Bradley Logo Schedule of Classes  
Summer Session I 2017  

Teacher Education
Dean Cantu • Westlake Hall 248 • 677-3190
ETE100Technology Applications (1 hour)
Prerequisite: major in an education program or consent of department chair.
 01 Arr     Dean Cantu Online Course
 Class meets June 5 through June 18;  Last day to add: June 6
 Last day to drop without "W" on transcript: June 7;  Last day to drop with "W" on transcript: June 15
ETE227Development of the Early Adolescent (3 hours)
Prerequisite: ETE 115; ETE 116; ETE 210.
 01 MTWTF9:30 AM -11:10 AM WES316A Robert J WolffeCore: WI,IL 
ETE230Adapting Curriculum to Support Inclusive Environments (3 hours)
Prerequisite: ETE 115; ETE 116; ETE 210; one of: ETE 215, ETE 216, or concurrent enrollment.
 01 Arr     Twila Lukowiak Online Course
 Class meets June 5 through June 30;  Last day to add: June 8
 Last day to drop without "W" on transcript: June 9;  Last day to drop with "W" on transcript: June 25
ETE238Practicum for Teaching English Learners II (1 hour)
Prerequisite: ETE 235 or concurrent enrollment; ETE 237 or concurrent enrollment.
 01 Arr     Cecile Arquette  
ETE239Practicum for Teaching English Learners III (1 hour)
Prerequisite: ETE 235 or concurrent enrollment; ETE 237 or concurrent enrollment; ETE 238 or concurrent enrollment.
 01 Arr     Cecile Arquette  
ETE339Methods of Teaching Mathematics Grades 1-6 (3 hours)
Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; ETE 108 or concurrent enrollment.
 01 MTWTF3:30 PM -5:10 PM WES310A Patricia Nugent  
ETE378Methods of Teaching Family & Consumer Science (3 hours)
Prerequisite: Advancement to degree candidacy in the Department of Teacher Education; ETE 371; concurrent enrollment in ETE 308.
 01 Arr     Sally Ryon  
ETE425Life Planning for Learners with Exceptionalities (3 hours)
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     Deitra Kuester Online Course
 Class meets June 5 through June 30;  Last day to add: June 8
 Last day to drop without "W" on transcript: June 9;  Last day to drop with "W" on transcript: June 25
ETE426Assessments for Learners with Exceptionalities (3 hours)
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     Twila Lukowiak Online Course
 Class meets June 5 through June 30;  Last day to add: June 8
 Last day to drop without "W" on transcript: June 9;  Last day to drop with "W" on transcript: June 25
ETE655Instructional Theory (3 hours)
 01 Arr     Kevin D Finson Online Course
 Class meets June 5 through June 30;  Last day to add: June 8
 Last day to drop without "W" on transcript: June 9;  Last day to drop with "W" on transcript: June 25
ETE663Schooling in a Diverse World (3 hours)
 01 Arr     Dean Cantu Online Course
 Class meets June 5 through June 18;  Last day to add: June 6
 Last day to drop without "W" on transcript: June 7;  Last day to drop with "W" on transcript: June 15
ETE671Instructional Strategies & Designs in Special Education (3 hours)
 01 Arr     Celia E Johnson Online Course
ETE674Issues, Trends, and Research in Special Education (3 hours)
 01 *R* Arr     Celia E Johnson Online Course
ETE698Creative/Research (0 to 6 hours)
 01 Arr     Helja Antola Crowe 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.
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.
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.
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.
Content and pedagogy in family and consumer sciences for grades 9-12. Designing and implementing instruction and curriculum using a variety of approaches including project-based family and consumer sciences. Emphasis on instructional planning, assessment of student performance, learning environments, creative and critical thinking, problem solving, acknowledgment and accommodations of exceptionality and diversity, and developmentally and culturally appropriate practices. Preparation for Teacher Performance Assessment.
Addresses legal, psychological, and social impact of various exceptionalities, and professionalism. The laws governing the development and implementation of educational and transition programs for individuals with exceptionalities is also reviewed. Discussion and evaluation of legal documents for consent and notification. Code of Ethics and Standards for Professional Practice, and Individual Education Program development will be the focus. Preparation for Teacher Performance Assessment.
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.
Investigation and development of a theory of instruction for practitioners built upon the research based on existing strategies, models, methods, assessment, skills, improvement techniques, movements in education, theorists, curriculum, and the learner.
Multicultural issues, perspectives, and current trends. Role of the teacher as an advocate and change agent. Evaluation of materials, methods, and programs.
Addresses in-depth planning and implementation of instructional methods and strategies to meet diverse needs of learners with exceptionalities across environments. Application of current evidenced-based strategies in special education, including topics such as eligibility, placement, assessment, curricular decisions. Response to intervention and individual program implementation will be discussed.
Addresses critical analysis of current issues, trends, and research in special education with attention to legislation, litigation, definitions, identification, eligibility, inclusion, placement, collaboration, and professional advocacy. Research design and methodology in special education.
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.
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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