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2013-2014 Course Catalog [ARCHIVED CATALOG]
Courses
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38-1100 Foundations I: History & Introduction to Early Childhood Education
This course provides an overview of early childhood care and education with an opportunity for students to gain exposure to the responsibilities, challenges, and rewards encountered by those who work with young children. Students will explore a brief historical prospective of early childhood care and education in order to understand the social, political, and economic influences. Attention will also be paid to current issues in the field. A concise summary of typical child development from birth through age eight will further guide class discussions that include Developmentally Appropriate Practices, play, and the arts.
3 Credits
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38-1101 Children’s Literature
Students will explore various books/stories for infants/toddlers, preschool, and early elementary aged children. This course will investigate quality board and picture books, as well as beginning reading books while considering nursery rhymes, fiction and non-fiction, fairytales, and folktales. Students will better understand quality elements of books/stories, respected authors, and developmentally and culturally appropriate books/stories. Ultimately students will become more competent with selecting, evaluating, and presenting children’s books/stories while learning to instill a love of reading with children.
1 Credits
Requisites COREQUISITES: 38-1100 Foundations I: History & Introduction to Early Childhood Education
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38-1125 Lifespan Development
Through theory and autobiography, students will look at themes, milestones, and development across the lifespan. Several theories will be explored with an emphasis on Eric Erikson. Social-emotional, cognitive, and physical development across the lifespan will be examined with a focus on young children: birth through age eight. Students will be asked to analyze not only their own experiences but to look at various influences including race, gender, culture, ability, and community on the stages of development.
3 Credits
SS
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38-1530 Brain Development in Childhood
Course uses the emerging brain development research as the organizing principle for an exploration of the physical, cognitive, social, and emotional growth of children from birth to age eight. Topics of exploration include pre- and post-natal development, sensory processing, nutrition, stress, disease and disorders, and developmental milestones. Emphasis is placed on the physical and cognitive realms of development. Course was designed to provide students with the scientific information that will support their interactions with young children.
3 Credits
SC
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38-1530J Brain Basics: Health & Development in Young Children
Course uses the emerging brain development research as the organizing principle for an exploration of the physical, cognitive, social, and emotional growth of children from birth to age eight. Topics of exploration include pre- and post-natal development, sensory processing, nutrition, stress, disease and disorders, and developmental milestones. Emphasis is placed on the physical and cognitive realms of development. Course was designed to provide students with the scientific information that will support their interactions with young children.
3 Credits
Requirements Permission Program Dir
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38-1531 Brain Basics in Practice HS
Course uses the emerging brain development research as the organizing principle for an exploration of the physical, cognitive, social, and emotional growth of children from birth to age eight. Topics of exploration include pre- and post-natal development, sensory processing, nutrition, stress, disease and disorders, and developmental milestones. Emphasis is placed on the physical and cognitive realms of development. Course was designed to provide students with the scientific information that will support their interactions with young children. Students are expected to assimilate and document understandings taken from course readings and assignments into their daily Head Start practice. They are supported in the field component of the course by regular site visits from program faculty.
6 Credits
Requirements Department Permission
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38-1581J BIGart J-Session
BIGArt J-Session provides first-year students an introduction to the professional field of teaching artistry. After learning about the field and context of arts education as a whole, we will enter the field to serve as a teaching artist; Columbia students will work directly with young people in classroom and community organization settings on collaborative art projects. The end result of the course will be portfolio that documents the learning process and the outcomes of the project; we will also host a showcase for the Columbia College Community to share our work after J-Session concludes. This course also provides an introduction to (and applicable credit towards) a Teaching Artist minor.
3 Credits
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38-2110 Foundations II: Philosophy and Curricular Approaches in Early Childhood Education
Students explore history of early childhood and elementary education to understand how it has been influenced by the social, political, and economic forces affecting the lives of children and families. The course profiles significant theories and people who have shaped early childhood education, focusing on recent centuries. Students consider what and who determines the goals of education, who defines and articulates the problems of education, and how that determines what solutions are created.
2 Credits
Requisites COREQUISITES: 38-1125 Lifespan Development and 52-1152 Writing and Rhetoric II or 52-1162 Writing and Rhetoric II- Service Learning and 38-1125 Lifespan Development
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38-2111 Materials Explorations and Art Making: Languages of Early Childhood
n this one-credit course, students will apply their understanding of child development when exploring art materials and creating developmentally appropriate child-centered experiences for young children. Through hands-on materials exploration and art making, in combination with discussion regarding children’s use of art materials and art making as a language to understand and represent their world, students will learn how to present meaningful, authentic and expressive art making experiences for young children. Careful observation and listening will be emphasized to support building a reflective teaching practice that transfers across the curriculum.
1 Credits
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38-2125 Child Growth & Development
Course provides framework for studying the process of human development and explores the physical, cognitive, social, and emotional development of children, birth through age eight. Emphasis is placed on the role of culture in this process. Students learn milestones in each area of development in first eight years of life and learn to recognize normal development in young children. Students integrate their understanding of development in various domains into a working knowledge of young children. Embedded in the organization of this course are the understandings that the arts and the growth of young children should be inextricably related and that a variety of identities–race, gender, and ethnicity–shape children’s life experiences.
3 Credits
SS
Requisites COREQUISITES: 52-1152 Writing and Rhetoric II or 52-1162 Writing and Rhetoric II- Service Learning or 52-1122 Writing and Rhetoric II for Non-Native Speakers of English or 52-1112 Writing and Rhetoric - Enhanced II
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38-2130 Language Development
This course develops students’ understanding of language development in the first eight years of life and the principles that govern the process. The language learning process is studied as an integral part of the development of thinking and development of the child’s sense of self. Students learn how various contexts both inside and outside a child’s home interact with factors such as age, sex, and cultural experiences of participants in a conversation to affect language competence and performance. Students examine the role of adults, peers, and siblings in fostering language development and learn how group experiences in childcare and early childhood programs can be arranged to maximize language development.
3 Credits
Requisites PREREQUISITES: 38-1125 Lifespan Development or 38-2125 Child Growth & Development
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38-2140 Child, Family & Community
In this course, students will develop strategies to foster positive and supportive relationships with families of young children with various special needs. Topics covered will address the legal and philosophical basis for family participation and family centered services. The class will focus on strategies for working with socially, culturally, and linguistically diverse families. Students will also develop strategies and models for promoting effective consultation and collaboration with other professionals and agencies within the community. Focus is placed on the role of the teacher in promoting collaborative relationships to support the young child with special needs.
