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2016-2017 Course Catalog 
    
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2016-2017 Course Catalog [ARCHIVED CATALOG]

Courses

 

  
 
  

  • 37-2902 Interpreting Techniques Lab

    This is a zero-credit lab. Students who register for 37-2301 may also register for this lab.

    0 Credits
  

  • 37-3176 Directed Study

    Course consists of learning activities involving student independence within the context of regular guidance and direction from a faculty advisor. Directed Studies are appropriate for students who wish to explore a subject beyond what is possible in regular courses or for students who wish to engage in a subject or activity not otherwise offered that semester by the College. They involve close collaboration with a faculty advisor who will assist in development and design of the project, oversee its progress, evaluate the final results, and submit a grade.

    1-3 Credits
  

  • 37-3204 Multicultural Issues

    Course explores multicultural issues as related to the interpreting profession and the deaf community. Broad introduction of multiculturalism is followed by an in-depth look at the most common cultures and cultural issues interpreters encounter. Flexibility in the schedule allows for study of additional cultural groups. Guest presenters and field trips allow students to experience the richness of diverse communities and gain insight that can be applied to their interpreting and to their everyday lives.

    3 Credits
    PREREQUISITES: 37-1252 Deaf Culture  and 37-3401 Consecutive Interpreting 
  

  • 37-3205 Advanced American Sign Language

    This advanced ASL course is specifically designed to refine expressive and receptive ASL skills. Advanced linguistic structures are reviewed and applied. Vocabulary building specific to areas in which interpreters find the greatest challenges such as medical, legal, computer technology, sports, religion, academics, business, rehabilitation and local terms is an important aspect of this course. Current events are discussed in ASL, giving students opportunities to apply their linguistic and cultural knowledge while participating in open discussions.

    3 Credits Repeatable
    PREREQUISITES: 37-2154 American Sign Language IV  and 37-1252 Deaf Culture  and 37-2253 Linguistics of ASL  CONCURRENT: 37-3901 Advanced ASL Lab 
  

  • 37-3225 Deaf Education

    This course examines the education of people who are Deaf and hard of hearing. Topics include language acquisition, the history and practices of Deaf Education, and various types of technology used in Deaf Education. As Deafness is both a physical and cultural phenomenon, educational philosophies that have influenced Deaf Education will be discussed, as well as legislative initiatives that have impacted the lives of Deaf and hard of hearing children. Content includes lecture, discussion, basic research, and one field trip to a working School for the Deaf.

    3 Credits
    PL
    PREREQUISITES: 37-3205 Advanced American Sign Language  
  

  • 37-3250 Topics in Deaf Studies

    3 Credits
  

  • 37-3251 Intensive Three Week Immersion at Siena School

    This three weeks immersion course focuses on three units: Italian Sign Language, (LIS) Italian Deaf Culture, and Italian language as well as focuses on cultural exchanges and use of receptor (LIS) language in daily practicum.The Italian Sign Language, LIS unit, through a unique storytelling method, will enable students to start conversing and engaging in dialogues from the very first day. An essential part of the course will be meeting members of the local deaf community.The Deaf Culture unit will introduce students to Italy through the lens of Italian Deaf Culture and by meeting members of the Deaf Community. Though the Deaf Community is often perceived as a transnational community, the distinct national cultures in which Deaf people live are of tremendous importance. We will explore the Italian situation by taking both a historical and sociological approach.The Italian language unit has the aim of providing essential language tools to our beginner students. Language acquisition will happen both in the classroom and at home, since all students will be living with Italian hosts.

    4 Credits Repeatable
    HU
    PREREQUISITES: 37-2153 American Sign Language III  and 37-1252 Deaf Culture 
  
  

  • 37-3305 Interpreting for Special Populations within the Deaf Community

    The course examines various special populations interpreters encounter in their work. Examples include specific deaf and hard of hearing consumers who present unique interpreting challenges such as those who communicate orally, persons who are both deaf and blind and those classified as having minimal language skills (MLS). Course content includes lecture and skill building opportunities.

