Undergraduate Catalog

Education

Director: Dr. James G. La Prad
Office: Horrabin Hall 115V
Telephone: (309) 298-1183
Fax: (309) 298-2222
Email: education@wiu.edu
Website: wiu.edu/coehs/education

Program Offerings and Locations

  • Bachelor of Science in Education in Educational Studies: Macomb
  • Bachelor of Science in Education in Elementary Education: Macomb, Quad Cities
  • Bachelor of Science in Education in Middle Level Education: Macomb
  • Bachelor of Science in Physical Education: Macomb
  • Bachelor of Science in Education in Special Education: Macomb
  • Minor in Educational Studies: Macomb
  • Minor in Middle Level Literacy Teaching: Macomb
  • Minor in Teaching English to Speakers of Other Languages: Macomb, Online

Learning Outcomes

For student learning outcomes, please see wiu.edu/provost/learningoutcomes.

Faculty

G. Daytner, K. Daytner, Delany-Barmann, Gabbei, Hasebe, Hyde, La Prad, Lee, Mansfield, Mason, McKenzie, Paciotto, Pavez, Rockwood, Rouse, Sharma, Sheffield, Sheng, Singh, Stevens, Stinnett, Szyjka, Wiseley.

GradTrac

GradTrac is available to Educational Studies, Elementary Education, and Physical Education majors. See more information about GradTrac.

Acceptance/Retention in Teacher Education Program

All students seeking a degree option that leads to a Professional Teacher License must also be accepted and retained in the Teacher Education Program. Candidates are to consult with their academic advisor to determine the appropriate time for formal admission to the Teacher Education Program. Candidates must satisfy all requirements of the approved Illinois State Board of Education program and are responsible for expenses related to program and/or licensure requirements. For additional information about Teacher Education requirements, see the Teacher Education section of this catalog.

Advising

Central advising for students in the B.S.Ed. in Elementary Education and the B.S.Ed. in Middle Level Education is maintained in Horrabin Hall 40. Secondary majors should consult with the secondary education advisor in Horrabin Hall 40, as well.

Transfer Students

All grades on the transfer transcript will count in the calculation of the GPA to determine eligibility to become a major in the Teacher Education Program (2.0 required for ECH option; 2.50 for ELED, ESL, and Multilingual options, Middle Level, and SPED) and enroll in upper-division courses and field experiences.

For additional information about Teacher Education requirements, see the Teacher Education section.

School Information

The School of Education prepares future educators to take informed, reflective action rooted in sound knowledge and guided by the highest standards of professional practice in the field of education. Our programs equip teacher candidates to adapt to evolving social, economic, and cultural landscapes; leverage technology to enhance teaching and learning; and empower all learners.

Students begin with a strong foundation in general studies, followed by a carefully sequenced progression of exploratory, experiential, and student-centered professional courses in education foundations and subject-area methods. Emphasis is placed on evidence-based practices, differentiated instruction, effective technology integration, and assessment strategies.

Early and increasingly intensive field experiences—beginning in the first year and culminating in a senior-year student teaching placement—allow candidates to observe and work with children in diverse classroom settings. These programs are designed to ensure graduates can plan, implement, and adapt instruction that fosters measurable student growth and achievement in any educational context.

The School of Education offers five degree programs:

  1. B.S. in Physical Education
  2. B.S.Ed. in Educational Studies, non-licensure
  3. B.S.Ed. in Elementary Education with options in:
    1. Early Childhood Education, licensure (birth–grade 2) or non-licensure (ECH Gateway Credential)
    2. Elementary Education, licensure (grades K–6)
    3. English as a Second Language Education, licensure (grades K–6 and ESL endorsement)
    4. Multilingual Education, licensure (grades K–6, ESL and bilingual endorsement)
  4. B.S.Ed. in Middle Level Education, licensure (grades 5–8) with endorsements in:
    1. Language Arts
    2. Mathematics
    3. General Science
    4. Social Science
  5. B.S.Ed. in Special Education, licensure (grade K–age 21)

B.S. in Physical Education

This degree program leads to Illinois state licensure in grades K–12. Courses include biomechanics; coaching; dance and creative movement; exercise physiology; health-related fitness; human anatomy and physiology; individual and team sports; motor learning, behavior, and development; physical education curriculum design; physical education for special populations; safety in physical education; and methods, assessment, and evaluation in physical education.

B.S.Ed. in Educational Studies

This non-licensure degree program is designed for students interested in education-related careers outside of traditional school settings. Graduates are prepared to work in a variety of environments, including corporate training programs, education-focused businesses, government agencies, research organizations, adult learning programs, nonprofit organizations, correctional facilities, libraries, museums, religious institutions, private recreational settings, international education programs, social and behavioral services, mental health facilities, and residential centers for seniors or individuals with disabilities. The program also supports careers in education-related publishing. Upon graduation, students will hold a versatile degree appropriate for a wide range of education-focused career paths working with children, youth, and adults across diverse settings.

B.S.Ed. in Elementary Education

This degree is for students seeking to be licensed teachers in the public school setting. The degree includes courses in child growth and development, language development, instructional planning and assessment, family engagement, classroom management, content pedagogy, literacy methods, and mathematics methods. Students may choose from four options within the program: Early Childhood Education (birth–grade 2); Elementary Education (grades K–6); English as a Second Language (grades K–6, ESL endorsement); Multilingual Education (grades K–6, ESL and Bilingual endorsements).

Early Childhood Education option

This early childhood option is a specialization within the Bachelor of Science in Education in Elementary Education, focusing on early childhood education (Birth through Grade 2). The program offers two pathways:

  • The first leads to a Professional Educator License (PEL) with Early Childhood Special Education Approval, ESL Approval, and the Gateways ECE Credential Level 5. Graduates are qualified to teach children from birth through grade two in public schools and community-based programs that require an Illinois teaching license, including special education settings and classrooms serving linguistically and culturally diverse children.
  • The second pathway leads to Gateways credentials only (ECE Level 5, Infant Toddler Credential Level 5, Illinois Director Credential Level 1, or the Developmental Therapist Credential). Graduates are prepared to work in early childhood settings that do not require an Illinois teaching license, such as childcare centers, early intervention programs, or administrative roles in early childhood education.

The early childhood option of the Elementary Education degree program also offers a paraeducator pathway designed to support dedicated early childhood professionals working with children from birth through grade two. This pathway allows individuals to pursue licensure and/or credentials in early childhood education while remaining employed, provided their placement aligns with their intended licensure pathway, meets ISBE requirements, and both the employer and employee are willing to collaborate with WIU to support program completion. Courses are offered online in both asynchronous and synchronous formats, ensuring flexible and equitable access for working professionals. Students may also receive credit for prior learning and experience—such as an A.A.S. in early childhood education or a related field, relevant credentials, or work experience—based on an evaluation by the program coordinator upon entry. Like the traditional program, the paraeducator pathway includes both licensure and non-licensure options.

Elementary Education option

This option is a specialization within the Bachelor of Science in Education in Elementary Education, focusing on elementary education (Grades K–6). This program leads to a Professional Educator License (PEL). Graduates are qualified to teach children from kindergarten through grade six in public schools.

The elementary education option of the Elementary Education degree program also offers a paraeducator pathway designed to support professionals working with elementary-aged children. This pathway enables individuals to pursue licensure while remaining employed, as long as their placement aligns with their intended licensure level, meets ISBE requirements, and both the employer and employee are willing to collaborate with WIU to ensure successful program completion. Courses are delivered online in both asynchronous and synchronous formats, providing flexible and accessible options for working professionals.

English as a Second Language Education option

The English as a Second Language (ESL) Education option is a specialization within the Bachelor of Science in Education in Elementary Education, with a focus on Grades K–6. This program leads to a Professional Educator License (PEL) with an ESL endorsement. Graduates are qualified to teach children in kindergarten through grade six in public schools and to provide targeted instruction and support to English Learners (ELs).

The ESL option of the Elementary Education degree program also offers a paraeducator pathway designed to support professionals working with elementary-aged English language learners. This pathway enables individuals to pursue licensure while remaining employed, as long as their placement aligns with their intended licensure level, meets ISBE requirements, and both the employer and employee are willing to collaborate with WIU to ensure successful program completion. Courses are delivered online in both asynchronous and synchronous formats, providing flexible and accessible options for working professionals.

