE 304, ETE 305, ETE 306, ETE 307, ETE 308) or permission of department chair.
 01 TT3:00 PM -4:15 PM WES212A Deitra Kuester  9
 02 Tu4:30 PM -7:00 PM WES214A Celia E Johnson  3
ETE350Topics in Teacher Education (1 to 6 hours)Seats
Avail
Prerequisite: consent of instructor and department chair.
 01 *R* Arr     Dean Cantu   
 "Linguistics for ESL"
ETE351Music Methods Grades K-8 for Music Majors (3 hours)Seats
Avail
Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; concurrent enrollment in ETE 301; ETE 310 or concurrent enrollment.
 01 MWF9:00 AM -9:50 AM CON107 Kerry E Walters  18
ETE371Assessment and Technology for Middle School and Highschool Teachers (3 hours)Seats
Avail
Prerequisite: Advancement to degree candidacy in the Department of Teacher Education.
 01 TT3:00 PM -4:15 PM WES026A David W McMullen  4
ETE375Methods of Teaching High School Social Studies (3 hours)Seats
Avail
Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; ETE 371; concurrent enrollment in ETE 307 or ETE 308.
 01 MWF12:00 PM -12:50 PM WES316A Dean Cantu Hybrid Course13
ETE391Characteristics and Methods for Learners with Developmental Disabilities (3 hours)Seats
Avail
Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; PSY 101 or equivalent.
 01 Th4:30 PM -7:00 PM WES212A Deitra Kuester  12
ETE402Educational Methods, Strategies and Evaluation Techniques (3 hours)Seats
Avail
Prerequisite: Consent of ETE Department Chair.
Must email Darlene Jacobs for enrollment
 01 Arr     Kevin D Finson Online Course0
ETE426Assessments for Learners with Exceptionalities (3 hours)Seats
Avail
Prerequisite: Senior standing; advancement to degree candidacy in the Department of Teacher Education; at least one of ETE 391, ETE 393, ETE 395.
 01 Arr     Dean Cantu Online Course23
ETE443Early Childhood Assessment (3 hours)Seats
Avail
Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; ETE 324 or concurrent enrollment.
 01 W4:30 PM -7:00 PM WES212A Celia E Johnson  10
ETE445Multidisciplinary Collaboration (3 hours)Seats
Avail
Prerequisite: Senior standing. For majors not in an education program: one course at the 300 level; majors in an education program: advancement to degree candidacy, one methods course at the 300 level; LBS I: at least one of ETE 391, ETE 393, ETE 395 or concurrent enrollment; or consent of ETE Department chair.
 01 Tu4:30 PM -7:00 PM WES212A Deitra Kuester  15
ETE485Early Childhood Profession: Reflective Practices (3 hours)Seats
Avail
Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; ETE 120; ETE 234; ETE 322; ETE 324; ETE 328 or concurrent enrollment.
 01 *R* Arr     Dean Cantu   
ETE491Student Teaching 5-8 (12 hours)Seats
Avail
Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; completion of 2/3 of hours in concentration; all required ETE courses below the 400 level for the program; GPA 2.50+ for each: overall, teaching field, professional education courses; State of Illinois content area test passed & other related tests passed; cleared background check; approval of Department chair.
 01 Th4:30 PM -5:20 PM WES316A Elizabeth Weber  1
 and MTWTF7:30 AM -4:00 PM     PUBSCH      
ETE493Student Teaching For Music K-12 (12 hours)Seats
Avail
Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; completion of 2/3 of hours in major; all required ETE courses below the 400 level for the program; GPA 2.50+ for each: overall, teaching field, and professional education courses; State of Illinois content area tests & other related tests passed; cleared background check; approval of Department chair.
 01 Th4:30 PM -5:20 PM CON107 David C Vroman  3
 and MTWTF7:30 AM -4:00 PM     PUBSCH      
ETE496Student Teaching in LBS I (12 hours)Seats
Avail
Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; all required ETE courses below the 400 level for the program; at least two of ETE 425, ETE 426, ETE 445; GPA 2.50+ for each of: overall, professional education courses; State of Illinois content area test & other tests passed; cleared background check; approval of Department chair.