    3 Credits
    PREREQUISITES: 37-1252 Deaf Culture  and 37-2154 American Sign Language IV  
  

  • 37-3401 Consecutive Interpreting

    Students begin to practice interpreting skills consecutively. Students interpret from American Sign Language to English and from English to American Sign Language with a controlled amount of time between the source and the interpretation. Students are introduced to planned and unplanned material and have opportunities to observe working interpreters.

    3 Credits
    PREREQUISITES: 37-2154 American Sign Language IV  and 37-2253 Linguistics of ASL  and 37-2301 Interpreting Techniques 
    Requirements Department Permission
  

  • 37-3402 Advanced Interpreting Analysis

    Course focuses on simultaneously interpreting monologues from American Sign Language to English and from English to American Sign Language. Interpretation in this case begins before the source message is completed and continues while the source message continues. Students practice interpreting speeches, lectures, and narratives. Opportunities to observe working interpreters are provided.

    3 Credits
    PREREQUISITES: 37-3403 Interpreting Discourse Genres 
  

  • 37-3403 Interpreting Discourse Genres

    Course focuses on simultaneously interpreting dialogues from American Sign Language to English and from English to American Sign Language. Interpretation begins before the source message is completed and continues while the source message continues. Students practice interpreting such events as telephone calls, meetings, and interviews. Opportunities to observe working interpreters are provided.

    3 Credits
    PREREQUISITES: 37-3401 Consecutive Interpreting 
    Requirements Department Permission
  

  • 37-3404 Transliterating & Educational Interpreting

    Course focuses on transfer of information from spoken English to a signing system and from a signing system to spoken English. Students practice transliterating skills in various planned and unplanned situations. Issues specific to educational interpreting settings are discussed, and opportunities to observe educational interpreters are provided.

    3 Credits
    PREREQUISITES: 37-3401 Consecutive Interpreting  COREQUISITES: 37-3403 Interpreting Discourse Genres 
  

  • 37-3405 2-D Interpreting: VRS and VRI

    This course focuses on interpreting while watching source language material seen and heard via video technology. History, research, industry FCC regulations, and techniques will be discussed. Given time constraints in this dynamic work environment, demands within this setting include working quickly and efficiently, a strong understanding of a customer service philosophy, and an ability to manage diverse decision-making tasks. Awareness of the unique experiences present in the VRS-VRI setting will contribute to enhancement of skill as an ASL-English interpreter.

    3 Credits Repeatable
    PREREQUISITES: 37-2154 American Sign Language IV  COREQUISITES: 37-3401 Consecutive Interpreting 
    Requirements Department Permission
  

  • 37-3501 Interpreting Practicum I

    This course provides an opportunity for students to apply their knowledge, skills, and experiences in a variety of interpreting settings–in education, business, public service agencies, and as freelance interpreters. Students will participate in supervised field work. Students will also attend a weekly seminar to examine the various sub-fields of interpreting and to discuss linguistic and ethical dilemmas.

    4 Credits
    PREREQUISITES: 37-3403 Interpreting Discourse Genres  and 37-3404 Transliterating & Educational Interpreting  and 37-3204 Multicultural Issues 
    Requirements Department Permission
  

  • 37-3502 Interpreting Practicum II

    This course provides an opportunity for students to apply their knowledge, skills, and experiences in a variety of interpreting settings–in education, business, public service agencies, and as freelance interpreters. Students will participate in both supervised and unsupervised field work. Additionally, students will attend a weekly seminar that focuses on the business aspects of interpreting.

    4 Credits
    PREREQUISITES: 37-3501 Interpreting Practicum I 
    Requirements Department Permission
  

  • 37-3503 Deaf Studies Capstone

    This directed study and lecture hybrid course provides a comprehensive review of information, sociolinguistics, and methodologies provided in all previous Deaf Studies courses. Appropriate means of research on ASL and Deaf community related issues will be discussed. Students will propose, develop and complete individual projects based upon research on a specific and significant topic in the Deaf/ASL community.