3 Credits
Requisites PREREQUISITES: 38-1125 Lifespan Development
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38-2150 Theoretical Foundations of Teaching ELL and Bilingual Education
This course develops students’ understanding of linguistic diversity including alternate dialects in the United States along with Standard American English and the social, political, cultural, and socioeconomic contexts in which English language learner and bilingual education (ELL/BE) have developed historically. Major aspects of language learning and language acquisition are studied, as well as different models and theories of ELL and BE. National and Illinois legislation pertaining to ELL/BE and its impact on classroom practice will be discussed.
3 Credits
Requisites pre-requisites:
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38-2150J BIGart J-Session
BIGArt J-Session provides first-year students an introduction to the professional field of teaching artistry. After learning about the field and context of arts education as a whole, we will enter the field to serve as a teaching artist; Columbia students will work directly with young people in classroom and community organization settings on collaborative art projects. The end result of the course will be portfolio that documents the learning process and the outcomes of the project; we will also host a showcase for the Columbia College Community to share our work after J-Session concludes. This course also provides an introduction to (and applicable credit towards) a Teaching Artist minor.
3 Credits
Requirements 18 earned hours or fewer
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38-2155 The Exceptional Child
Course provides introduction to concept of exceptionality and an overview of various forms of atypical growth and development. Course work includes psychology and identification of exceptional children. Focus is on children classified as having learning disabilities and their implications for classroom life in both special classes and inclusion settings. Course will present legislation as it relates to individuals with exceptionalities. It will focus on developing a collaborative partnership between parents and teachers in the school setting and on being sensitive to the child within the context of the family.
3 Credits
Requisites PREREQUISITES: 38-1125 Lifespan Development or 38-2125 Child Growth & Development COREQUISITES: 38-2125 Child Growth & Development
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38-2160 Cross-Cultural Education
This course examines the impact of culture on education in a pluralistic society; This course examines the impact of culture on education in a pluralistic society; the meaning of culture, acculturation, cultural conflict within both a sociopolitical context and classroom dynamics; and the historical and sociopolitical factors that have shaped the culture of educational practice itself. Students will explore the critical role of culture in the classroom and in addressing both the strengths and needs of children and families, with an emphasis on non-dominant cultural and linguistic groups. Students will investigate concepts of culture and the implications of culture for early childhood education and relationships between families and professionals. Additionally, students will analyze the relationship between beliefs and teaching practices from a cross-cultural perspective and develop understanding of culturally responsive, anti-bias curriculum and instructional practices.
3 Credits
Requisites pre-requisites:
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38-2175 Topics in Early Childhood Education
Topics courses allow the Early Childhood program to offer individual courses outside of its core curriculum as faculty expertise becomes available. Permission of Program Director required.
1 Credits
Repeatable
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38-2325 The Role of Child Development in Practice HS
6 Credits
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38-2330 Language Development & Emergent Literacy
This seminar develops students’ understanding of both typical and atypical language development in the first five years of life and principles that govern the process. The language learning process is studied as an integral part of the development of thinking and of the child’s sense of self, and as it relates to emergent literacy. Students learn how various con-texts, both inside and outside a child’s home, interact with factors such as age, sex, and cultural experiences of participants in a conversation to affect language and literacy competence and performance. Students examine the role of adults, peers, and siblings in fostering language and literacy development, with an emphasis on how group experiences in childcare and early childhood programs can be arranged to maximize language and literacy development. Special attention is paid to the effects of speech and language delays and disorders on young children’s learning and development and how to support the learning and development of children with communication disorders, both in the classroom and at home. Students are expected to assimilate and document understandings taken from course readings and assignments into their daily Head Start practice. They are supported in the field component of the course by regular site visits from program faculty.
6 Credits
Requirements Permission Program Dir
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38-2625J Child Growth and Development HS
Course provides framework for studying the process of human development and explores the physical, cognitive, social, and emotional development of children, birth through age eight. Emphasis is placed on the role of culture in this process. Students learn milestones in each area of development in the first eight years of life and learn to recognize normal development in young children. Students integrate their understanding of development in various domains into a working knowledge of young children. Embedded in the organization of this course are the understandings that the arts and the growth of young children should be inextricably related and that a cariety of identites – race, gender, and ethnicity – shape children’s life experiences.
3 Credits
Requirements Department Permission
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38-2630 Language Development HS
3 Credits
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38-3100 Pre-Primary Science, Math Technology, & Social Studies: Content & Methods
Students examine network of big ideas in disciplines of science, math, humanities, and social science. This course provides a framework for understanding the concepts, habits of mind, and skills characteristic of professionals in each discipline. The goal of the course is to prepare teachers to recognize important concepts and to become effective in facilitating children’s emerging understandings and skills in various domains of thinking, as these understandings emerge in daily classroom life.
4 Credits
Requisites CONCURRENT: 38-3110 Pre-Primary Language, Literacy & The Arts: Content & Methods
Requirements Permission Program Dir
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38-3110 Pre-Primary Language, Literacy & The Arts: Content & Methods
In this seminar with practicum, students develop curriculum and assessment strategies for working with infants, toddlers, preschool, and kindergarten children. This work is based on the developmental needs, conceptual understandings, and skills appropriate for children at different ages in areas of math, science, social studies, the arts, and literacy. Through a seven-hour weekly practicum experience in a series of classrooms, students examine children’s construction of knowledge. Focus is on role of teacher, classroom environment, and activities in promoting development. Students will be asked to consistently reflect on some aspect of classroom dynamics and to relate it to their growing knowledge of child development and relationships among professionals. Construction of an electronic teaching portfolio begins in this course.
3 Credits
Requirements Permission Program Dir
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38-3130 Early Childhood Environments & Classroom Management with Pre-Primary Practicum
This course extends the seminar and practicum experiences initiated during Methods I and meets the requirements of a preprimary student teaching experience. Students spend mornings in a preschool or kindergarten classroom carrying out a range of responsibilities, including two weeks when they take on significant planning and implementation responsibility. Seminar continues relating theory and practice as well as developing effective methods for working with young children and families. Construction of electronic teaching portfolio continues.