Multilingual Education option

The Multilingual Education option is a specialization within the Bachelor of Science in Education in Elementary Education, with a focus on Grades K–6. This program leads to a Professional Educator License (PEL) with an ESL and bilingual endorsement. Graduates are qualified to teach children in kindergarten through grade six in public schools, to provide targeted instruction and support to English Learners (ELs), and to work in bilingual or dual-language programs.

The Multilingual option of the Elementary Education degree program also offers a paraeducator pathway designed to support professionals working with elementary-aged English language learners. This pathway enables individuals to pursue licensure while remaining employed, as long as their placement aligns with their intended licensure level, meets ISBE requirements, and both the employer and employee are willing to collaborate with WIU to ensure successful program completion. Courses are delivered online in both asynchronous and synchronous formats, providing flexible and accessible options for working professionals.

B.S.Ed. in Middle Level Education

This degree is for students seeking to be licensed teachers in the public school setting at the middle school level (Grades 5–8). The degree includes courses in instructional planning, assessment, and content pedagogy. Students may choose from four options within the program: language arts, mathematics, general science, or social science.

B.S.Ed. in Special Education

This degree is for students seeking to be licensed teachers in the public school setting and qualify for their Learning Behavior Specialist I. The degree includes courses in child growth and development, language development, instructional planning and assessment, classroom management, content pedagogy, intensive support needs, literacy methods, mathematics methods, transitions and collaboration, and health related issues for students with special needs. Graduates are qualified to teach learners in kindergarten through age 22.

Degree Programs

Bachelor of Science in Education—Educational Studies

All students seeking the Bachelor of Science in Education with a major in Educational Studies must complete I, II, III, IV, V, and VI below, and the Multicultural Perspectives requirement for the major. The minimum semester hour requirement for the baccalaureate degree is 120 s.h.

  1. University General Education Requirements: 37 s.h.
  2. Core Courses: 37 s.h.
    EDS 110 (3 s.h.), 202, 220, 301, 305, 320, 401, 405, 440, 490 (9 s.h.);
    SPED 280, 390
  3. Directed Electives: 9 s.h.
    Select 9 s.h. from the following courses:
    C&I 170, 270, 370; EDS 121, 427, 428, 499; HLTH 400; LA 250; MGT 349;
    MKTG 327; RPTA 235, 367, 370, 424
  4. Other: 3 s.h.
    ENG 381†
  5. Any Approved Minor: 16 s.h.
  6. Open Electives: 18 s.h.

# The Multicultural Perspectives Requirement may be fulfilled by successfully completing one of the following: 1) a designated foreign language requirement; 2) any course designated as Multicultural; or 3) an approved Study Abroad program.
† ENG 381 fulfills the Writing Instruction in the Disciplines (WID) Graduation requirement.

Bachelor of Science in Education—Elementary Education

All students seeking the Bachelor of Science in Education with a major in Elementary Education must complete I, II, and III.A or III.B or III.C or III.D below, and the Multicultural Perspectives requirement for the major#. Students are to meet the University General Education and state licensure requirements, and doing so requires close articulation with their academic advisor. Students in the Licensure track of the Early Childhood Education option will complete student teaching; students in the Non-Licensure track will complete an internship instead of student teaching. The minimum semester hour requirement for the baccalaureate degree is 120 s.h. Teacher Education may require additional hours.

In accordance with the Illinois State Board of Education licensure rule, all candidates seeking a Professional Education License or endorsement are required by Western Illinois University to obtain a grade of “C-” or better in all directed general education courses, all core courses, and all courses in the option. This rule does not supersede course prerequisite requirements in the catalog that specify a letter grade.

Please see the Teacher Education section of this catalog for more information about WIU’s Teacher Education Program.

  1. University General Education Requirements: 37 s.h.
  2. Core Courses: 25 s.h.
    EDS 110 (3 s.h.), 202, 220, 320, 401, 428; LA 383†; MATH 106, 206
  3. Options of Study (select A, B, C, or D): 58–64 s.h.
    1. Elementary Education
      1. Specialty Courses: 11 s.h.
        EDS 301, 305, 410; LA 250; SPED 390
      2. Subject Area Content Requirements: 25 s.h.
        LA 313, 384†; MATH 266, 364; PETE 360; SCED 364, 464;
        SSED 365, 495
      3. Pre-Clinical Field Experiences: 7 s.h.
        1. C&I 170 (1 s.h.) or SPED 280 (1 s.h.)
        2. C&I 270 (1 s.h.), 370 (1 s.h.), 470 (4 s.h.)
      4. Clinical Field Experience: 12 s.h.
        STCH 460, 461, or 462
      5. Open Electives: 3 s.h.
    2. Early Childhood Education
      1. Specialty Courses: 25 s.h.
        ECH 271, 273, 277, 354, 355 (3 s.h.), 356, 359; LA 250;
        SPED 392
      2. Subject Area Content Requirements: 15 s.h.
        LA 313, 382†; MATH 362; NUTR 203; SCED 352; SSED 354
      3. Pre-Clinical Field Experiences: 6 s.h.
        ECH 380, 381, 480
      4. Select one of the following tracks:
        1. Licensure Track
          Clinical Field Experiences: 12 s.h.
          ECH 410; STCH 459 or 460 (12)
        2. Non-Licensure Track
          1. Clinical Field Experiences: 10–12 s.h.
            ECH 481
          2. Open Electives: 0–2 s.h.
    3. English as a Second Language Education
      1. Specialty Courses: 18 s.h.
        1. EDS 301, 453, 457, 458; SPED 390
        2. EDS 430 or 440
      2. Subject Area Content Requirements: 22 s.h.
        LA 313, 384†; MATH 266, 364; PETE 360; SCED 364, 464;
        SSED 365
      3. Pre-Clinical Field Experiences: 6 s.h.
        1. C&I 170 (1 s.h.) or SPED 280 (1 s.h.)
        2. C&I 270 (1 s.h.), 370 (1 s.h.), 470 (3 s.h.)
      4. Clinical Field Experiences: 12 s.h.
        STCH 437
    4. Multilingual Education
      1. Specialty Courses: 18 s.h.
        EDS 301, 430, 453, 457, 458; SPED 390
      2. Subject Area Content Requirements: 22 s.h.
        LA 313, 384†; MATH 266, 364; PETE 360; SCED 364, 464;
        SSED 365
      3. Pre-Clinical Field Experiences: 6 s.h.
        1. C&I 170 (1 s.h.) or SPED 280 (1 s.h.)
        2. C&I 270 (1 s.h.), 370 (1 s.h.), 470 (3 s.h.)
      4. Clinical Field Experiences: 12 s.h.
        STCH 437
      5. Foreign Language (select a or b): 6 s.h.
        1. Spanish
          1. SPAN 325 or 326†
          2. SPAN 320, 327, or 401
        2. Other State-Approved Language
          Select 6 s.h. in 300- or 400-level coursework in chosen
          language.
      6. Study Abroad: 0–12 s.h.
        EDS 361 or Study Abroad courses that substitute for
        coursework required for the major. These courses will
        depend upon university setting.
        Note: If the student can pass the Target Language Proficiency
        Exam while in junior level standing, the student may opt out
        of the Study Abroad program requirement.

# The Multicultural Perspectives Graduation Requirement may be fulfilled by successfully completing one of the following: 1) a designated foreign language requirement; 2) any course designated as Multicultural; 3) SSED 495 [required for Elementary Education option]; or 4) SSED 354 [required for Early Childhood Education option].
† LA 383 and LA 384 fulfill the Writing Instruction in the Disciplines (WID) graduation requirement for the Elementary Education option, the English as a Second Language Education option, and the Multilingual Education option. LA 382 and LA 383 fulfill the Writing Instruction in the Disciplines (WID) graduation requirement for the Early Childhood Education option.

Bachelor of Science in Education—Middle Level Education

All students seeking the Bachelor of Science in Education with a major in Middle Level Education must complete I, II, III.A or III.B or III.C or III.D, and IV below, and the Multicultural Perspectives requirement for the major#. The minimum semester hour requirement for the baccalaureate degree is 120 s.h.

In accordance with the Illinois State Board of Education licensure rule, all candidates seeking a Professional Education License or endorsement are required by Western Illinois University to obtain a grade of “C-” or better in all directed general education courses, all core courses, and all courses in the option. This rule does not supersede course prerequisite requirements in the catalog that specify a letter grade.