    3 Credits
    PREREQUISITES: 46-2100 Cultural Theories  and 37-3661 ASL Literature  and 37-3225 Deaf Education  and 37-3205 Advanced American Sign Language  
    Requirements Senior Status required
  

  • 37-3650 Topics in ASL-English Interpretation

    This course offers students opportunities to learn about specialized areas of study within the field of Interpretation. Units will cover information that is introduced in other courses within the major, but provide additional theoretical foundations and/or skills practice to prepare students for work in a particular interpreting setting or concentration.

    3 Credits Repeatable
    Requirements Department Permission
  

  • 37-3650J Topics in ASL-English Interpretation

    This course offers students opportunities to learn about specialized areas of study within the field of Interpretation. Units will cover information that is introduced in other courses within the major, but provide additional theoretical foundations and/or skills practice to prepare students for work in a particular interpreting setting or concentration.

    1-3 Credits Repeatable
    PREREQUISITES: 37-1152 American Sign Language II  
  

  • 37-3661 ASL Literature

    Course covers two full-length ASL narratives by Ben Bahan and Sam Supalla, well respected ASL storytellers. Through the narratives, students are exposed to the lives and experiences of deaf people. Deaf people rely on ASL narratives to portray themselves and to reaffirm their identities as members of a distinct cultural group. Students also learn how a narrative is formed without a written system and how it is preserved and passed down through the generations. Note: This is a required course for students pursuing an American Sign Language Studies Minor.

    3 Credits
    PREREQUISITES: 37-2154 American Sign Language IV  and 37-1252 Deaf Culture 
  

  • 37-3898 Independent Project: ASL-English Interpretation

    Independent projects offer credit to students for special projects related to deafness and/or interpreting. Student proposes project to the department chairperson for approval in advance, at which time number of credits are assigned. Contact the Interpreter Training Department for additional details.

    1-6 Credits Repeatable
    Requirements Department Permission
  

  • 37-3901 Advanced ASL Lab

    Advanced ASL Lab focuses on weekly development of receptive and expressive American Sign Language skills under the guide of Qualified ASL Consultants. This is a zero-credit lab. Students who register for 37-3205 must also register for this lab. Students will attend group tutorial sessions for 1 hour per week throughout the semester.

    0 Credits
    CONCURRENT: 37-3205 Advanced American Sign Language 
  

  • 37-3950 Undergraduate Research Mentorship

    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
  

  • 38-1100 Foundations of 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
  

  • 38-1101 Integrating Literature in ECE

    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
  

  • 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
  

  • 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
  

  • 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
  

  • 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
  

  • 38-2110 Philosophy & Curricular Approaches in ECE

    This course profiles significant theorists who have shaped early childhood education, particularly those of the 20th century. It introduces key curricular approaches with an emphasis on the principles and practices of the Reggio Emilia approach. Students will deepen their understanding of this approach by exploring art making as a learning and symbolic process. The course will also address how current issues in education are constructed and how social, political, and economic forces both shape educational policy and goals and impact the lives of children and families.

    3 Credits
    COREQUISITES: 38-1125 Lifespan Development  and 52-1152 Writing and Rhetoric II  or 38-1125 Lifespan Development  
  

  • 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
    CONCURRENT: 38-2110 Philosophy & Curricular Approaches in ECE 
  

  • 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
    COREQUISITES: 52-1152 Writing and Rhetoric II  or 52-1122 International Writing and Rhetoric II  
  

  • 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
    PREREQUISITES: 38-1125 Lifespan Development 
  

  • 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
    PL
    PREREQUISITES: 38-1125 Lifespan Development 
  

  • 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
    PL
    PREREQUISITES:  
  

  • 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
  

  • 38-2155 The Exceptional Child

    This 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
    PREREQUISITES: 38-1125 Lifespan Development  
  

  • 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.

    1-3 Credits Repeatable
  

  • 38-2601 Young Children’s Literature: Enculturation through Words and Images

    This course offers students a chance to learn how children’s literature, as text and art, has historically taught youth, how it has been taken up in society (e.g., banning of books), and how children’s authors and illustrators have become authors of the culture of their times. The course embodies elements of traditional literary analysis and may appeal to visual artists, creative writers, and educators. Students will study historical trends, literary and artistic devices, ideologies, and text quality present in children?s literature for audiences aged birth through nine years. Students will have opportunities to draft/craft a plan for their own children?s picture book.