3 Credits
Requisites PREREQUISITES: 38-3110 Pre-Primary Language, Literacy & The Arts: Content & Methods
Requirements Permission Program Dir
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38-3135 Child Assessment and Observation
This course addresses the assessment of young children from birth to age eight. In this course, students will develop strategies for the assessment of young children’s social, emotional, cognitive, adaptive, and motor development in the context of home, school, and community environments. They will become familiar with procedures and formal and informal instruments used in the assessment of young children. Students will also develop methods of conducting formative and summative evaluations of both individual children and programs. Analysis and interpretation of observation and assessment results to enhance learning outcomes and determine program effectiveness are key components of this course. The role of the family and family concerns, priorities, and resources in assessment will be addressed, as well the impact of cultural, economic, and linguistic diversity.
3 Credits
Requirements Permission Program Dir
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38-3140 Primary Reading Methods
This course prepares teachers to guide children three to eight years of age (preschool through third grade) in reading and writing. Students will develop a definition of what it means to read and write; be able to recognize and describe developmental stages in learning to read and write; describe and identify different factors that influence learning to read and write; as well as design and implement a reading and writing program. This course prepares teachers to guide all children three to eight years of age from diverse family and cultural backgrounds (preschool through third grade) in school instruction in reading and writing. Teacher candidates learn to write lesson plans and develop curricula that meet the Illinois Learning Outcomes and the Illinois Early Childhood Education Standards.
3 Credits
Requisites PREREQUISITES: 38-1125 Lifespan Development and 38-2130 Language Development
Requirements Permission Program Dir
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38-3145 Methods for Early Childhood Special Education I
In this course, students will gain knowledge of curriculum and instructional methods appropriate for early childhood special education. Students will plan, organize, and implement developmentally appropriate activities and environments for fostering the social, emotional, cognitive, communication, adaptive, and motor development and learning of young children with special needs. Particular focus will be placed on developing individually responsive, age-appropriate activities and accommodations that empower children and promote active exploration, construction and representation of knowledge, social interaction with peers, and self-expression.
2 Credits
Requirements Permission Program Dir
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38-3150 Primary Math, Science, & Technology Methods
Students design and implement appropriate curriculum goals for kindergarten through grade three in math and science. Students study scope and sequence of skills and information embedded in these subjects. They research and practice implementing activities across disciplines to assist children’s learning. Students explore a range of assessment techniques and develop strategies for planning curricula that incorporate their understanding of child development and academic disciplines.
3 Credits
Requisites PREREQUISITES: 38-3130 Early Childhood Environments & Classroom Management with Pre-Primary Practicum
Requirements Permission Program Dir
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38-3155J Collaborating with Families of Young Children
In this course, students will develop strategies to foster positive and supportive relationships with families of young children with various special needs. Topics covered will address the legal and philosophical basis for family participation, family centered services, and strategies for working with socially, culturally, and linguistically diverse families. Students will also develop strategies and models for promoting effective consultation and collaboration with other professionals and agencies within the community. Focus is placed on the role of the teacher in promoting collaborative relationships to support the young child with special needs.
3 Credits
PL S2
Requirements Permission Program Dir
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38-3160 Primary Social Studies Methods with Primary Practicum
In this seminar with practicum, students develop curriculum and assessment strategies for working with primary grade children. Work is based on the developmental needs, conceptual understandings, and skills appropriate for children at different ages in social studies, the arts, and literacy. Through a weekly seven-hour practicum in a primary room, students examine children’s construction of knowledge. Focus is placed on the role of the teacher and the classroom in promoting development. Construction of electronic teaching portfolio continues.
3 Credits
PL
Requisites PREREQUISITES: 38-3130 Early Childhood Environments & Classroom Management with Pre-Primary Practicum
Requirements Permission Program Dir
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38-3165 Methods for Early Childhood Special Education II
In this course, students will demonstrate knowledge of curriculum and instructional methods appropriate for early childhood special education. Students plan, organize and implement developmentally appropriate activities and environments for fostering the social, emotional, cognitive communication, adaptive, and motor development and learning of young children with special needs. Particular focus will be placed on practical application of individually responsive, age-appropriate activities and accommodations that empower children and promote active exploration, construction and representation of knowledge, social interaction with peers, and self-expression.
1 Credits
Requirements Department Permission
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38-3170 Primary Student Teaching with Seminar
This course extends the seminar and field experiences initiated during Methods I, II, and III and meets the requirements of primary student teaching. The seminar continues to support students in relating theory and practice and in developing effective methods for working with young children and their families. Students refine their philosophy of education and assessment statements and complete both a paper and electronic teaching portfolio.
10 Credits
WI
Requisites PREREQUISITES: 38-3160 Primary Social Studies Methods with Primary Practicum
Requirements Permission Program Dir
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38-3175 Independent Project: ECE
An independent project is designed by the student, with the approval of a supervising faculty member, to study an area that is not presently available in the curriculum. Prior to registration, the student must submit a written proposal that outlines the project.
1-6 Credits
Repeatable
Requirements 3.0 GPA required and Permission Program Dir
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38-3180 The Role of Art in Development
Students are asked to reflect on their four year experience in this culminating seminar. Each is asked to synthesize the various components of the individual’s experience in General Education; the Visual Arts, Performing Arts, or Language and Culture; and the Professional Sequence into a more coherent whole. Specifically they are asked to consider the role that the arts play in the development of children, and in their own development as professionals. A special emphasis is placed on arts-integration and the use of art in the Reggio Emilia Approach.
2 Credits
WI HU
Requisites COREQUISITES: 38-3160 Primary Social Studies Methods with Primary Practicum
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38-3190 Reflective Teaching
This course continues the work begun in Role of Art I. As students reflect on their program experience, they further develop a vocabulary to convey its meaning to a variety of audiences–orally, in written form, and visually. Because learning is a highly contextualized and dynamic process, each member develops an individual product to represent personal understanding to a variety of audiences. These audiences could include program members and faculty, prospective employers, parents of young children, the general public, as well as pre- and in-service educators. The product must be substantive and of a level which can be presented to the benefit of the originator and the audience. Work will be exhibited in a Columbia gallery and critiqued in an open forum. Investigation of Reggio Emilia Approach continues.