Please contact Clinical Secretary, Westlake 212, prior to first day of class to verify which section you are registered for. Must be taken for pass/fail grade.
 01 *R* Th4:30 PM -5:20 PM WES016 Brad Everett   
 and MTWTF7:30 AM -4:00 PM     PUBSCH      
 02 Canceled
ETE497Student Teaching in Early Childhood (12 hours)Seats
Avail
Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; all required ETE courses below the ETE 450 level for the program; ETE 485 or concurrent enrollment; GPA 2.50+ for each: overall and professional education courses; State of Illinois content area test & other related tests passed; cleared background check; approval of Department chair.
 01 *R* Th4:30 PM -5:20 PM WES016 Brad Everett   
 and MTWTF7:30 AM -4:00 PM     PUBSCH      
ETE498Student Teaching 1-6 (12 hours)Seats
Avail
Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; all required ETE courses below the 400 level for the program; GPA 2.50+ for each: overall and professional education courses; State of Illinois content area test passed & other related tests passed; cleared background check; approval of Department chair.
 01 *R* Th4:30 PM -5:20 PM WES310A Steve Garrison   
 and MTWTF7:30 AM -4:00 PM     PUBSCH      
 02 *R* Th4:30 PM -5:20 PM WES012 Rebecca Hagen   
 and MTWTF7:30 AM -4:00 PM     PUBSCH      
ETE499Student Teaching in the High School (12 hours)Seats
Avail
Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; completion of 2/3 of hours in major; all required ETE courses below the 400 level for the program; GPA 2.50+ for each: overall, teaching field, & professional education courses; State of Illinois content area tests & other related tests passed; cleared background check; approval of Department chair.
 01 *R* Th4:30 PM -5:20 PM WES110A Valeria Pierce   
 and MTWTF7:30 AM -4:00 PM     PUBSCH      
ETE650Topics in Education (1 to 3 hours)Seats
Avail
Prerequisite: Consent of instructor and department chair.
 01 *R* Arr     Dean Cantu   
 02 *R* Arr     Dean Cantu   
ETE651Curriculum Theory and Development (3 hours)Seats
Avail
 01 Arr     Helja Antola Crowe Online Course15
ETE653Instructional Strategies and Designs (3 hours)Seats
Avail
 01 *R* Arr     Dean Cantu   
ETE698Creative/Research (0 to 6 hours)Seats
Avail
 01 *R* Arr     Dean Cantu   
ETE699Thesis (0 to 6 hours)Seats
Avail
Prerequisite: consent of department chair.
 01 *R* Arr     Dean Cantu Online Course 
 
Application of technology concepts and skills to human service professionals. Database construction; linear and nonlinear multimedia projects. Using graphics, text, sound, animation, and other media resources.
Development of a deep understanding of concepts, relationships, and algorithms in various areas of mathematics examined. Topics include set theory, variables, patterns and algebraic relationships, equations and systems of equations, graphing; real numbers and operations, properties of number systems, ratios and proportions, percents; measurement systems, measurement relationships. Focus is on problem solving, analysis, representation of concepts, and communicating understanding and reasoning of the mathematical concepts studied.
Development of a deep understanding of concepts, relationships, and algorithms in various areas of mathematics examined. Topics include data presentation, computation, and meaning of descriptive measurements; basic combinatorics, probability concepts, probability distributions, expectations; linear, quadratic, exponential, and other functions, geometric constructions, 2-D and 3-D shapes, spatial relationships, geometric reasoning and proof. Focus is on problem solving, analysis, representation of concepts, and communicating understanding and reasoning of the mathematical concepts studied.
Surveys the history of American education from the Colonial Era to the present. Treats the changing character of education in the context of broader social and cultural developments. Provides both knowledge of the history of American education and an appreciation of historical perspectives as ways of understanding contemporary education. Examine the evolving historical contexts that served to shape and define American education. Specifically, the course will explore the role of education i.e., policies, purposes, practices, and reform efforts throughout U.S. history, and examine its relationships with the American economic, political, social, and cultural landscape.