    3 Credits
    HL
    PREREQUISITES: 52-1152 Writing and Rhetoric II  or 52-1122 International Writing and Rhetoric II  
  

  • 38-3051 Characteristics of Students with Disabilities

    This course examines the characteristics of students with disabilities affecting their learning, including various legally-recognized categories, ranges of severity, and placement options. Emphasis on etiology, contributing factors, the challenges of identifying students with disabilities, and the need for academic, social, and emotional accommodations and support. 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. Classes will include individual presentations, small group discussions, classroom observation activities and related literature. Students will deepen their understanding of educating students with disabilities and the possibilities for greater participation of these students in the school and wider communities.

    3 Credits
  

  • 38-3051J Characteristics of Students with Disabilities

    This course examines the characteristics of students with disabilities affecting their learning, including various legally-recognized categories, ranges of severity, and placement options. Emphasis on etiology, contributing factors, the challenges of identifying students with disabilities, and the need for academic, social, and emotional accommodations and support. 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. Classes will include individual presentations, small group discussions, classroom observation activities and related literature. Students will deepen their understanding of educating students with disabilities and the possibilities for greater participation of these students in the school and wider communities.

    3 Credits
  

  • 38-3052 Methods and Materials for Teaching Students with Disabilities

    This course examines the concepts of Universal Design for Learning (UDL), Response to Intervention (RtI), Positive Behavioral Intervention Strategies (PBIS), as well as other forms of differentiation and their applications for students with disabilities in the regular classroom. 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. Textual materials and 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.

    3 Credits
  

  • 38-3052J Methods and Materials for Teaching Students with Disabilities

    This course examines the concepts of Universal Design for Learning (UDL), Response to Intervention (RtI), Positive Behavioral Intervention Strategies (PBIS), as well as other forms of differentiation and their applications for students with disabilities in the regular classroom. 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. Textual materials and 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.

    3 Credits
  

  • 38-3053 Assessment of Students with Disabilities

    The emphasis of the course is to prepare teachers to understand, use and interpret a wide variety of formal and informal assessment instruments to evaluate and make decisions regarding placement and services, and instructional planning for students with disabilities. Topics include various assessment instruments and processes used in conjunction with identifying students’ learning and behavior deficits, norm-referenced testing, curriculum based assessments, 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. 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. Participants will also gain insight into fundamentals of administration, interpretation, and evaluation measurements.

    3 Credits
  

  • 38-3053J Assessment of Students with Disabilities

    The emphasis of the course is to prepare teachers to understand, use and interpret a wide variety of formal and informal assessment instruments to evaluate and make decisions regarding placement and services, and instructional planning for students with disabilities. Topics include various assessment instruments and processes used in conjunction with identifying students’ learning and behavior deficits, norm-referenced testing, curriculum based assessments, 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. 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. Participants will also gain insight into fundamentals of administration, interpretation, and evaluation measurements.

    3 Credits
  

  • 38-3100 Pre-Primary Methods: Math, Science & Technology

    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
    CONCURRENT: 38-3110 Pre-Primary Seminar: Language, Literacy & The Arts 
    Requirements Permission Program Dir
  

  • 38-3110 Pre-Primary Seminar: Language, Literacy & The Arts

    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
  

  • 38-3120 Schools and Society

    This course familiarizes students with schools as work places in which a teacher’s career unfolds. Students examine the structure of teaching within the political, economic, and social context of the educational institution. Particular attention is given to the role of teacher in relation to issues of governance, organizational structure, funding, union relationships, community involvement, collegial relationships, and professional growth. Students are asked to attend meetings of a local school council.