3 Credits
WI HU
Requisites COREQUISITES: 38-3170 Primary Student Teaching with Seminar
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38-3380 The Role of Child Development In Practice HS
6 Credits
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38-3400 Observation, Assessment, & Documentation
Course provides a framework for developing the skills and mindset necessary to integrate technology into an educational setting. Activities are aligned with State Technology Standards and include an introduction to children’s and professional software; hardware; and social, ethical, and human issues related to technology. Students work with interactive authoring environments and explore applications with children. Because the course assumes a Constructivist/Constructionist approach, it must be taken concurrent with field experience. Students are supported in the construction of a professional portfolio.
3 Credits
Requisites CONCURRENT: 38-3130 Early Childhood Environments & Classroom Management with Pre-Primary Practicum
Requirements Permission Program Dir
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38-3580 The Teaching Artist in the Schools
This course engages students in the theory and practice of the Teaching Artist in the schools. Students will explore the role of the Teaching Artist in arts education in an historical context as well as in current practice with children and adolescents. This exploration is anchored in study, reflection, and direct experience in the Chicago Public Schools. Students spend time in every class studying teaching artist fundamentals including: building teacher/artist partnerships, developing and implementing inquiry-based arts-integrated curriculum, creating community in the classroom, and understanding classroom management and school culture. Teaching Artists from a range of disciplines lead the class through strategies that they have found to be successful.
3 Credits
HU
Requisites PREREQUISITES: 52-1152 Writing and Rhetoric II or 52-1162 Writing and Rhetoric II- Service Learning or 52-1112 Writing and Rhetoric - Enhanced II or 52-1122 Writing and Rhetoric II for Non-Native Speakers of English
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38-3588 Teaching Artist Internship
This internship provides students with direct experience working as a Teaching Assistant under the mentorship of a veteran Columbia College Chicago teaching artist. In this internship, students spend a minimum of 75 hours on-site working with a Teaching Artist in school classrooms, after school programs, and/or community organizations. Time on-site will include all aspects of the Teaching Artist’s job, such as planning and implementing arts integrated activities; reflection, documentation, and collaboration; and preparation and clean-up. The internship might also include opportunities to support program staff at either the Center for Community Arts Partnerships, the Museum of Contemporary Photography or another community-based arts organization to learn about the coordination and implementation of Arts Partnership programs.
1-2 Credits
Requisites PREREQUISITES: 38-3580 The Teaching Artist in the Schools CONCURRENT: 38-3180 The Role of Art in Development
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38-3620J Assessment & Observation Seminar HS
3 Credits
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38-3635 Child Assessment and Observation
In this seminar, students will develop and implement strategies for assessing young children’s social, emotional, cognitive, adaptive, and motor development in the context of home, school, and community environments. Students will become familiar with procedures and formal and informal instruments used in the assessment of young children and develop methods for conducting formative and summative evaluations of both individual children and programs. Reflecting on and interpreting observations and assessment data to enhance learning outcomes and program effectiveness are key components of this course. The role of the family and family concerns, priorities, and resources in assessment will be addressed, as well as the impact of cultural, economic, and linguistic diversity. Students are expected to assimilate and document under-standings taken from course readings and assignments into their daily Head Start practice. They are sup-ported in the field component of the course by regular site visits from program faculty.
6 Credits
Requirements Permission Program Dir
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38-3650 Language, Culture and Education
In this course students will examine the connections between culture and education. Topics covered will address cultural aspects of language development, sociological aspects of culture, and how cultural differences influence education. We will study how early language development affects the way we integrate into a society and how that integration effects construction of knowledge. We will examine the sociology of culture and how ideas, norms, artifacts, and symbols of societies influence the way we learn. Finally, we will evaluate what makes a culture and how it affects formal education systems. Focus will be places on the connections between culture and education in the United States as compared to the culture and education in Italy with an emphasis on the education system of Reggio Emilia, Italy.
3 Credits
GA
Requirements Permission Program Dir
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38-3950 Undergraduate Research Mentorship: The Chicago-Reggio Learning Project
The Undergraduate Research Mentorship connects talented students interested in the experience of conducting academic research in particular disciplines with faculty in the Liberal Arts and Sciences. This course, available to students from across the College, gives students the opportunity to gain real-world experience and learn research and scholarly techniques from practitioners in academic and integrative disciplines based in the Liberal Arts and Sciences. The experience will prove valuable to students as they enter professional fields or pursue higher academic degrees. Faculty members will gain assistance in completing their innovative research and scholarship while mentoring students in fields of specialization within the academic community.
1-3 Credits
Repeatable
Requirements Department Permission
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38-4176J Visual Thinking Strategies Practicum
Visual Thinking Strategies (VTS) is a facilitation method using art images to teach critical thinking, visual literacy, language and communication skills. Intensive practical experience facilitating with coaching will be held in museums. Discussion will cover readings in research and theory behind the methodology and practical ways of incorporating and transferring the methodology across the curriculum.
1 Credits
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38-5176J MAT - Visual Thinking Strategies Practicum
This course will introduce the Visual Thinking Strategies (VTS) methodology. VTS is a facilitation method that uses discussions about artworks to teach critical thinking, visual literacy, language, and communication skills. Students will learn the VTS facilitation methodology through practice in museums with real objects. Students will examine its implications in terms of developmentally appropriate and student-centered education and explore ways it may transfer across the curriculum. To develop deeper understanding of the methodology, educational theory will be discussed, primarily in terms of how developmental, constructivist, social constructivist, and aesthetic theories can be used in one’s teaching practice.
1 Credits
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38-6011 Educational Psychology
This course focuses on theories of learning, development and motivation applied to teaching. Teacher candidates examine theories that explain how the individual grows and develops physically, cognitively, socially, morally, and emotionally. Candidates also explore methods of identifying how a learner develops and learns, how one learner is different from every other learner and how theory and practice come together to inform the delivery of instruction.
3 Credits
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38-6012 Psychology of Middle School Lear ners
This course examines the developmental stages of early adolescents as explained through current psychological theories. As teacher candidates examine these stages, they focus on the physical, social, emotional, intellectual and moral development of adolescents. They also consider societal and cultural influences on development and analyze the role and effect of schools, schooling and instruction on adolescent learning.