Exhibit professional and ethical behaviors, engage in a minimum of 25 hrs of directed observations throughout the semester in an academic setting. Besides observing within a classroom, candidates work with a group of children at an appropriate level, depending on the individual areas of licensure. Collaborate with professionals to develop foundational knowledge related to planning for instruction and assessment, a sense of the whole school culture including an awareness of the social and emotional development of children. Introduced to the language of teaching and apply the knowledge in their reflections analyzing the setting. Preparation for Teacher Performance Assessment. Weekly seminar. Satisfactory/Unsatisfactory.
Content and pedagogy for physical education in grades P-6 to meet the needs of diverse learners. Introduction to physical education in the regular classroom.
Content and pedagogy for fine art in grades P-6 to meet the needs of diverse learners. Introduction to including art, music, dance, and theatre in the regular classroom using traditional methods and newer technologies.
Integration of the physical, cognitive, and psychosocial aspects of the development and growth of the individual from conception to adulthood. Study the physiology of learning, the interactive nature of the teaching/learning process, and the need to consider developmental and cultural appropriateness in meeting individual learning needs, with an emphasis on acknowledging and accommodating exceptionality and diversity including an awareness of the social and emotional development of children. Environmental factors affecting development, including cultural, ethnic, socioeconomic, individual, social contexts, and parent-child interaction. Preparation for Teacher Performance Assessment.
An in-depth sequence of examining instructional planning and strategies, modes of teaching, and assessment of learning, including an awareness of exceptionality and diversity including an awareness of the social and emotional development of children. Other topics include instructional management, collaboration in curriculum design and delivery and with stakeholders, teacher leadership, decision making, and change processes. Preparation for Teacher Performance Assessment.
The study of key teaching frameworks with fundamental instructional strategies developed within the construct of planning lesson segments and units of study, including an awareness of exceptionality and diversity, an awareness of the social and emotional development of children. Application of brain research, methods to facilitate higher order, critical and creative thinking, problem solving, and decision-making. Other topics include instructional management, collaboration in curriculum design and delivery and with stakeholders, teacher leadership, decision-making, and the needs of 21st Century middle school students are addressed. Preparation for Teacher Performance Assessment.
Engage in a minimum of twenty-five hours of directed observations in an appropriate, academic setting, where they teach a small group of students and collaborate with the classroom teacher to implement instructional and assessment plans for one student. Candidates are introduced to the language and dispositions of teaching, apply this knowledge in their reflections analyzing the learning environment, incorporate issues of equity and diversity including an awareness of the social and emotional development of children, and apply the knowledge in the creation on a developmental case study of one student. Weekly seminar. Satisfactory/Unsatisfactory.
Required for the Illinois middle school endorsement, surveys the physical, cognitive, and social/emotional development of young adolescents from a cultural perspective, emphasizing implications for effective middle school instruction. Preparation for Teacher Performance Assessment.
Exploration of foundational knowledge of characteristics of individuals with exceptionalities, diversity, populations who are at risk, and English Language Learners. Enhance knowledge and performance of individuals with exceptionalities by developing and adapting curriculum materials that meet individual needs within inclusive environments. Response to Intervention outcomes and appropriate evidence-based strategies that support successful inclusion are discussed. Preparation for Teacher Performance Assessment. This course meets foundation knowledge for LBS I certification.
Language acquisition theory and processes, stages of language development, verbal and non-verbal communication. Emphasis on language differences and diversity, including minority groups, language disorders, and English as a second language. Planning opportunities supporting language use in its various forms to enrich further development. Preparation for Teacher Performance Assessment.
Addresses language development and methods for teaching English Language Learners (ELL). Topics include theories of second language acquisition as well as a variety of instructional strategies in the language arts and other content areas. Emphasis will be placed on the social and cultural needs of the ELL and the examination of pre-service teachers' own culture and its impact on their practice. Preparation for Teacher Performance Assessment. There is fieldwork expected for the class.
Covers fundamental basics of testing and assessment of the English Language Learner (ELL), prevalent in today's classrooms. Included are formal and informal assessment strategies; construction and use of teacher-made tests of student learning; interpretation and use of standardized tests, report cards, and grading; reporting procedures; and examination of how to utilize evaluation and assessment to strengthen instruction, differentiate assessment for ELLs, and contribute to positive learner development. There is fieldwork expected for the class.