    3 Credits
    SS
    PREREQUISITES: 52-1152 Writing and Rhetoric II  or 52-1122 International Writing and Rhetoric II  
  

  • 38-3130 Pre-Primary Seminar II: Classroom Environments

    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
    PREREQUISITES: 38-3110 Pre-Primary Seminar: Language, Literacy & The Arts 
    Requirements Permission Program Dir
  
  

  • 38-3135 Observation, Assessment and Documentation

    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
  

  • 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
    PREREQUISITES: 38-2130 Language Development  
    Requirements Permission Program Dir
  

  • 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.

    4 Credits
    PREREQUISITES: 38-3130 Pre-Primary Seminar II: Classroom Environments 
    Requirements Permission Program Dir
  

  • 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
  

  • 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
    PREREQUISITES: 38-3130 Pre-Primary Seminar II: Classroom Environments 
    Requirements Permission Program Dir
  

  • 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
  

  • 38-3170 Primary Seminar with Student Teaching

    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.

    9 Credits
    WI
    PREREQUISITES: 38-3160 Primary Social Studies Methods with Primary Practicum 
    Requirements Permission Program Dir
  

  • 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
  

  • 38-3176 Directed Study

    1-4 Credits
  

  • 38-3180 The Role of Art in Development Seminar

    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
    COREQUISITES: 38-3160 Primary Social Studies Methods with Primary Practicum 
  

  • 38-3190 Reflective Teaching Seminar

    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
    COREQUISITES: 38-3170 Primary Seminar with Student Teaching 
  

  • 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
    CONCURRENT: 38-3130 Pre-Primary Seminar II: Classroom Environments 
    Requirements Permission Program Dir
  

  • 38-3580 The Teaching Artist in School and Community Settings

    This course engages students in the theory and practice of the teaching artist. Students will explore the role of the teaching artist in arts education in an historical context as well as in current practice with children, adolescents, adult and senior populations. This exploration is anchored in study, reflection, and direct experience in Chicago Public Schools, arts organizations and community settings. Students will spend class time studying teaching artist fundamentals including: building partnerships, developing and implementing inquiry-based arts curricula and lesson plans, creating community in the classroom, designing inclusive experiences in the arts, working within community and school cultures, and understanding classroom management in a variety of settings and populations. Guest teaching artists, from a range of disciplines, will lead sessions introducing a range of effective teaching artist strategies. Students will observe and/or assist in the delivery of arts instruction in a variety of settings.

    3 Credits
    HU
    PREREQUISITES: 52-1152 Writing and Rhetoric II  or 52-1122 International Writing and Rhetoric II  
  

  • 38-3581 Interdisciplinary Learning Through the Arts

    This course will take an in-depth look at the impact of interdisciplinary arts teaching on student learning. It will engage students in the theory, history, research, and practice of interdisciplinary arts teaching and learning in the schools. Students will learn how to create interdisciplinary curriculum across core academic subjects and the arts, connect to the Common Core Standards, develop assessment tools, and build documentation into teaching practice. They will study the connections between arts-integration, the Reggio Emilia approach, as well as inquiry and project-based learning. They will develop an interdisciplinary unit plan, have the opportunity to teach and revise curriculum with one another, and observe and reflect on interdisciplinary arts learning in Chicago Public School classrooms. Guests will include teaching artist and classroom teacher partners, and leaders in the field of teaching artistry.

    3 Credits
    HU
    PREREQUISITES: 38-3580 The Teaching Artist in School and Community Settings  
  

  • 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 Repeatable
    PREREQUISITES: 38-3580 The Teaching Artist in School and Community Settings  CONCURRENT: 38-3581 Interdisciplinary Learning Through the Arts  
  

  • 38-3950 Undergraduate Research Mentorship

    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
  

  • 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
  

  • 38-6012 Psychology of Middle School Learners

    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
  

  • 38-6013 Multicultural and Global Education

    2 Credits
  

  • 38-6013J 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
  

  • 38-6014 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
  

  • 38-6015 Assesment & Evaluation of Learning

    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
  

  • 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
  

  • 38-6041 Capstone

    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.