Please see the Teacher Education section of this catalog for more information about WIU’s Teacher Education Program.

  1. University General Education Requirements: 37 s.h.
    (To include one of MATH 101, MATH 102, MATH 123, or STAT 171)
  2. Core Courses: 47 s.h.
    C&I 170 (1 s.h.), 270 (1 s.h.), 370 (1 s.h.), 403, 470 (4 s.h.); EDS 110 (3 s.h.),
    202, 305, 306, 401, 428; LA 384†, 388; SPED 390; STCH 462 (12 s.h.)
  3. Emphases (select A, B, C, or D): 24 s.h.
    1. Literacy Endorsement Emphasis
      Minor in Middle Level Literacy Teaching: 24 s.h.
    2. Mathematics Endorsement Emphasis
      Minor in Middle Level Mathematics Teaching: 24 s.h.
    3. Science Endorsement Emphasis
      Minor in Middle Level Science Teaching: 24 s.h.
    4. Social Studies Endorsement Emphasis
      Minor in Middle Level Social Studies Teaching: 24 s.h.
  4. Open Electives: 12 s.h.

# The Multicultural Perspectives Graduation Requirement may be fulfilled by successfully completing one of the following: 1) a designated foreign language requirement; 2) any course designated as Multicultural; 3) ENG 358 [recommended for Literacy Endorsement emphasis]; or 4) ANTH 110 [recommended for Social Studies Endorsement emphasis].
† LA 384 fulfills the Writing Instruction in the Disciplines (WID) graduation requirement.

Bachelor of Science—Physical Education

All students seeking the Bachelor of Science in Physical Education must complete I, II, III, and IV below, and the Multicultural Perspectives requirement for the major#. The minimum semester hour requirement for the baccalaureate degree is 120 s.h. Teacher Education will require additional hours.

In accordance with the Illinois State Board of Education licensure rule, all candidates seeking a Professional Education License or endorsement are required by Western Illinois University to obtain a grade of “C-” or better in all directed general education courses, all core courses, and all courses in the option. This rule does not supersede course prerequisite requirements in the catalog that specify a letter grade.

Please see the Teacher Education section of this catalog for more information about WIU’s Teacher Education Program.

  1. University General Education Requirements: 37 s.h.
    Must include a General Education mathematics course
  2. Core Courses: 56 s.h.
    1. PETE 120, 135, 145, 155, 215, 225, 235, 245, 249, 265, 325,
      364, 365, 393, 438: 38 s.h.
    2. KIN 270, 290, 359, 369, 391, 392: 18 s.h.
  3. Other: 25 s.h.
    1. LA 387: 2 s.h.
    2. EDUC 239, 339, 469; PETE 439†: 3 s.h.
    3. EDS 202, 301, 401: 8 s.h.
    4. STCH 480 (6) and 483 (6): 12 s.h.
  4. Open Electives: 2 s.h.

# The Multicultural Perspectives Graduation Requirement may be fulfilled by successfully completing one of the following: 1) a designated foreign language requirement; 2) any course designated as Multicultural; or 3) an approved Study Abroad program.
† PETE 439 fulfills the Writing Instruction in the Disciplines (WID) graduation requirement.

Bachelor of Science in Education—Special Education

All students seeking the Bachelor of Science in Education with a major in Special Education must complete I, II, III, IV, V, and VI below, and the Multicultural Perspectives requirement for the major#. The minimum semester hour requirement for the baccalaureate degree is 120 s.h. Teacher Education will require additional hours.

In accordance with the Illinois State Board of Education licensure rule, all candidates seeking a Professional Education License or endorsement are required by Western Illinois University to obtain a grade of “C-” or better in all directed general education courses, all core courses, and all courses in the option. This rule does not supersede course prerequisite requirements in the catalog that specify a letter grade.

Please see the Teacher Education section of this catalog for more information about WIU’s Teacher Education Program.

  1. University General Education Requirements: 37 s.h.
  2. Core Courses: 19 s.h.
    EDS 110 (3 s.h.), 202, 301, 305, 320, 401; LA 250
  3. Specialty Courses: 22 s.h.
    SPED 300, 360, 370†, 400†, 407, 415, 417, 420
  4. Subject Area Content Requirements: 24 s.h.
    LA 383†, 384†; MATH 106, 206, 266, 364; SCED 364; SSED 365
  5. Pre-Clinical Field Experiences: 6 s.h.
    SPED 280, 460, 465
  6. Clinical Field Experiences: 12 s.h.
    SPED 410; STCH 430 (6 s.h.), 431 (6 s.h.)

# The Multicultural Perspectives Graduation Requirement may be fulfilled by successfully completing one of the following: 1) a designated foreign language requirement; or 2) any course designated as Multicultural (including SSED 495).
† LA 383, LA 384, SPED 370, and SPED 400 fulfill the Writing Instruction in the Disciplines (WID) graduation requirement.

Students who wish to work toward licensure in both Special Education and Elementary Education may do so as a Special Education major. Dual licensure students take all required Special Education courses as well as additional elementary content classes.

Minors

Minor in Educational Studies: 18 s.h.
  1. EDS 110 (3 s.h.), 202, 301, 320, 401; SPED 280: 15 s.h.
  2. Directed Electives: 3 s.h.
    Select 3 s.h. from the following courses: C&I 170, 270, 370; EDS 220, 305, 311, 405, 427, 440, 499; ENG 381; HLTH 400; MGT 349; MKTG 327; RPTA 235, 367, 370, 424; SPED 390
Minor in Middle Level Literacy Teaching: 24 s.h.

Note: This minor is offered in conjunction with the major in Middle Level Education. By itself, this minor will not be sufficient for education endorsement purposes.

  1. ENG 299, 433; LA 367, 433, 434: 15 s.h.
  2. Directed Electives: 9 s.h.
    1. ENG 303 or LA 467
    2. In consultation with advisor, select 6 additional s.h. (any combination) from English (ENG) in either Forms or Social Justice major categories, Educational Studies (EDS) courses which are part of ISBE Bilingual/English as a Second Language endorsement, or Language Arts (LA)
Minor in Teaching English to Speakers of Other Languages (TESOL: 18 s.h.
  1. EDS 427, 435, 457, 458: 12 s.h.
  2. Select two courses from EDS 440, 447, 453: 6 s.h.

Course Descriptions

CURRICULUM AND INSTRUCTION (C&I)

170 Classroom Observation/Seminar in Education. (1, repeatable to 2) Observation of an elementary or middle level classroom with accompanying seminars focused on exploration of organization and delivery of classroom instruction. Graded S/U only.

270 Education Fieldwork Seminar I. (1, repeatable to 4) Pre-clinical experience in elementary or middle level classrooms. Students explore and apply learning theories as they assist with tutoring and daily classroom instruction. Transportation not furnished. Prerequisites or Corequisites: EDS 110. Graded S/U only.

370 Education Fieldwork Seminar II. (1, repeatable with no maximum) Pre-clinical experience in elementary or idle level classrooms. Students explore and apply learning theories as they assist with tutoring and daily classroom instruction. Transportation not furnished. Prerequisites: Fully accepted into Teacher Education Program (TEP) and departmental permission. Materials charge for this course. Graded S/U only.

371 Education Fieldwork Seminar III. (1–3, repeatable to 6) Clinical experience in elementary/middle level classrooms. Students explore and apply learning theories and practices as they observe and participate in daily classroom instruction. Transportation not furnished. Prerequisites: C&I 170, 270, 370; EDS 110; departmental permission; fully accepted into Teacher Education Program (TEP). Materials charge for this course. Graded S/U only.

403 Middle Level Education. (3) The middle school concept will be examined from multiple perspectives relative to the role of the teacher. Topics include advisory, thematic instruction across core content areas, exploratories, and instructional considerations for social, cognitive, and psychosocial development of adolescent students. A minimum grade of C- is required of Teacher Education majors. Prerequisites: EDS 301 or 306; fully accepted into Teacher Education Program (TEP); restricted departmental permission.

445 Honors Seminar. (2, not repeatable) Reading, research, writing, and discussion on educational topics to be announced in advance. Normally, a service learning project and a seminar presentation will be required. Prerequisites: C&I 170 or ECH 273.

