EDN - Education

Course provides an overview of teaching as a profession in the American education system. Students will be introduced to and explore instruction and assessment practices rooted in a variety of historical, philosophical, legal, inclusive, and equitable perspectives. The course supports students in developing their skills as collaborative and reflective practitioners. Students will investigate the role of teacher as advocate and identify ways in which schooling might be structured to build equity and social justice. A 10-hour directed observation in a K-12 school setting is required.

Course provides an opportunity for observation in a local school for students planning to major in Education in a four-year college or university. Content includes thirty hours of required in-school experiences in a local K-12 school. Students will explore and reflect on various educational philosophies and pedagogical strategies in relation to their observation. Apart from the in-school experiences, this course is conducted on-line.

Course helps Learning Assistants integrate educational theory, pedagogy, content, and practice. Course meetings will focus on practical concerns as well as associated theoretical models. This course is taken concurrently with a student’s first learning assistant assignment.

Course explores how schooling is shaped by the social context in which it occurs. Students will examine aspects of their own cultural identity and biases. Students will describe aspects of learner diversity (e.g. race and ethnicity, socioeconomic status, physical and neurodiversity, linguistic diversity, sexual orientation, gender identity, religion/spiritual tradition, immigration status) and the assets that each learner brings to the classroom. Students will investigate culturally responsive, equitable pedagogical practices in multicultural contexts.

Course focuses on application of psychological principles to educational practice. Content includes exploration of children’s and adolescent’s cognitive, socio-emotional, and linguistic development, learning processes, and motivation. Students will examine learner-centered instruction, culturally responsive teaching, and assessment strategies that acknowledge learner differences and student diversity within an affirming and equitable environment. A 10-hour directed observation in a K-12 school setting is required. Credit toward graduation cannot be received for both EDN 201 and PSY 201.

Course will provide an examination of the use and impact of technology in school settings. Students will identify, explore, and evaluate digital resources and tools for learning. Students will analyze the role of technology in education in society, develop strategies to compensate for the digital divide among students, and apply accessibility and adaptive technology guidelines and requirements for digital content. Emphasis is on current and emerging instructional technologies and how to best integrate, utilize, and adapt technology as a resource in teaching and learning with a critical lens.

Course presents the historical, philosophical and legal foundations of special education as well as an overview of the diverse characteristics of individuals from birth through Grade 12 with exceptional cognitive, physical, social and emotional needs, including, but not limited to, children identified with learning disabilities. Content covers identification, intervention strategies, evidence-based strategies, cross-categorical methods of instruction and programs to meet the needs of students in both early childhood and K-12 classroom settings, including, but not limited to, assistive technologies and Universal Design for Learning. Additional topics include applicable state and federal laws and requirements, including Individuals with Disabilities Education Act (IDEA), American with Disabilities Act (ADA), and inclusive programming. Students will be introduced to the roles of educators, families, and communities in creating supportive educational environments for individuals with special needs, including gifted and talented. Students will explore diversity and intersectionality of exceptional learners, and the assets they bring to the classroom. This course addresses the coursework identified in the Illinois Administrative Code 25, Section 25:25 for professional educator licensure. A 15-hour directed observation in a K-12 school setting is required.

Course explores selected topics in educational foundations. Content varies and may focus on particular aspects of history, sociology and philosophy of education, and comparative education. Course may be taken for credit up to four times on different topics. Fee varies.