Candidates engage in a minimum of 33 hours of directed observations and teaching of English Language Learners in an appropriate PK-12 academic setting. Candidates collaborate with the classroom teacher or ESL teacher to plan and implement instruction for small groups and individuals. Candidates complete weekly reflections analyzing the learning environment of their classroom, specifically addressing issues of language development for English learners. Weekly seminar. Satisfactory/Unsatisfactory.
Candidates engage in a minimum of 33 hours of directed observations and teaching of English Language Learners in an appropriate PK-12 academic setting. Candidates collaborate with the classroom teacher or ESL teacher to plan and implement formative assessments and instruction for whole class, small groups and individuals. Candidates complete weekly reflections analyzing the learning environment of their classroom, specifically addressing issues of language development for English learners. Weekly seminar. Satisfactory/Unsatisfactory
Candidates engage in a minimum of 34 hours of directed observations and teaching of English Language Learners in an appropriate PK-12 academic setting. Candidates collaborate with the classroom teacher or ESL teacher to plan and implement formative assessments and instruction for whole class, small groups and individuals. Candidates complete weekly reflections analyzing the learning environment of their classroom, specifically addressing issues of language development for English learners. Weekly seminar. Satisfactory/Unsatisfactory.
General introduction to sign language of the deaf; information regarding the culture of the deaf. Finger spelling and signing skills, which enable signing at a conversational level both receptively (seeing and understanding) and expressively (signing). Available to students from any major throughout the university.
Types, genres, authors, and illustrators of books for children from birth through middle school. Emphasis on literature response activities; planning and assessing a literature-based curriculum. Analysis of current trends, issues, and the impact of children's literature.
A variety of health and nutrition topics about which teachers all levels must be knowledgeable. Must document certification in CPR and First Aid, and plan lessons for health instruction as part of the requirements. Topics examine nutrition; communicable diseases; relationship between fitness and systems of the body; principles of personal, interpersonal, and community health; mental health; and safety. Preparation for Teacher Performance Assessment.
The socialization and enculturation of learners in the context of their families, communities, and cultures. Awareness, acceptance, and appreciation of diversity, whether resulting from cultural or ability differences. Emphasis on the teacher's role in involving, educating, and communicating with parents as partners in the educational process. Professional advocacy that supports an inclusionary, multicultural, antiracist, democratic, non-sexist, and global curriculum.
Engage in a supervised teaching experience in a K-8 school music learning environment. Collaborate with the classroom teacher to plan and implement formative assessments and instruction for whole class, small groups, and individuals. Candidates complete weekly reflections analyzing the learning environment of their classroom, specifically addressing issues of equity, diversity and social and emotional awareness. Includes Teacher Performance Assessment. Weekly seminar. Satisfactory/Unsatisfactory.
Engage in supervised teaching experience in a preprimary special education learning environment. Collaborate with the classroom teacher to plan and implement formative assessments and instruction for whole class, small groups, and individuals. Complete weekly reflections analyzing the learning environment of their classroom, specifically addressing issues of equity, diversity and social and emotional awareness. Includes Teacher Performance Assessment. Weekly seminar. Satisfactory/Unsatisfactory.
Engage in a supervised teaching experience in a special education learning environment. Collaborate with the classroom teacher to plan and implement formative assessments and instruction for whole class, small groups, and individuals. Candidates complete weekly reflections analyzing the learning environment of their classroom, specifically addressing issues of equity, diversity and social and emotional awareness. Includes Teacher Performance Assessment. Weekly seminar. Satisfactory/Unsatisfactory.
Engage in a supervised teaching experience in an elementary school learning environment. Collaborate with the classroom teacher to plan and implement formative assessments and instruction for whole class, small groups, and individuals. Complete weekly reflections analyzing the learning environment of their classroom, specifically addressing issues of equity, diversity, and social and emotional awareness. Includes Teacher Performance Assessment. Weekly seminar. Satisfactory/Unsatisfactory.
Engage in a supervised teaching experience in a middle school learning environment. Collaborate with the classroom teacher to plan and implement formative assessments and instruction for whole class, small groups, and individuals. Complete weekly reflections analyzing the learning environment of their classroom, specifically addressing issues of equity, diversity and social and emotional awareness. Includes Teacher Performance Assessment. Weekly seminar. Satisfactory/Unsatisfactory.