    1-2 Credits
  

  • 38-6051 Characteristics of Students with Disabilities

    This course examines the characteristics of students with disabilities affecting their learning, including various legally-recognized categories, ranges of severity, and placement options. Emphasis on etiology, contributing factors, the challenges of identifying students with disabilities, and the need for academic, social, and emotional accommodations and support. 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. Classes will include individual presentations, small group discussions, classroom observation activities and related literature. Students will deepen their understanding of educating students with disabilities and the possibilities for greater participation of these students in the school and wider communities.

    3 Credits
  

  • 38-6051J Characteristics of Students with Disabilities

    This course examines the characteristics of students with disabilities affecting their learning, including various legally-recognized categories, ranges of severity, and placement options. Emphasis on etiology, contributing factors, the challenges of identifying students with disabilities, and the need for academic, social, and emotional accommodations and support. 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. Classes will include individual presentations, small group discussions, classroom observation activities and related literature. Students will deepen their understanding of educating students with disabilities and the possibilities for greater participation of these students in the school and wider communities.

    3 Credits
  

  • 38-6052 Methods and Materials for Teaching Students with Disabilities

    This course examines the concepts of Universal Design for Learning (UDL), Response to Intervention (RtI), Positive Behavioral Intervention Strategies (PBIS), as well as other forms of differentiation and their applications for students with disabilities in the regular classroom. 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. Textual materials and 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.

    3 Credits
  

  • 38-6052J Methods and Materials for Teaching Students with Disabilities

    This course examines the concepts of Universal Design for Learning (UDL), Response to Intervention (RtI), Positive Behavioral Intervention Strategies (PBIS), as well as other forms of differentiation and their applications for students with disabilities in the regular classroom. 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. Textual materials and 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.

    3 Credits
  

  • 38-6053 Assessment of Students with Disabilities

    The emphasis of the course is to prepare teachers to understand, use and interpret a wide variety of formal and informal assessment instruments to evaluate and make decisions regarding placement and services, and instructional planning for students with disabilities. Topics include various assessment instruments and processes used in conjunction with identifying students’ learning and behavior deficits, norm-referenced testing, curriculum based assessments, 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. 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. Participants will also gain insight into fundamentals of administration, interpretation, and evaluation measurements.

    3 Credits
  

  • 38-6053J Assessment of Students with Disabilities

    The emphasis of the course is to prepare teachers to understand, use and interpret a wide variety of formal and informal assessment instruments to evaluate and make decisions regarding placement and services, and instructional planning for students with disabilities. Topics include various assessment instruments and processes used in conjunction with identifying students’ learning and behavior deficits, norm-referenced testing, curriculum based assessments, 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. 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. Participants will also gain insight into fundamentals of administration, interpretation, and evaluation measurements.

    3 Credits
  

  • 38-6101 Independent Project: Ed Std

    1-6 Credits
  

  • 38-6101J Independent Project

    1-3 Credits
  

  • 38-6102 Independent Project: Education

    1-6 Credits
  

  • 38-6103 Directed Study

    1-3 Credits
  

  • 38-6111 Learning Environments/Practicum (Elem)

    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
  

  • 38-6117 Elementary Planning Instruction/ 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
  

  • 38-6121 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 Credits
  

  • 38-6122 Methods of Teaching Elementary and Middle School Math

    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
  

  • 38-6123 Methods of Teaching Middle School 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
  

  • 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
  

  • 38-6125J Technology in the Elementary 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.

    1-3 Credits
  

  • 38-6126 Methods and Materials for Teaching Social Studies at the Elementary and 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
  

  • 38-6127 Methods of Teaching Middle School & 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.

    2 Credits
  

  • 38-6128 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
  

  • 38-6129 Teaching Elementary & Middle School 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. Candidates are required to observe science lessons in P-8 classroom settings to extend their understanding of effective science teaching

    3 Credits
  

  • 38-6131 Student Teaching: Elementary Education

    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.

    1-4 Credits
  

  • 38-6175 Directed Study

    1-3 Credits
  

  • 38-6211 Learning Environments/Practicum (Art)

    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
  

  • 38-6217 Art Planning Instruction/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
  

  • 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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