470 Senior Practicum in Education. (1–4, repeatable to 6) Supervised pre-clinical practicum in elementary or middle level classrooms with accompanying seminars. Students work closely with cooperating teachers in planning and implementing instruction, including curriculum integration of technology, guiding learning, and evaluating progress in the elementary or middle schools. Transportation not furnished. Prerequisites: C&I 370; fully accepted into Teacher Education Program (TEP); and departmental permission. Graded S/U only.

EARLY CHILDHOOD (ECH)

271 Introduction to Early Childhood Education. (3) An overview of early childhood care and education including historical and cultural perspectives, organization, structure, programming, and basic values in the field. Considerations for diversity of culture, language, race, social-economic status, gender, ethnicity, and ability will be included. A minimum grade of C- is required of Teacher Education majors. Restricted: early childhood program or departmental permission.

273 Young Child Growth and Development. (3) A foundation course in theory and principles of the developmental continuum pre-natal through age 8, including an in-depth study of physical, social/emotional, cognitive, language, and aesthetic development; an exploration of child development within a socio-cultural context. A minimum grade of C- is required of Teacher Education majors. Restricted: early childhood program or departmental permission.
IAI: ECE 912.

274 The Young Child as a Learner. (3) Children’s acquisition of language, intellectual, and personality development. Relationship between children’s growth and development, their activities outside and within social institutions. A minimum grade of C- is required of Teacher Education majors. Restricted: early childhood program or departmental permission.

277 Observation and Assessment in Early Childhood Education. (3) Intensive examination of informal, formal, developmentally appropriate assessment strategies for young children, birth through age 8, to identify and meet individual children’s needs, including children in need of specialized services, plan curriculum, and communicate with parents, through administration practices. A minimum grade of C- is required of Teacher Education majors. Restricted: early childhood program or departmental permission.

351 Science and Math for Young Children in Regular and Inclusive Settings: Birth to Preschool. (4) Methods and content for planning, implementing, and assessing science and math curriculum for young children, birth to preschool. A minimum grade of C- is required of Teacher Education majors. Prerequisites: ECH 271, 273, 274; fully accepted into Teacher Education Program (TEP). Corequisite: ECH 380.

353 Methods for Teaching Social Studies & Creative Expression in Regular and Inclusive Settings: Birth to Preschool. (4) Methods and content for planning, implementing, and assessing social studies and creative expression curriculum when teaching young children, birth to preschool age. A minimum grade of C- is required of Teacher Education majors. Prerequisites: ECH 271, 273, 274; fully accepted into Teacher Education Program (TEP). Corequisite: ECH 380.

354 Infant/Toddler Environment. (3) Characteristics of high-quality caregivers, curriculum, indoor/outdoor space, scheduling, and material selection to support infants’ and toddlers’ development within family and group settings. Course requirements include 36 hours of hands-on practicum in an infant/toddler classroom. Prerequisites: ECH 271, 273; fully accepted into Teacher Education Program (TEP). Corequisites: ECH 355 and 380.

355 Planning and Environment for the Pre-Primary Child. (2–3) This course focuses on the principles and practices of classroom design, scheduling, material selection, the concept and application of integration of all content areas into a cohesive curriculum, and program evaluation in pre-primary settings. A minimum grade of C- is required of Teacher Education majors. Prerequisites: ECH 271, 273; fully accepted into Teacher Education Program (TEP). Corequisites: ECH 354 and 380.

356 Planning and Environment for the Primary Child. (2) Principles and practices of classroom design, curricular integration, and material selection in kindergarten and the primary grades, including the effective use of technology and assessment to meet the needs of individual students. A minimum grade of C- is required of Teacher Education majors. Prerequisites: ECH 271, 273, 355; fully accepted into Teacher Education Program (TEP).

357 Strategies to Support Social/Emotional Growth in Young Children. (2) Strategies that promote positive development of young children’s interpersonal, dispositional, and behavioral skills as listed in various Illinois learning standards, birth–second grade. An overview of current behavior management systems as well as their legal aspects will also be covered. Prerequisites: ECH 271, 273; fully accepted into Teacher Education Program (TEP).

359 Art and Movement for Children Ages 2–8 Years Old. (2) Focuses on planning for four areas of art (visual arts, drama, music, and dance/kinesthetic) and physical education/activity for children ages 2–8, incorporating how culture influences the arts, importance of environment, and adaptations to include all children. A minimum grade of C- is required of Teacher Education majors. Prerequisite: fully accepted into Teacher Education Program (TEP).

380 Fieldwork in Early Childhood Education I. (1–3, repeatable to 6) Clinical experience in pre-primary early childhood settings. Students explore and apply learning theories and practices as they observe and participate in daily classroom activities/instruction. Prerequisites: ECH 271, 273, departmental permission, fully accepted into Teacher Education Program (TEP). Corequisites: ECH 354 and 355. Materials charge for this course. Graded S/U only.

381 Fieldwork in Early Childhood Education II. (1–3, repeatable to 6) Clinical experience in primary grade early childhood settings. Students explore and apply learning theories and practices as they observe and participate in daily classroom activities/instruction. Transportation not furnished. Prerequisites: ECH 271, 273, 380, departmental permission, fully accepted into Teacher Education Program (TEP). Materials charge for this course. Graded S/U only.

410 Senior Seminar in Early Childhood. (0) Provides students with an opportunity for reflection, discussion, and professional reading related to their student teaching experience. Prerequisite: ECH 480. Corequisites: STCH 459 and 460. Graded S/U only.

474 Early Childhood Assessment. (3) Intensive investigation of informal and formal assessment strategies including basic principles of measurement and evaluation, to plan educational experiences, communicate with parents, identify children in need of specialized services, and evaluate programs for young children from birth through eight years of age. The administration of some assessment instruments is required. A minimum grade of C- is required of Teacher Education majors. Restricted: early childhood program or departmental permission. Prerequisites: ECH 271, 273, 274, 380, fully accepted into Teacher Education Program (TEP).

480 Fieldwork in Early Childhood Education III. (1–4, repeatable to 6) Clinical experience in pre-primary early childhood classrooms. Students work closely with mentor teachers in planning, implementing, and assessing instruction in all curricular areas. Student will complete a practice edTPA. Transportation not furnished. Prerequisites: ECH 271, 273, 380, 381, departmental permission, fully accepted into Teacher Education Program (TEP). Graded S/U only.

481 Early Childhood Internship. (10–12) A culminating, 14-week, center-based clinical experience in the student’s major area(s) of specialization under the supervision of a department faculty member and a senior teaching professional. Transportation not furnished. Prerequisites: ECH 271, 273, 277, 354, 355, and 380. Graded S/U only.

EDUCATION (EDUC)

239 Pre-Teacher Education Program Admittance. (0, repeatable with no maximum) Students pursuing teacher licensure are required to take this course in the semester they plan to be fully accepted in the Teacher Education Program (TEP). Students must meet established departmental criteria for admittance to TEP. Graded S/U only.

339 Pre-Student Teaching Clearance. (0) Students pursuing teacher licensure are required to take this course prior to their student teaching semester. Students must meet established criteria for departmental clearance to student teach. Prerequisite: Full admittance to the Teacher Education Program (TEP). Graded S/U only.

469 Pre-Licensure Clearance. (0) Students pursuing teacher licensure are required to take this course in the semester they student teach. Students must meet criteria established by the department in order to be recommended for licensure. Prerequisite: departmental clearance to student teach. Corequisite: Student Teaching (STCH). Graded S/U only.

EDUCATIONAL STUDIES (EDS)

Courses transferred to Western Illinois University from other institutions need to be evaluated for equivalency. Evaluation forms are available in Horrabin Hall 99. Courses from two-year institutions are not accepted as satisfying 300/400 level courses.

100 Introduction to Educational Studies. (3) Introduction to out-of-school education settings. Students explore learning spaces like zoos/museums, early childhood centers, team sports, and nonprofit organizations, and how teaching and learning occurs in informal settings. Identification of career paths for educators outside the classroom.

110 Critical Skills for Professional Educators. (2–3) (Formerly C&I 110) Examines the development of an effective educator; including roles, responsibilities, and dispositions; and strategies for professional growth and reflection. Introduces the foundations of designing learning environments, effective use of technology, and instruction designed to meet the needs of diverse learners. Required for Early Childhood Education and Elementary Education options.

121 Introduction to Life Span Development. (3) Growth and development of the individual throughout the life span and family life cycle within the context of the family and community.
IAI: S6 902.