Engage in a supervised teaching experience in a high school learning environment. Collaborate with the classroom teacher to plan and implement formative assessments and instruction for whole class, small groups, and individuals. Candidates complete weekly reflections analyzing the learning environment of their classroom, specifically addressing issues of equity, diversity and social and emotional awareness. Includes Teacher Performance Assessment. Weekly seminar. Satisfactory/Unsatisfactory.
Prepares preservice teacher to complete the education teacher performance assessment (edTPA) required for licensure. Gain skills needed to complete a TPA based upon integration of education program objectives and the novice teaching experience. Analyze the context for learning in the classroom, plan a unit of instruction including adaptations for diverse learners, teach the unit while attending to academic language, assess student learning. Make video recording of the unit teaching and collect student work samples. Reflect on the pedagogical decisions in a formal manner, citing research as justification for the choices. Completed edTPA is evaluated locally and feedback is provided to the candidate. Satisfactory/Unsatisfactory
Addresses literacy instruction in first and second grade including reading, writing, listening, speaking, viewing, and visually representing, including accommodations of exceptionality and diversity using developmentally and culturally appropriate practices. Key topics examine theories of literacy development, emergent literacy, phonemic awareness, phonics, fluency, writing process, literacy assessment, and planning for individual learners. Classroom applications are included. Five to ten hours in a local classroom are required. Preparation for Teacher Performance Assessment.
Addresses total literacy instruction for learners at all levels 3-8: Reading, writing, listening, speaking, viewing, and visually representing. It addresses research-based approaches to literacy instruction for the grade school student, including accommodations of exceptionality and diversity using developmentally and culturally appropriate practices. Key topics: the reading and writing processes, vocabulary and comprehension, literacy assessments, planning for individual learners, integrating the language arts into the content areas and preparing students for the state writing assessment. Preparation for Teacher Performance Assessment.
Processes, themes, and practices that support the development of reading, writing, speaking, listening, and thinking in children from birth through age 8. A continuum of instructional practices, including contextualized application of phonemic, graphemic, morphemic, and syntactical concepts, that facilitate the emergence of literacy. Preparation for Teacher Performance Assessment.
Providing developmentally and culturally appropriate activities to infants and young children with special needs. History and evolution of early intervention services, teaming, collaboration, service coordination, development of Individualized Family Service Plans and Individualized Educational Plans, adaptation of curriculum, instructional models which promote interaction and independence, inclusionary programs, transitional planning. Preparation for Teacher Performance Assessment.
Content and methods of teaching social studies in grades 1-6, including accommodations of exceptionality and diversity using developmentally and culturally appropriate practices. Preparation for Teacher Performance Assessment.
Plan, implement, and evaluate a science program for children in grades 1-6. Emphasis on the nature of school science, students' misconceptions, and meaningful science activities, including accommodations of exceptionality and diversity using developmentally and culturally appropriate practices. Preparation for Teacher Performance Assessment.
Emphasis on teaching strategies, materials, and organizational plans related to the grades 1-6 mathematics curriculum. Work with Common Core Standards in Math as well as National Council of Teachers of Mathematics is integrated throughout the semester. Focus on active involvement of students in the learning process. Future teachers learn about and plan lessons including appropriate teaching strategies, mathematical projects, accommodations of exceptionality and diversity using developmentally and culturally appropriate practices. Preparation for Teacher Performance Assessment.
Emphasis on theories of guidance and learner-centered instruction including Response to Intervention (RtI) strategies for positive behavioral supports. Classroom management that is developmentally and culturally appropriate practice to nourish natural curiosity, develop problem-solving skills, acknowledge and accommodate learners with exceptionalities, including diverse cultures, students at risk, and English Language Learners, and develop a sense of community for success of all learners within inclusive environments. Preparation for Teacher Performance Assessment.
Topics of special interest which may vary each time course is offered. Topic stated in current Schedule of Classes. May be repeated under different topics for a maximum of 6 hours credit.