3 Credits
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38-6016 Education of Exceptional Children
Although many educational institutions offer a number of services for exceptional children, it is of primary importance that the regular classroom teachers understand the nature of these services. It is imperative that the regular classroom teacher become familiarized with individualized learning plans and, most importantly, learn to interpret exceptionality so that exceptional students are directed to instruction and services appropriate to their needs. This course serves as an introduction to the education of exceptional students, including those who are learning disabled, physically disabled, hearing impaired, visually impaired, cognitively delayed, emotionally or behaviorally disturbed, and gifted and talented. The course explores the historical background of the education of exceptional children, preliminary diagnosis, remediation strategies, instructional methods, mainstreaming and inclusion. Additional topics addressed are legislation, the referral process, and community services.
3 Credits
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38-6101 Independent Project: Ed Std
1-6 Credits
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38-6101J Independent Project
1-3 Credits
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38-6102 Independent Project: Education
1-6 Credits
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38-6111 Learning Environments/Practicum
Teacher candidates participate in an internship of full-time teaching experience related to the level and area of their intended certification. Candidates are supported and assessed through regularly scheduled visits from college field-experience supervisors, and participate in periodic evaluations in a cooperative setting with their K-12 cooperating teacher. Weekly seminars at the college are designed to provide the teacher candidate with a supportive environment, helpful resources, and thought-provoking presentations and discussions on all aspects of the classroom experience. In the process, candidates prepare artifacts for the capstone project: a teacher portfolio.
1-6 Credits
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38-6112 Education, Culture & Society
This course is one of Columbia’s courses focusing on the history and philosophy of American education. It explores the philosophical and social foundations of educational policies in the United States and examines the historical and current social contexts of schooling. The course also explores the cultural institutions, processes, and ideals within which predominant school policies and teacher practices develop and have meaning.
3 Credits
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38-6114 Education of Exceptional Children
Although many educational institutions offer a number of services for exceptional children, it is of primary importance that the regular classroom teachers understand the nature of these services. It is imperative that the regular classroom teacher become familiarized with individualized learning plans and, most importantly, learn to interpret exceptionality so that exceptional students are directed to instruction and services appropriate to their needs. This course serves as an introduction to the education of exceptional students, including those who are learning disabled, physically disabled, hearing impaired, visually impaired, cognitively delayed, emotionally or behaviorally disturbed, and gifted and talented. The course explores the historical background of the education of exceptional children, preliminary diagnosis, remediation strategies, instructional methods, mainstreaming and inclusion. Additional topics addressed are legislation, the referral process, and community services. .
3 Credits
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38-6115 Student Teaching Internship
Teacher candidates participate in an internship of full-time teaching experience related to the level and area of their intended certification. Candidates are supported and assessed through regularly scheduled visits from college field-experience supervisors, and participate in periodic evaluations in a cooperative setting with their K-12 cooperating teacher. Weekly seminars at the college are designed to provide the teacher candidate with a supportive environment, helpful resources, and thought-provoking presentations and discussions on all aspects of the classroom experience. In the process, candidates prepare artifacts for the capstone project: a teacher portfolio.
1-6 Credits
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38-6116 Dimensions of Multicultural Education and Global Awareness
This course focuses on how America’s schools address cultural, linguistic, and gender diversity. Teacher candidates examine and clarify value differences among cultures, races, and ethnic groups, consider how students’ learning is influenced by individual experiences, and explore techniques for empowering students by integrating cultural diversity into classroom instruction.
2 Credits
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38-6116J Dimensions of Multicultural Education and Global Awareness
2 Credits
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38-6117 Thesis Seminar: Part I
As a capstone experience in the MAT programs, the project integrates the Illinois Professional Teaching Standards with pedagogical processes and artifacts to depict, in an artistically-designed portfolio, the dispositions, knowledge, experiences, and growth of the teacher candidate. Included are core-course materials of each concentration with the knowledge, skill, and pedagogical techniques gained through the candidate’s experiences in the MAT programs. In addition, a section is required that reflects knowledge of and ability to conduct systematic inquiry into the candidate’s practice.
1 Credits
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38-6118 Thesis Seminar: Part II
As a capstone experience in the MAT programs, the project integrates the Illinois Professional Teaching Standards with pedagogical processes and artifacts to depict, in an artistically-designed portfolio, the dispositions, knowledge, experiences, and growth of the teacher candidate. Included are core-course materials of each concentration with the knowledge, skill, and pedagogical techniques gained through the candidate’s experiences in the MAT program. In addition, a section is required that reflects knowledge of and ability to conduct systematic inquiry into the candidate’s practice.
1 Credits
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38-6122 Methods of Teaching Elementary M ath
At the elementary (K-8) school level, students need to have many concrete and varied experiences so that they can discover the mathematical principles, which are so often taught by rote procedure. This course places special emphasis on developing strategies that encourage elementary and middle school students to become actively involved in the learning process. Special attention is given to methods of developing an intellectual environment in the elementary school classroom that can facilitate students’ construction of mathematical concepts. Teacher candidates learn how to use a variety of math manipulates, materials, and approaches as well as how to integrate the use of technology in teaching mathematical skills and concepts. Teacher candidates are required to observe math lessons in K-8 classroom settings to extend their understanding of effective math teaching.
3 Credits
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38-6123 Methods for Teaching Middle Scho ol Math
The middle school methods class examines the developmental characteristics and needs of young adolescents and relationship between and among this age group’s cognitive, emotional, physical, and social characteristics and middle school practices. Teacher candidates are presented with a complete overview of an effective pre-middle school, which includes learning about the different components that comprise middle-level education. Candidates examine middle-level curriculum and strategies for integrating skills and decision making across the disciplines. Students then develop age-appropriate instructional material and strategies, which will both meet the needs of young adolescents and encourage them to become active participants in their own learning process. Middle level teachers and students are observed and interviewed. Teacher candidates are required to observe middle grades classroom settings to extend their understanding of effective teaching and learning at the middle school level.