201 Educational Psychology—Human Growth and Development. (3) Explores human growth and development from conception through adulthood, emphasizes relationship of developmental characteristics and experiences to the teaching/learning process. Field experiences are required. Prerequisite: EDS 100.

202 Multicultural and Social Foundations of Education. (3) (Multicultural) A study of the social, linguistic, and cultural factors that affect the educational experiences, practices, and environments in America. This course broadens students’ understanding of the diverse pluralistic nature of the contexts that either enhance or negate one’s educational experience. Field experience—10 hours required. A minimum grade of C- is required of Teacher Education majors.

204 Diversity Issues in Educational Studies. (3) Surveys cultural and socioeconomic diversity issues in informal learning environments, including demographic change, access and equity concerns, stereotype threat, socialization to learning, and other relevant topics. Prerequisite: EDS 100.

220 Family and Community Engagement. (2) (Formerly ECH 276) Techniques for engaging and collaborating with families and communities to provide equal opportunities for learners, including strategies to build inclusive partnerships, communicate in culturally sustaining ways, and empower them to advocate for their learners’ needs. A minimum grade of C- is required of Teacher Education majors. Restricted: departmental permission.

301 Cognition, Development, and Motivation in Academic Settings. (3) An introduction to the state of knowledge in contemporary educational and developmental psychology as related to academic settings. Topics include cognitive processing, motivation, and physical, social, and emotional development. A minimum grade of C- is required of Teacher Education majors. Prerequisite: A grade of C- or above in EDS 202, the equivalent transfer course, or junior standing.

303 Classroom Management and Fieldwork in Academic Settings. (1, repeatable to 2) Introduction to understanding and analyzing the learning environment as it relates to classroom and behavior management. Students will participate in observations in off-campus educational settings (public, private, or title programs) as part of professional preparation in Teacher Education. A minimum grade of C- is required of Teacher Education majors. Transportation not provided. Prerequisite: 2.50 cumulative and major GPAs; EDS 301 with a grade of C- or better; and admission to Teacher Education Program prior to enrolling in EDS 303. (See EDS 301 above for additional prerequisites.) Materials charge for this course.

304 Fieldwork in Academic Settings II. (2, repeatable to 4) A continuation to analyzing the learning environment as it relates to classroom and behavior management. Students participate in observations and supervised practicums in off-campus educational settings (public, private, or title programs) as part of professional preparation in Teacher Education. A minimum grade of C- is required of Teacher Education majors. Transportation not provided. Prerequisites: full acceptance into the Teacher Education Program (TEP). Candidates are required to have already completed a methods course or be concurrently enrolled in a methods course at the time of enrollment in EDS 304. Materials charge for this course.

305 Measurement and Assessment of Learning in Academic Settings. (2) An introduction to the language and principles of assessment, measurement theory, and assessment-related issues (reliability, validity, etc.) within education grounded in a cognitive theoretical framework that views assessment as the integration of observation, interpretation, and cognition. A minimum grade of C- is required of Teacher Education majors. Prerequisites: C- or better in EDS 202.

306 Learning and Development in the Adolescent Grades. (3) An introduction to the state of knowledge in contemporary educational and developmental psychology as related to the adolescent’s experience in academic settings. Topics include cognitive processing, motivation, and physical, social, and emotional development in the context of adolescence. A minimum grade of C- is required of Teacher Education majors. Prerequisites: C- or better in EDS 202.

310 Learning, Cognition, and Motivation in Educational Settings. (3) An introduction to the state of knowledge in contemporary educational psychology. Topics include contemporary perspectives on learning, cognition, human motivation, instructional planning, and instructional strategies. Prerequisite: EDS 100.

311 Assessment and Evaluation in Educational Settings. (3) An introduction to the language and principles of assessment, program evaluation, and research methodology within education. Emphasis placed on identifying, gathering, and interpreting meaningful sources of information/data for effective decision-making in educational settings. Prerequisite: EDS 100.

320 Strategies to Support Social-Emotional Growth. (3) (Formerly SPED 320) Examines learners’ interpersonal, dispositional, and behavioral skills development from birth through adolescence; individual and group motivators; behavior management systems and their legal aspects; strategies for creating learning environments that promote positive social interaction and active engagement in learning. A minimum grade of C- is required of Teacher Education majors. Prerequisite: EDS 110.

321 Preparation for Marriage and Family. (3) Study of factors associated with marital happiness and success including mate selection, changing roles in marriage through the life cycle, and adjustment to conflicts.

361 Field Study Abroad. (1–12) Field study project in international setting. The student submits a written report and fulfills other requirements set up by the instructor. Prerequisite: enrolled in the English as a Second Language Education or Multilingual Education option of the Elementary Education major.

401 Educational Law and Policy. (2) An analysis of formal legal and ethical problems that will allow students to critique contemporary debates in educational policy, law, and ethics. The course will examine the tension between competing philosophical theories and the construction and function of educational policy. A minimum grade of C- is required of Teacher Education majors. Prerequisite: full acceptance into Teacher Education Program (TEP); a grade of C- or better in EDS 301.

405 Designing/Managing Learning Environments. (3) Examines the elements that foster an effective learning environment. Emphasis is placed on strategies that promote student engagement and a sense of community in educational settings. Prerequisites: prior or concurrent pre-student teaching instructional field experience, concurrent student teaching, or permission from the instructor.

410 Senior Seminar in Education. (0) Provides students with an opportunity to complete required State or degree program assessments, or to meet with their program coordinator for discussion and completion of final paperwork. Prerequisites: C&I 470 and fully accepted into Teacher Education Program (TEP); or departmental permission. Corequisites: STCH 459, 460, 461, or 462; or departmental permission.

427 Foundations of Education for Multilingual Learners. (3) An introduction to the historical, political, social, and educational contexts that contribute to language education policies for multilingual learners nationally and internationally. Clinical experience of 15 hours required. A minimum grade of C- is required of Teacher Education majors.

428 English Language Learners and Bilingualism: Theory, Policy, and Practice. (3) (Multicultural) This course supports current and future educators in constructing a foundation of the critical elements in the education of ELLs that include: second language acquisition, culture and diversity, policies and law, ELL family involvement, language development standards, advocacy, and assessment. Prerequisite: EDS 202 or permission of instructor; clinical experience of 15 hours.

430 Methods and Materials for Teaching in Multilingual Programs. (3) Acquaints students with methodology and materials, preparation of content-based language instruction, lesson plans, behavioral, language and content objectives, and inquiry for teaching for the multilingual/ESL classroom. Portion of content presented in Spanish. All methods sections are for K–12 unless otherwise specified. Clinical experience—15 hours required. A minimum grade of C- is required of Teacher Education majors.

435 Cultural Studies in Education. (3) The study of culture, identity, and intercultural interaction in society/classrooms, with specific focus on anti-bias and anti-racist pedagogies combating discriminatory ideologies and social policies. Clinical experience—15 hours required. A minimum grade of C- is required of Teacher Education majors. Materials charge for this course.

440 Sociolinguistics. (3) Exploration of foundational work in the field of sociolinguistics and current issues in the field. This course will emphasize the culture-language interface at the level of social relationships with special emphasis on educational settings. Clinical experience—15 hours required. Prerequisite: ANTH 110 or EDS 202 or equivalent.

447 Teaching of Listening, Speaking, and Pronunciation to English Language Learners. (3) Students examine the articulation of English sounds, the rules that govern their use in speech, and explore ways of applying this knowledge to the teaching of pronunciation. Additional emphasis will be on teaching listening/speaking strategies in the TESOL environment. Prerequisite: EDS 458.

453 Assessment of Multilingual Students. (3) Selection, administration, and interpretation of measurement instruments. Description of testing; multicultural, bilingual, ESL, language competency tests; language proficiency/achievement testing; linguistic/cultural aspects of assessment; assessment in the classroom. Clinical experience of 20 hours required. A minimum grade of C- is required of Teacher Education majors.

457 Methods and Materials for Teaching English Language Learners. (3) Analysis of language learning processes of multilingual students. Strategies for teaching listening, speaking, reading, and writing; and techniques of teaching English as an additional language will be analyzed and practiced. All methods sections are grade levels K–12 unless otherwise specified. Clinical experience—15 hours required. A minimum grade of C- is required of Teacher Education majors.