Methods and materials appropriate for teaching music in grades K-8. Observations in the public schools; planning the K-8 music curriculum; experience teaching lessons in all areas of classroom music. Discussion on accommodations of exceptionality and diversity using developmentally and culturally appropriate practices. Preparation for Teacher Performance Assessment.
Instructional assessment and technology for future classroom teachers. Writing instructional objectives, constructing formative and summative teacher-made assessments, designing authentic assessments, analyzing assessment data, interpreting standardized test scores, and integrating technology into the curriculum. Emphasis on accommodations of exceptionality and diversity using developmentally and culturally appropriate practices. Preparation for Teacher Performance Assessment.
Content and pedagogy of high school social studies, including family and consumer sciences, history, psychology, and general social science. Designing and implementing social studies instruction and curriculum using a variety of approaches. Emphasis on instructional planning, assessment of student performance, motivational strategies, microteaching, reading diagnostic techniques, learning environments, creative and critical thinking, problem solving, acknowledgment and accommodations of diversity and exceptionality, and developmentally and culturally appropriate practices. Preparation for Teacher Performance Assessment.
Characteristics and methods for planning and teaching students with moderate to severe exceptionalities (i.e., intellectual disabilities, developmental disabilities, traumatic brain injury, orthopedic, other moderate to severe exceptionalities). Emphasis on moderate to severe developmental disabilities, Individual Education Programs, self-determination, assessment, experiential-based curriculum in the psychomotor, cognitive, affective domains, transition planning, person-centered adaptations for inclusion within society. Students are required to complete 12 student contact hours with individual(s) with moderate to severe developmental disabilities in an educational setting. Preparation for Teacher Performance Assessment.
Designed to increase theoretical knowledge and practical skill for teaching persons with different learning styles. Classroom experiences include a focus on methods, strategies, and evaluation techniques to meet different learning styles.
Diagnostic processes for learners with exceptionalities, preschool through high school. Screening, formal, and informal assessment, and evaluation techniques. Practice in test administration, scoring, evaluation, Individual Education Programs. Preparation for Teacher Performance Assessment.
Focus is on formal, informal, authentic, and performance-based assessments to determine student needs and progress; planning instruction incorporating assessment results to meet the needs of all students; transitional planning; collaboration and communication with families and professionals. Preparation for Teacher Performance Assessment.
Focus is effective collaboration with families, educators, administrators, related service providers, and personnel from community agencies in culturally responsive ways. Competent teachers will use knowledge and effective written, verbal and non-verbal communication techniques to foster leadership, active inquiry, supportive interaction, shared goals, and group consensus that advocate and support the success among learners with exceptionalities. Working together toward common goals of meeting unique needs of all students necessitates teamwork for successful co-teaching, Response to Intervention, and successful transitions pre- and post-secondary education. Preparation for Teacher Performance Assessment.
Focus is on formal, informal, authentic, and performance-based assessments to determine student needs and progress; planning instruction incorporating assessment results to meet the needs of all students; transitional planning; collaboration and communication with families and professionals. Preparation for Teacher Performance Assessment.
Engage in a supervised, full-time teaching experience in a Peoria-area 5-8 learning environment. Plan and implement instruction, assessments for individuals, groups, and class, gradually taking responsibility for 100% of teaching duties including issues related to equity, diversity and social and emotional awareness. Complete weekly reflections to assess professional growth as defined by the Illinois Professional Teaching Standards. Open only to students who have: adequate preparation in subject matter, demonstrated proficiency with regard to program and course objectives, prerequisites, and evidenced fitness for entering the teaching profession. Include Teacher Performance Assessment. Weekly seminar. Satisfactory/Unsatisfactory.
Engage in 2 supervised, full-time teaching experiences, 1 at high school and 1 in middle or elementary school, in a Peoria-area learning environment. Plan and implement instruction and assessments for individuals, groups, and class, gradually taking responsibility for 100% of classroom teaching duties including issues related to equity, diversity, social and emotional awareness. Complete weekly reflections to assess their professional growth as defined by the Illinois Professional Teaching Standards. Open only to students who have: adequate preparation in subject matter, demonstrated proficiency with regard to program and course objectives, prerequisites, and evidenced fitness for entering the teaching profession. Satisfactory/Unsatisfactory.