1-3 Credits
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38-6124 Technology in the Math Classroom
To stay abreast of our complex electronic society, teachers must possess theoretical and practical knowledge of sophisticated technology and apply it appropriately within their discipline. The curriculum consists of a series of two courses (each one semester-hour credit), divided into three areas: audio-visual equipment, visual media, and computer technology and graphics. The courses focus on audio, visual, and audio-visual equipment, and on computer hardware and software available today in most schools. Through hands-on experience, participants learn how to operate the equipment, integrate its use into instruction to meet educational needs, and how to design new education-related applications for the equipment. Laboratory tests and projects are required to measure the students’ proficiency on the equipment. However, the emphasis in these courses is not the technology per se, but rather the productive and efficient ways in which it can enrich classroom learning.
1 Credits
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38-6125 Assessment
This course focuses on the principles of measurement and evaluation as applied to instruction and assessment of student learning. Standardized and authentic assessment tools are explored with emphases on the understanding and design of formal and informal instruments for diagnostic, formative and summative evaluation and placement. The course also focuses on the development of traditional and authentic instruments for improving standardized test scores as well as the construction of teacher-made tests.
2 Credits
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38-6127 Methods of Teaching Middle Schoo l & Content Reading
The middle school methods class examines the developmental characteristics and needs of young adolescents and relationship between and among this age group’s cognitive, emotional, physical, and social characteristics and middle school practices. Teacher candidates are presented with a complete overview of an effective pre-middle school, which includes learning about the different components that comprise middle-level education. Candidates examine middle-level curriculum and strategies for integrating skills and decision making across the disciplines. Students then develop age-appropriate instructional material and strategies, which will both meet the needs of young adolescents and encourage them to become active participants in their own learning process. Middle level teachers and students are observed and interviewed. Teacher candidates are required to observe middle grades classroom settings to extend their understanding of effective teaching and learning at the middle school level.
1-3 Credits
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38-6131 Methods & Materials for Teaching Language Arts at the Elementary & Middle School
This course examines the components of a balanced literacy for communication program for grades K-8, including listening, speaking, reading, writing and thinking. Based on current research, teacher candidates explore and contrast historical and current approaches to the teaching of reading. They become familiar with processes for developing oral language, phonemic awareness, sound/symbol correspondence, vocabulary development, reading for comprehension and fluency, and writing to respond to reading and express meaning. Candidates develop proficiency in planning oral and written language learning activities, in diagnosing and assessing students’ competencies, organizing balanced literacy programming for students at different levels of development, developing materials for literacy lessons and applications across all content areas of the curriculum. They consider the context of the bilingual-bicultural child in adapting instruction for these and other diverse learners. Teacher candidates are required to engage in literacy field experiences in K-8 classroom settings to extend their understanding of effective language arts teaching.
3 Credits
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38-6133 Methods & Materials for Teaching Social Studies at the Elementary & Middle School
The focus of this course is on social studies methodology, with an emphasis on multicultural aspects. Special consideration is given to the development of competencies in structuring learning for K‒8 students that will include experiences which provide for in-depth reflection about what it means to be a good citizen within a culturally and socio-economically diverse society. As a result of the readings, assignments, and discussions, participants in this course build a framework of understandings that can be used to construct meaningful and engaging learning experiences in the social studies, with a multicultural education focus, for their students. Teacher candidates read from required texts, as well as explore relevant print and non-print supplementary materials. Teacher candidates are required to observe social studies lessons in K-8 classroom settings to extend their understanding of effective social studies teaching.
2 Credits
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38-6134 Methods of Teaching Arts and Humanities
Methods of Teaching Arts and Humanities explores the four major art forms in order for teacher candidates to better understand and be able to use them throughout the curriculum. The course offers skills and experiences needed in using arts to design and enhance elementary-school curriculum. It provides creative methods, techniques, and materials for teaching the visual arts, music, dance and drama, as well as ways to integrate these art forms with other subject areas. Teacher candidates have opportunities to work together to find ways to conceptualize and plan lessons that use the arts in the classroom. It is hoped that teacher candidates will be inspired by this course to advocate for the use of the arts on a school-wide basis.
1-3 Credits
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38-6134J Methods of Teaching Arts & Humanities
1-3 Credits
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38-6135 Methods of Teaching Math at the Elementary and Middle School Levels
At the elementary (K-8) school level, students need to have many concrete and varied experiences so that they can discover the mathematical principles, which are so often taught by rote procedure. This course places special emphasis on developing strategies that encourage elementary and middle school students to become actively involved in the learning process. Special attention is given to methods of developing an intellectual environment in the elementary school classroom that can facilitate students’ construction of mathematical concepts. Teacher candidates learn how to use a variety of math manipulates, materials, and approaches as well as how to integrate the use of technology in teaching mathematical skills and concepts. Teacher candidates are required to observe math lessons in K-8 classroom settings to extend their understanding of effective math teaching.
3 Credits
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38-6136 Methods & Materials for Teaching Science at the Elementary & Middle School
This experience-based course is designed to provide elementary school teacher candidates with basic chemistry, biology, physics, and geology concepts; laboratory techniques; and instructional strategies to teach science effectively, both inside and outside the classroom. The course is designed to allow teacher candidates to explore the theories behind science methodology and to give them ample opportunity to practice and develop approaches for teaching science at the elementary school level using a hands-on, minds-on approach. Special attention is given to ways in which elementary school students can be assisted in constructing their own knowledge of science as well as in developing a friendly and inquisitive attitude toward science. Teacher candidates learn how to use ideas, techniques, and strategies for the development of lesson and unit plans that make use of available resources within the classroom and school environment. Candidates are required to observe science lessons in P-8 classroom settings to extend their understanding of effective science teaching
3 Credits
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38-6137 Methods for Teaching at the Middle School Level
The middle school methods class examines the developmental characteristics and needs of young adolescents and relationship between and among this age group’s cognitive, emotional, physical, and social characteristics and middle school practices. Teacher candidates are presented with a complete overview of an effective pre-middle school, which includes learning about the different components that comprise middle-level education. Candidates examine middle-level curriculum and strategies for integrating skills and decision making across the disciplines. Students then develop age-appropriate instructional material and strategies, which will both meet the needs of young adolescents and encourage them to become active participants in their own learning process. Middle level teachers and students are observed and interviewed. Teacher candidates are required to observe middle grades classroom settings to extend their understanding of effective teaching and learning at the middle school level.
1-3 Credits
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38-6138 Psychology of the Middle School Child
This course examines the developmental stages of early adolescents as explained through current psychological theories. As teacher candidates examine these stages, they focus on the physical, social, emotional, intellectual and moral development of adolescents. They also consider societal and cultural influences on development and analyze the role and effect of schools, schooling and instruction on adolescent learning.