458 Linguistics for the Teacher of Multilingual Learners. (3) The study of linguistics applied to teaching multilingual students. Includes English phonology, phonetics, morphology, syntax, linguistic analysis, and application of linguistic theories in the multilingual classroom. Clinical experience—20 hours required. A minimum grade of C- is required of Teacher Education majors.

490 Educational Studies Internship. (9–12) Field experience provides for practical application of knowledge and theory in an approved setting that provides learning experiences/programs as part of their mission. Supervised work will focus on the educational aspects of the work of the facility or organization. Prerequisites: junior or senior status, majoring in Educational Studies, all Core courses completed with an average of at least C (2.00) with no course below C- (1.67), and approval of departmental committee and internship coordinator.

499 Special Problems in Education. (1–4, repeatable with no maximum) An independent study of a theoretical or applied problem in education. An opportunity for the undergraduate to broaden understanding and skills in the profession through research and experience.

ELEMENTARY EDUCATION (ELED)

410 Senior Seminar in Elementary Education. (1) Provides students with an opportunity for reflection, discussion, and professional reading related to their student teaching experience. Prerequisites: fully accepted into Teacher Education Program (TEP) and C&I 470. Corequisites: STCH 459, 460, 461, or 462. Graded S/U only.

LANGUAGE ARTS (LA)

250 Language Development. (2–3) (Formerly SPED 250) Exploration of typical and atypical language development, birth–age 21, including the stages of language acquisition and the varying rates at which children progress. This course also examines the effects of disabilities, culture, and linguistic diversity on language development. A minimum grade of C- is required of Teacher Education majors. Prerequisite: EDS 110.

311 Literature for Young Children. (2) (Formerly LLA 311) A survey of literature for children birth through grade two. Selecting books in various genres through critical analysis and evaluation is emphasized. A minimum grade of C- is required of Teacher Education majors. Prerequisite: fully accepted into the Teacher Education Program (TEP).

313 Children’s Literature. (2–3) (Formerly LLA 313) Survey of literature for children from birth through grade 6 with emphasis on critical analysis and evaluation of books in various genres. A minimum grade of C- is required of Teacher Education majors. Prerequisite: EDS 110.

367 Language Arts in the Middle Level. (3) (Formerly LLA 367) A study of communication skills: listening, speaking, reading, writing, and vocabulary; a comparison of current teaching methods and materials; and emphasis on the language arts as the core of the middle grades curriculum. A minimum grade of C- is required of Teacher Education majors. Prerequisite: junior standing or departmental approval; fully accepted into Teacher Education Program (TEP).

382 Literacy Development: Birth through Preschool. (2) (Formerly RDG 382) Focuses on both methods and content for fostering and assessing literacy development in children from birth through the preschool years in a variety of settings. The course will address the diverse needs of preschool children through differentiation. A minimum grade of C- is required of Teacher Education majors. Writing Instruction in the Disciplines (WID) course. Prerequisites: ECH 271, 273; fully accepted into Teacher Education Program (TEP).

383 Literacy Instruction in the Early Grades. (3) (Formerly RDG 383) Introduction to developmentally appropriate methods for teaching and assessing reading, writing, speaking, and listening in early elementary classrooms, adapting these methods to meet the individual needs of diverse groups of children, and applying these methods in a classroom. A minimum grade of C- is required of Teacher Education majors. Writing Instruction in the Disciplines (WID) course. Prerequisites: departmental approval.

384 Literacy Instruction in the Intermediate Grades. (3) (Formerly RDG 384) A focus on methods of literacy instruction and assessment appropriate for intermediate/middle level classrooms, with adaptations to meet the individual needs of diverse groups of children and opportunities to apply these methods in a classroom. A minimum grade of C- is required of Teacher Education majors. Writing Instruction in the Disciplines (WID) course. Prerequisites: LA 313 or departmental approval; LA 383; fully accepted into Teacher Education Program (TEP).

387 Literacy Instruction in Content Areas. (2) (Formerly RDG 387) This course develops an understanding of principles of reading, writing, and oral communication instruction needed to scaffold comprehension of content area texts. It includes a focus on academic language and the identification of language demands embedded in instruction. Not open to Elementary Education or Special Education majors. A minimum grade of C- is required of Teacher Education majors. Prerequisites: C- or better in EDS 301.

388 Disciplinary Literacy Instruction in the Middle Grades. (3) (Formerly RDG 388) Focuses on disciplinary literacy development in the middle grades. Includes vocabulary, comprehension, writing to learn, and study strategies for disciplinary teachers. A minimum grade of C- is required of Teacher Education majors. Prerequisites: junior standing or departmental approval; fully accepted into Teacher Education Program (TEP).

432 Introduction to Corrective Reading in the Early Childhood Years. (2) (Formerly RDG 432) Methods and content for assessing and instructional procedures for correcting the reading and writing difficulties of primary-aged children in the regular classroom setting. A minimum grade of C- is required of Teacher Education majors. Prerequisites: LA 382, 383; LA 311 or 313; fully accepted into Teacher Education Program (TEP).

433 Introduction to Corrective Reading, K–8th Grade. (3) (Formerly RDG 433) A course emphasizing group and individual identification and instructional procedures for corrective reading in primary-aged, elementary grades, and middle level. A minimum grade of C- is required of Teacher Education majors. Prerequisites: EDS 301, LA 313, LA 383, and either LA 384 or RDG 584*, or departmental approval; fully accepted into Teacher Education Program (TEP). (* If taking LA 433G.)

434 Literacy Assessments and Interventions for the Middle Level. (3) (Formerly RDG 434) Focuses on methods for data-driven decision making, formative and summative assessments and problem-solving processes to monitor student progress. Multi-Tiered Systems of Support will provide the basis for possible interventions for readers in the middle school grades. A minimum grade of C- is required of Teacher Education majors. Prerequisites: LA 388; fully accepted into the Teacher Education Program (TEP).

443 Creative Uses of Literature for Children and Young Adults. (3) (Formerly LLA 443) (Cross-listed with ENG 443) Presents the development of effective programs in informal and formalized interpretive experiences for children and young adults, emphasizing individual creativity and sources for materials. Not open to students with credit in ENG 443. Prerequisite: LA 313.

467 Critical Literacy for the Middle Level. (3) (Formerly RDG 467) Focuses on the integration of 21st century technology competencies in the exploration and application of project-based learning. Middle level literacy teaching candidates’ knowledge of literacy content, concepts, and skills are assessed through engagement in this process. A minimum grade of C- is required of Teacher Education majors. Prerequisites: LA 384 and 388; C&I 403; fully accepted into the Teacher Education Program (TEP).

PHYSICAL EDUCATION TEACHER EDUCATION (PETE)
Formerly KINESIOLOGY (KIN)

115 Social Dance Forms. (1) Basic fundamentals of ballroom movement. Beginning levels in Fox Trot, Lindy, Waltz, Polka, and country western dances. Not open to students with credit in PETE 120.

120 Contemporary Social Dance. (3) Common and specialized content knowledge and skills needed to instruct dance traditions representing diverse cultures’ unique forms of self-expression are learned in order to instruct PreK–12 learners about historical and contemporary social dance. Grade of C- or better required. Not open to students with credit in PETE 115. Prerequisite: Physical Education Teacher Education major.

124 Educational Gymnastics. (1) Performance and analysis of educational gymnastics skills appropriate for children. Prerequisite: Physical Education Teacher Education major.

135 Lifelong Leisure Activities. (2) Surveys contemporary noncompetitive activities suitable for participation throughout the lifetime. Examples include hiking, walking, rope challenge course, and adventure activities. Prerequisite: Physical Education Teacher Education major.

145 International Net/Wall Games. (3) Common and specialized content knowledge and skill development in movement concepts and tactics associated with games where a ball is sent to a wall or over a net (e.g., tennis, badminton, volleyball). Grade of C- or better required. Not open to students with credit in PETE 226. Prerequisite: Physical Education Teacher Education major.

155 International Invasion Games. (3) Common and specialized content knowledge and skill development in movement concepts and tactics associated with invasion games (e.g., basketball, soccer, flag football, floor hockey). Grade of C- or better required. Not open to students with credit in PETE 251. Prerequisite: Physical Education Teacher Education major.

160 Introduction to Physical Education. (2) Introductory course in Physical Education that presents educational and professional responsibilities and foundations of Physical Education. Designed to help students considering a career in Physical Education to formalize their decision to study Physical Education. Requires 10-hour field experience.