Engage in a supervised, full time teaching experience in a Peoria-area LBS I learning environment. Plan and implement instruction, assessments for individuals, small groups, and class, gradually taking responsibility for 100% of teaching duties including issues related to equity, diversity, social and emotional awareness. Complete weekly reflections to assess their professional growth as defined by the Illinois Professional Teaching Standards. Open only to students who have: adequate preparation in subject matter, demonstrated proficiency with regard to program and course objectives, prerequisites, and evidenced fitness for entering the teaching profession. Include Teacher Performance Assessment. Weekly seminar. Satisfactory/Unsatisfactory.
Engage in a supervised, full time teaching experience in a Peoria-area Pre-K or K-3 learning environment. Plan and implement instruction, assessments for individuals, groups, and class, gradually taking responsibility for 100% of teaching duties including issues related to equity, diversity, social and emotional awareness. Complete weekly reflections to assess professional growth as defined by the Illinois Professional Teaching Standards. Open only to students who have: adequate preparation in subject matter, demonstrated proficiency with regard to program and course objectives, prerequisites, and evidenced fitness for entering the teaching profession. Include Teacher Performance Assessment. Weekly seminar. Satisfactory/Unsat
Engage in a supervised, full time teaching experience in a Peoria-area grade 1-6 learning environment. Plan and implement instruction, assessments for individuals, groups, and class, gradually taking responsibility for 100% of teaching duties including issues related to equity, diversity and social and emotional awareness. Complete weekly reflections to assess professional growth as defined by the Illinois Professional Teaching Standards. Open only to students who have: adequate preparation in subject matter, demonstrated proficiency with regard to program and course objectives, prerequisites, and evidenced fitness for entering the teaching profession. Include edTPA. Weekly seminar. Satisfactory/Unsatisfactory.
Engage in supervised, full time teaching experience in a Peoria-area high school learning environment. Plan, implement instruction, assessments for individual, groups, and class, slowly taking responsibility for 100% of teaching duties including issues related to equity, diversity, social and emotional awareness. Complete weekly reflections to assess professional growth as defined by the Illinois Professional Teaching Standards. Open only to students who have: adequate preparation in subject matter, demonstrated proficiency with regard to program and course objectives, prerequisites, and evidenced fitness for entering the teaching profession. Include Teacher Performance Assessment. Weekly seminar. Satisfactory/Unsatisfactory.
Topics of special interest which may vary each time course is offered. Multiple sections may be taken concurrently. Maximum of 6 semester hours may be applied to a degree program.
Curriculum models and theories. Curriculum development processes and the teacher's role.
PreK-12 instructional strategies and designs. Emphasis on developmentally appropriate educational opportunities that actively engage the learner.
Individual study on a topic selected by student with advisor approval. Integration and application of research. Student must produce a product such as a software program, journal article, or program portfolio. May be repeated for a maximum of 6 hours credit. Student may not receive credit for both ETE 698 and ETE 699.
Design and implement a research proposal which has implications for preK-12 education. May be repeated for a maximum of 6 hours credit. Student may not receive credit for both ETE 698 and ETE 699.
This course meets a General Education requirement.
C1 - English Composition
C2 - English Composition
SP - Speech
MA - Mathematics
WC - Western Civilization
NW - Non-Western Civilization
FA - Fine Arts
HL - Human Values - Literary
HP - Human Values - Philosophical
CD - Cultural Diversity
SF - Social Forces
FS - Fundamental Concepts in Science
TS - Science & Technology in the Contemporary World
This course meets a Core Curriculum requirement.
OC - Communication - Oral Communication
W1 - Communication - Writing 1
W2 - Communication - Writing 2
FA - Fine Arts
GS - Global Perspective - Global Systems
WC - Global Perspective - World Cultures
HU - Humanities
NS - Knowledge and Reasoning in the Natural Sciences
SB - Knowledge and Reasoning in the Social and Behavioral Sciences
MI - Multidisciplinary Integration
QR - Quantitative Reasoning
This section meets a Core Curriculum requirement.
IL - Integrative Learning
WI - Writing Intensive
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