3 Credits
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38-6151 Learning and Teaching in, about, and through the Visual Arts
This course is designed to build upon the visual arts knowledge of the teacher candidates, as well as introduce them to engaging practices for facilitating K-12 students’ development of knowledge, skills, and appreciation of the visual arts. Its major components, aesthetics and K-12 education, are reflected in the four major goals of the course: 1) to establish an aesthetic foundation related to art education; 2) to develop new systems for generating concepts that engage analogical thinking; 3) to explore new media methods and techniques for integrating the fine arts into the K-12 curriculum; and 4) to reflect upon and assess field experiences. Activities include the design of lesson plans that address student developmental levels, ages, and special needs. Teacher candidates are required to observe art lessons in K-12 classroom settings in order to extend their understanding about ways to teach the visual arts.
3 Credits
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38-6152 Learning and Teaching in, about, and through Music and Movement
This course introduces prospective teachers to the disciplines of music and movement in an arts-integrated environment. Through an exploration of personal history, students will define dance and music as expressive media that reflect culture and history. Students will be asked to reflect upon historical precedents and cultural examples in both disciplines, with particular emphasis on how these forms are related to each other and to visual art. Working individually and in groups, students will choreograph and compose a variety of pieces that explore definitions of self and identity. Additionally, students will focus on interdisciplinary strategies that contribute to the education and socio-emotional development of children.
3 Credits
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38-6154 Arts Integration
This course is designed to teach drama and creative writing and their connections to other art forms. Areas of emphasis include vocabulary of the two content areas; instructional methodology for a variety of ages; connections to the Illinois State Board of Education art and writing standards; the teaching processes; and strategies for improving creativity and thinking skills in each area. The focus is on developing the teacher candidates’ artistic knowledge and skills in other art forms, while learning the tools necessary to deliver the drama and word content to students of different ages.
3 Credits
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38-6158 Methods and Materials for Teaching Visual Arts at the Elementary & Middle School
The goal of this course is to develop skills in the planning and design of an arts curriculum from initial concept to evaluation. The course explores the inter-relation of the arts and their integration into the regular school curriculum. Teacher candidates review different curricular models and build lesson plans based on a variety of approaches. Coursework includes exposure to diverse art education practices, arts resources, and organizations supporting and advocating arts education. Teacher candidates are required to observe art lessons in P-12 classroom settings to extend their understanding about ways to teach the arts.
1-4 Credits
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38-6159 Methods & Materials for Teaching Visual Arts at the Secondary School Level
Research and discussion address the current status of arts education: state requirements and emphases, focus, assessment requirements and tools, test design, lesson and unit planning for secondary school level instruction, and the place of aesthetics in the secondary curriculum. Teacher candidates evaluate current methodologies such as discipline-based art education, creative problem solving, interdisciplinary learning, and multicultural approaches to arts in education. Teacher candidates are required to observe art lessons in K-12 classroom settings in order to extend their understanding about ways to teach the visual arts.
3 Credits
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38-6161 Characteristics of Students with Disabilities
This course provides an exploration of the definition, characteristics, and assessment tools used to determine eligibility for each disability category under the Individuals with Disabilities Improvement Act 2004 (IDEA 2004). Historical, theoretical and research developments in each disability area will be discussed and the cognitive, behavioral, emotional, and social domains pertinent to the development of students with disabilities will be investigated. Models of service delivery and related service provision most appropriate to addressing the needs of the student are then examined.
1-3 Credits
Requisites PREREQUISITES: 38-6114 Education of Exceptional Children
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38-6162 Methods and Materials for Teaching Students with Disabilities
The purpose of this course is to identify appropriate methods and materials for use in teaching students with disabilities. General theories of learning will be reviewed. Best practice teaching methods, materials and intervention strategies will be the focus of this course. Textual materials as well as audio-visual technology will be examined. Candidates will use state learning standards to develop and modify lesson plans and curriculum in content areas. Organization of elementary, [secondary], and community programs for students with disabilities will be discussed.
1-3 Credits
Requisites PREREQUISITES: 42-6114
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38-6163 Assessment of Students with Disabilities
This course covers general assessment information, norm referenced testing, and curriculum based assessment, adaptive behavior scales and issues relating to cultural diversity in assessment. The theoretical basis and practical application of standardized and alternative testing will include study of test selection and classification. Service delivery options are also explored. Use of various techniques for evaluation of progress of individuals in special education programs and services at all levels will be considered. Special emphasis is placed on interpreting test results and connecting assessment to instruction. The role of the special educator as a collaborative consultant and multidisciplinary team member is considered.
1-3 Credits
Requisites PREREQUISITES: 38-6114 Education of Exceptional Children
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38-6191 Technology in the Classroom: Audio-Visual Equipment
To stay abreast of our complex electronic society, teachers must possess theoretical and practical knowledge of sophisticated technology and apply it appropriately within their discipline. The curriculum consists of a series of two courses (each one semester-hour credit), divided into three areas: audio-visual equipment, visual media, and computer technology and graphics. The courses focus on audio, visual, and audio-visual equipment, and on computer hardware and software available today in most schools. Through hands-on experience, participants learn how to operate the equipment, integrate its use into instruction to meet educational needs, and how to design new education-related applications for the equipment. Laboratory tests and projects are required to measure the students’ proficiency on the equipment. However, the emphasis in these courses is not the technology per se, but rather the productive and efficient ways in which it can enrich classroom learning.
1 Credits
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38-6192 Technology in the Classroom: Multimedia
To stay abreast of our complex electronic society, teachers must possess theoretical and practical knowledge of sophisticated technology and apply it appropriately within their discipline. The curriculum consists of a series of two courses (each one semester-hour credit), divided into three areas: audio-visual equipment, visual media, and computer technology and graphics. The courses focus on audio, visual, and audio-visual equipment, and on computer hardware and software available today in most schools. Through hands-on experience, participants learn how to operate the equipment, integrate its use into instruction to meet educational needs, and how to design new education-related applications for the equipment. Laboratory tests and projects are required to measure the students’ proficiency on the equipment. However, the emphasis in these courses is not the technology per se, but rather the productive and efficient ways in which it can enrich classroom learning.