215 Creative Performance Activities. (3) Theory and practice of instructing creative performance activities (e.g., gymnastics, creative dance, and circus arts). Common and specialized content knowledge of creative performance activities will include choreographing routines, basic biomechanical principles, motor learning, motor development, and physical education pedagogical theory. Grade of C- or better required. Prerequisite: Physical Education Teacher Education major.

225 Contemporary Fitness Activities. (3) Common and specialized content knowledge and skill in traditional (calisthenics resistance training), group (e.g., dance and step aerobics, Zumba, kickboxing, spinning), and contemporary fitness activities (yoga, Pilates, Tai Chi). Grade of C- or better required. Not open to students with credit in PETE 252. Prerequisite: Physical Education Teacher Education major.

226 Net/Wall Games. (2) Content knowledge and skill development in movement concepts and tactics associated with games where a ball is sent to a wall or over a net (e.g., tennis, badminton, volleyball). Development of resource notebook required. Not open to students with credit in PETE 145. Prerequisite: Physical Education Teacher Education major.

235 Aquatics. (2) Theory and practice of instructing aquatic skills and activities, as well as basic management practices. Common and specialized content knowledge of aquatics will include hydrodynamic concepts, motor learning, motor development, and physical education pedagogical theory. Grade of C- or better required.

245 International Target/Field Games. (3) Common and specialized content knowledge and skill development in movement concepts and tactics in games where balls are pitched, hit, fielded (baseball, softball, cricket) or where the objective is to place an object into a target (bowling, golf). Grade of C- or better required. Not open to students with credit in PETE 253. Prerequisite: Physical Education Teacher Education major.

249 Foundations in Assessment-Driven Physical Education. (3) Theoretical foundations for performing assessment to be applied to sound Physical Education lessons that address all learners’ needs. The course includes creating and implementing assessments that align with state and national standards, instructional goals, and learning experiences. Grade of C- or better required. Not open to students with credit in PETE 250.

250 Instructional Foundations in Physical Education. (2) Theoretical and philosophical foundations of instruction and learning in Physical Education with opportunities to apply these essential concepts. Grade of C- or better required. Not open to students with credit in PETE 249. Prerequisites: KIN 270; PETE 160.

251 Invasion Games. (2) Content knowledge and skill development in movement concepts and tactics associated with invasion games (e.g., basketball, soccer, flag football, floor hockey). Development of resource notebook required. Not open to students with credit in PETE 155. Prerequisite: Physical Education Teacher Education major.

252 Contemporary Physical Activities. (1) Content knowledge and skill in movement concepts associated with contemporary physical activities (e.g., yoga, Pilates, tai chi). Development of resource notebook required. Not open to students with credit in PETE 225. Prerequisite: Physical Education Teacher Education major.

253 Target/Field Games. (2) Content knowledge and skill development in movement concepts and tactics in games where balls are pitched, hit, and fielded (baseball, softball) or where the objective is to place an object into a target (bowling, golf). Development of resource notebook required. Not open to students with credit in PETE 245. Prerequisite: Physical Education Teacher Education major.

255 Elementary Movement Fundamentals. (2) Development of knowledge and skill in fundamental movement skills, movement concepts, and basic elements of dance. Designed to provide a content base for elementary school Physical Education programs. Prerequisite: PETE 160.

265 Assessment-Driven Physical Education. (2) Creating assessments to inform instruction for learners with a wide array of skills and abilities. The course includes knowledge and skills in data organization, storage, analysis, and theoretically sound instructional methods to effectively instruct developmentally appropriate physical education lessons. Grade of C- or better required. Prerequisite: PETE 249 or 250.

325 Principles of Health-Related Fitness for the Physical Educator. (3) Principles of health-related fitness and policies of wellness in school-based Physical Education programs. Focusing on application, development, assessment, and teaching of cardiovascular and strength training principles. Prerequisite: Physical Education Teacher Education major or Coaching minor. 2 hrs. lect.; 2 hrs. lab.

360 Methods of Elementary Physical Education. (2) Introduction to teaching Physical Education in K–5. Designed especially for the elementary classroom teacher candidate. May include some field experiences and outside teaching assignments. Not open to Kinesiology majors.

364 Physical Education for Elementary Grades Field Experience. (1) Instruct lessons in an authentic elementary learning environment based upon current physical education pedagogical theory. Supervision, guidance, and feedback to the teacher candidate by the course instructor at the school. Grade of C- or better required. Prerequisite: Physical Education Teacher Education major. Corequisite: PETE 365.

365 Physical Education Methods for Elementary Grades. (3) Planning, implementing, and reflecting upon lessons instructed to elementary learners (PreK–6) that are developmentally appropriate. Information will focus on management, content development, learner engagement, and diversifying instruction for individual learners. Grade of C- or better required. Prerequisite: PETE 265. Corequisite: PETE 364. Additional charge for this course. 3 hrs. lect.

393 Adapted Physical Education. (3) Characteristics of individuals with disabilities across the lifespan. Emphasis on modifications and instructional strategies for physical activity in the physical education, recreation, sports, and fitness settings. Includes clinical experience. Grade of C- or better required for Teacher Education majors. Prerequisite: junior or senior standing. Additional charge for this course. 2 hrs. lect.; 2 hrs. lab.

395 Assessment in Adapted Physical Education. (2) Content centered on purposes, methods, appropriate tools, and processes of assessment (referral, screening, assessment, program implementation, and evaluation) for individuals with disabilities. The focus of the assessment will be in the areas of motor skills and physical fitness. Prerequisites: PETE 265 and 393.

438 Physical Education Secondary Grades Field Experience. (1) Instruct lessons in an authentic secondary learning environment based upon current physical education pedagogical theory. Supervision, guidance, and feedback to the teacher candidate by the course instructor at the school. Grade of C- or better required. Prerequisites: ENG 280 and Physical Education Teacher Education major. Corequisite: PETE/EDUC 439.

461 Field Experiences. (1) 30-hour observation and teaching experience in area K–12 Physical Education programs with on-campus seminars sessions. Grade of C- or better required. Prerequisite or Corequisite: EDUC 439 in the Department of Health and Wellness Services and PETE 477; fully accepted in the Teacher Education Program (TEP). Additional charge for this course.

477 Physical Education Curriculum. (3) Planning, sequencing, implementing, and evaluating developmentally appropriate and standards driven Physical Education curricula in K-12 Physical Education programs. Writing Instruction in the Disciplines (WID) course. Prerequisites: acceptance into the Teacher Education Program (TEP); ENG 280. Corequisite: PETE 461.

Physical Education Methods

439 Secondary Physical Education Methods. (3) (Physical Education Methods) Planning, implementing, and reflecting upon lessons instructed to secondary students (gas 6–12) that are developmentally appropriate. Information will focus on management, motivation, learner engagement, and diversifying instruction for individual learners. Grade of C- or better required. Writing Instruction in the Disciplines (WID) course. Prerequisite: ENG 280; PETE 365. Corequisite: PETE 438. 3 hrs. lect.

SCIENCE EDUCATION (SCED)

352 Methods for Teaching Science PreK–2nd Grade. (3) Methods and content for planning, implementing, and assessing science curriculum when teaching children in PreK through second grade. A minimum grade of C- is required of Teacher Education majors. Prerequisites: ECH 271 and 273; fully accepted into Teacher Education Program (TEP).

364 Introductory Science Methods. (3) Introduces the nature of science and elementary science education. Emphasis is placed on contemporary programs, which stress direct experience and activity-based learning. Includes the effective use of technology and assessment to meet the needs of individual students. A minimum grade of C- is required of Teacher Education majors. Prerequisites: junior standing or departmental approval; fully accepted into Teacher Education Program (TEP).

464 Integrating Science Through Inquiry. (3) Demonstrates how teachers can utilize the processes of inquiry to integrate the various science disciplines—physical, life, earth, and environmental—to provide appropriate science learning experience in the elementary and middle level classroom. A minimum grade of C- is required of Teacher Education majors. Prerequisites: SCED 364; fully accepted into Teacher Education Program (TEP).

465 Middle Level Science Methods. (3) Methods and content for deepening teacher candidate understanding of how the practices of inquiry are applied in the major science disciplines. Provides appropriate learning experiences specific to the middle level classroom. Prerequisites: SCED 364, BIOL/GEOL 181, or PHYS/GEOG 182; fully accepted into Teacher Education Program (TEP).