1 Credits
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38-6192J Technology in the Classroom: Multimedia
1-3 Credits
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38-6211 Learning Environments/Practicum
Teacher candidates participate in an internship of full-time teaching experience related to the level and area of their intended certification. Candidates are supported and assessed through regularly scheduled visits from college field-experience supervisors, and participate in periodic evaluations in a cooperative setting with their K-12 cooperating teacher. Weekly seminars at the college are designed to provide the teacher candidate with a supportive environment, helpful resources, and thought-provoking presentations and discussions on all aspects of the classroom experience. In the process, candidates prepare artifacts for the capstone project: a teacher portfolio.
1 Credits
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38-6214 Survey Exceptional Children
Although many educational institutions offer a number of services for exceptional children, it is of primary importance that the regular classroom teachers understand the nature of these services. It is imperative that the regular classroom teacher become familiarized with individualized learning plans and, most importantly, learn to interpret exceptionality so that exceptional students are directed to instruction and services appropriate to their needs. This course serves as an introduction to the education of exceptional students, including those who are physically disabled, hearing impaired, visually impaired, cognitively delayed, emotionally or behaviorally disturbed, and gifted and talented. The course explores the historical background of the education of exceptional children, preliminary diagnosis, remediation strategies, instructional methods, mainstreaming and inclusion. Additional topics addressed are legislation, the referral process, and community services.
3 Credits
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38-6217 Art Planning Instruction
Teacher candidates participate in an internship of full-time teaching experience related to the level and area of their intended certification. Candidates are supported and assessed through regularly scheduled visits from college field-experience supervisors, and participate in periodic evaluations in a cooperative setting with their K-12 cooperating teacher. Weekly seminars at the college are designed to provide the teacher candidate with a supportive environment, helpful resources, and thought-provoking presentations and discussions on all aspects of the classroom experience. In the process, candidates prepare artifacts for the capstone project: a teacher portfolio.
1 Credits
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38-6221 Teaching with the Visual Arts
This course is designed to build upon the visual arts knowledge of the teacher candidates, as well as introduce them to engaging practices for facilitating K-12 students’ development of knowledge, skills, and appreciation of the visual arts. Its major components, aesthetics and K-12 education, are reflected in the four major goals of the course: 1) to establish an aesthetic foundation related to art education; 2) to develop new systems for generating concepts that engage analogical thinking; 3) to explore new media methods and techniques for integrating the fine arts into the K-12 curriculum; and 4) to reflect upon and assess field experiences. Activities include the design of lesson plans that address student developmental levels, ages, and special needs. Teacher candidates are required to observe art lessons in K-12 classroom settings in order to extend their understanding about ways to teach the visual arts.
3 Credits
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38-6223 Teaching Visual Arts at the Seco ndary Level
Research and discussion address the current status of arts education: state requirements and emphases, focus, assessment requirements and tools, test design, lesson and unit planning for secondary school level instruction, and the place of aesthetics in the secondary curriculum. Teacher candidates evaluate current methodologies such as discipline-based art education, creative problem solving, interdisciplinary learning, and multicultural approaches to arts in education. Teacher candidates are required to observe art lessons in K-12 classroom settings in order to extend their understanding about ways to teach the visual arts.
3 Credits
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38-6224 Method/Material for Teachng PEP
This course introduces language-teaching methods as applied to students in bilingual programs, including principles of first and second language learning. Teacher candidates examine and evaluate their own beliefs and practices as bilingual educators in light of current research on bilingual education methodologies. Candidates become familiar with appropriate teaching and learning strategies and learn to identify, assess, and modify instructional materials for the bilingual classroom. Issues affecting the development and implementation of a successful bilingual program are explored in the context of U.S. minority cultures and their relationship to the bilingual classroom. Teacher candidates are required to observe in bilingual P-8 classroom settings to extend their understanding of effective bilingual teaching methods.
3 Credits
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38-6225 Technology in the Art Classroom
2 Credits
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38-6231 Methods Teach Read/Lang Art
This course introduces reading and language arts as central activities in the school curriculum. Teacher candidates explore and contrast approaches to the teaching of reading. The various components of reading and language arts are defined, including pre-reading skills, vocabulary development, the process of producing and understanding print, reading for comprehension, development of oral language with its relationship to reading and writing, and connections between reading and study skills. Candidates develop proficiency in designing oral and written language learning activities, diagnosis and assessment processes, organization of a language arts program for students at different levels of development, development of materials for learning, applications across all content areas of the curriculum, the context of the bilingual-bicultural child, and adapting instruction for diverse learners. Teacher candidates are required to observe language arts lessons in P-8 classroom settings to extend their understanding of effective language arts teaching.
3 Credits
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38-6234 Teaching Arts & Humanities
This course explores the four major art forms in order for teacher candidates to more fully understand and be able to use them throughout the curriculum. The course offers skills and experiences needed in using the arts to design and enhance elementary-school curriculum. It provides creative methods, techniques, and materials for teaching the visual arts, music, dance and drama as well as ways to integrate them with other subject areas. Teacher candidates have opportunities to work together and find ways to think about and plan lessons to use the arts in the classroom. Teacher candidates are required to observe art lessons in P-8 classroom settings to extend their understanding about ways to incorporate the arts into their teaching. It is hoped that teacher candidates will be inspired by this course to advocate for the use of the arts on a school-wide basis.
2 Credits
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38-6236 Methods&Material Teach Science
This experience-based course is designed to provide elementary school teacher candidates with basic chemistry, biology, physics, and geology concepts; laboratory techniques; and instructional strategies to teach science effectively, both inside and outside the classroom. The course is designed to allow teacher candidates to explore the theories behind science methodology and to give them ample opportunity to practice and develop approaches for teaching science at the elementary school level using a hands-on, minds-on approach. Special attention is given to ways in which elementary school students can be assisted in constructing their own knowledge of science as well as in developing a friendly and inquisitive attitude toward science. Teacher candidates learn how to use ideas, techniques, and strategies for the development of lesson and unit plans that make use of available resources within the classroom and school environment. Teacher candidates are required to observe science lessons in P-8 classroom settings to extend their understanding of effective science teaching.
2 Credits
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38-6401 Thesis:Independent Project
1-6 Credits
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