SOCIAL STUDIES EDUCATION (SSED)

354 Methods for Teaching Social Studies PreK–2nd Grade. (3) (Multicultural) Methods for planning, implementing, and assessing social studies PreK–2nd grade curriculum, including conceptual development of global connections dealing with social, environmental, economic, technological, and individual cultural dimensions. A minimum grade of C- is required of Teacher Education majors. Prerequisites: ECH 271 and 273; fully accepted into Teacher Education Program (TEP).

365 Teaching Our Heritage. (3) Develops the conceptual base for teaching the understanding of our heritage including the role of cultural diversity, change over time, place, government, production, and distribution. A minimum grade of C- is required of Teacher Education majors. Prerequisites: junior standing or departmental approval; fully accepted into Teacher Education Program (TEP).

390 Methods of Teaching Middle Level Social Studies. (3) Designed to aid the prospective middle level social studies teacher in developing objectives, identifying appropriate learning standards, selecting and organizing content, and using various instructional and assessment techniques. A minimum grade of C- is required of Teacher Education majors. Prerequisites: junior standing or departmental approval; fully accepted into Teacher Education Program (TEP).

439 Methods of Teaching Middle Level and High School Social Studies. (3) Designed to aid the prospective middle and high school social studies teacher in developing objectives, identifying appropriate learning standards, selecting and organizing content, and using various instructional and assessment techniques. A minimum grade of C- is required of Teacher Education majors. Prerequisites: C- or better in EDS 301.

449 Innovative Strategies for Teaching Social Studies. (3) Designed to aid the prospective secondary social studies teacher in planning for differentiated instruction; providing for inquiry-based learning; using a variety of strategies that support comprehension of text, critical thinking, and problem solving; and analyzing student learning. A minimum grade of C- is required of Teacher Education majors. Prerequisites: EDS 303, EDS 305, SSED 439, and either ENG 366 or LA 387; grade of C- or better in all prerequisite courses.

495 Teaching with a Global Perspective. (3) (Multicultural) Develops the conceptual base for teaching the understanding of global connections including those dealing with social, environmental, economic, technological, and individual cultural dimensions. Field component required. A minimum grade of C- is required of Teacher Education majors. Prerequisites: SSED 439 or 365; fully accepted into Teacher Education Program (TEP).

SPECIAL EDUCATION (SPED)

200 Introduction to Special Education. (3) Historical foundations of Special Education including litigation, legislation, models, theories, and philosophies. Introduction to professional ethics, conduct, and professional growth and reflection. A minimum grade of C- is required of Teacher Education majors. Corequisite: SPED 280.

210 The Exceptional Learner. (2) A survey of the characteristics of individuals with diverse mental, physical, behavioral, learning, or communication needs. This course emphasizes the identification and education of exceptional learners. For non-majors only. A minimum grade of C- is required of Teacher Education majors.

280 Fieldwork in Special Education. (1, repeatable to 2) Educational experiences acquired in practical service situations. Repeatable in different settings with permission. Graded S/U only.

300 Characteristics of the Learner. (3) Development of cognitive, emotional, physical, social, and communication skills of students with disabilities. Practices that support the intellectual, social, and personal growth of all students. A minimum grade of C- is required of Teacher Education majors. Prerequisite: EDS 110.
IAI: ECE 913.

360 Students with Moderate/Extensive Support Needs. (2–3) Assessment and planning techniques for the unique learning, social, behavioral, health, and transition needs of students with moderate to extensive support needs, including basic skills for physical accommodation and educators’ roles and responsibilities in identifying and providing services. A minimum grade of C- is required of Teacher Education majors. Prerequisites: EDS 110 and SPED 200.

370 Assessment in Special Education. (2–4) Educational assessment processes and strategies to support instructional planning for students with disabilities. Writing Instruction in the Disciplines (WID) course. A minimum grade of C- is required of Teacher Education majors. Prerequisites: ENG 180 and 280; SPED 280; fully accepted into the Teacher Education Program (TEP).

390 Characteristics and Methods for Teaching Students with Special Needs. (3) A survey of the characteristics of individuals with diverse mental, physical, behavioral, learning, or communication needs. This course emphasizes the identification and education of exceptional learners. Introduces and provides practice using various teaching strategies related to characteristics for specific disabilities. Not open to Special Education majors. A minimum grade of C- is required of Teacher Education majors. Prerequisites: EDS 305 or equivalent, a reading/literacy course, and a methods course in the major; grade of C- or better in all prerequisite courses.

392 Characteristics and Methods for Teaching Students with Special Needs Ages Birth to Five. (3) A survey of the characteristics of individuals with diverse mental, physical, behavioral, learning, or communication needs. This course emphasizes the identification and education of exceptional learners. Introduces and provides practice using various teaching strategies related to characteristics for specific disabilities. Not open to Special Education majors. A minimum grade of C- is required of Teacher Education majors. Prerequisites: ECH 354, 355; LA 250; fully accepted into Teacher Education Program (TEP) (Licensure Track).

400 Methods of Instruction—PreK–12. (3-4) Instructional planning, design, and adaptations to support the learning of students with disabilities. Writing Instruction in the Disciplines (WID) course. A minimum grade of C- is required of Teacher Education majors. Prerequisites: ENG 180 and 280; SPED 300; fully accepted into Teacher Education Program (TEP).

405 Moderate to Severe Disabilities. (3) Assessment techniques and planning for the unique learning, social, behavioral, health, and transition needs of students with moderate to severe disabilities will be addressed. A minimum grade of C- is required of Teacher Education majors. Prerequisites: SPED 200 and 300.

407 Law and Special Education. (3) Examines the Federal and State laws, along with case law pertaining to the unique learning, social, behavioral, health, and transition needs of students with disabilities, that direct the delivery of special education, including the facilitation of student IEPs. Prerequisites: SPED 300.

410 Senior Seminar in Special Education. (0) Provides students with an opportunity for reflection, discussion, and professional reading related to their student teaching experience. Prerequisites: SPED 420 and 465; fully accepted into the Teacher Education Program (TEP). Corequisite: STCH 430 or 431. Graded S/U only.

415 Behavior Interventions—PreK–12. (2) Prepares teacher candidates to make data-driven decisions to proactively address and modify student behaviors across school settings. A minimum grade of C- is required of Teacher Education majors. Prerequisite: SPED 370.

417 Transition and Collaboration. (2–3) Factors and processes that promote effective communication and collaboration among school professionals, between schools and families, and school and community services are addressed. Transition planning and processing are included. A minimum grade of C- is required of Teacher Education majors. Prerequisites: SPED 370; fully accepted into the Teacher Education program (TEP).

420 Academic Interventions—Pre-K–12. (2–4) Research-based instructional practices to encourage inquiry, problem-solving, and critical thinking. Best practices in providing access to general curriculum for Pre-K–12 students with disabilities through inclusion, modified instruction, and transition planning for students with disabilities. A minimum grade of C- is required of Teacher Education majors. Prerequisites: LA 384; SPED 400.

430 Fieldwork in Special Education: Pre-K–12. (4) Clinical experience in planning, implementation, and assessment of instruction with students with disabilities in elementary and secondary settings. A minimum grade of C- is required of Teacher Education majors. Prerequisites: LA 384; SPED 400, 460. Materials charge for this course.

440 Instructional Delivery—Secondary Level. (3) Research-based practices to encourage critical thinking skills and access to the general curriculum for secondary students with disabilities. Transition planning and instruction for students with mild to moderate disabilities. A minimum grade of C- is required of Teacher Education majors. Prerequisites: SPED 420 or departmental permission.

445 Fieldwork in Special Education: Secondary. (3) Clinical experiences in the planning, implementation, and assessment of instruction with students with disabilities in secondary settings. A minimum grade of C- is required of Teacher Education majors. Prerequisites: SPED 420 or departmental permission.

460 Fieldwork in Special Education II. (1) Pre-clinical experience in the planning, implementation, and assessment of instruction with students with disabilities in elementary and secondary settings. A minimum grade of C- is required of Teacher Education majors. Prerequisites: SPED 370. Materials charge for this course.

465 Fieldwork in Special Education III. (4) Pre-clinical experience in the planning, implementation, and assessment of instruction with students with disabilities in elementary and secondary settings. Prerequisites: LA 384; SPED 400 and 460.