Education (EDUC)

Introduces the student to the aspects of interpersonal communication and human relationships. Components of the course include patterns of effective communication, self-awareness, value and attitude clarification, resolving conflict, managing anger and stress, group dynamics, and recognizing culture-learned behaviors.

As a dual credit high school opportunity, students will explore the teaching profession as a viable career option. Topics include teacher skills, attributes and dispositions of successful teachers and the structure and purpose of schools.

Designed to develop insight into the teaching profession and the education system as part of a diverse society. Candidates examine personal bias which can affect teaching and learning and explore various cultural groups and their valuable contributions to the classroom. The course also presents various teaching standards by which candidates can broaden their knowledge and views of teaching and learning while developing culturally responsive philosophies of education.

Provides the foundation for pre-service teachers to develop their professional expertise. Participation is in person, online, and in an authentic school setting. Pre-service teachers are provided an opportunity to observe student diversity, classroom teachers and environments, perform specific duties associated with teaching and participate in classroom instruction at multiple grade levels.

Provides the foundation for pre-service teachers to develop their professional expertise. Participation is in person, online, and in an authentic school setting. Pre-service teachers are provided an opportunity to observe student diversity, classroom teachers and environments, perform specific duties associated with teaching and participate in classroom instruction at multiple grade levels.

Provides the foundation for pre-service teachers to develop their professional expertise. Participation is in person, online, and in an authentic school setting. Pre-service teachers are provided an opportunity to observe student diversity, classroom teachers and environments, perform specific duties associated with teaching and participate in classroom instruction at multiple grade levels.

Provides the foundation for pre-service teachers to develop their professional expertise. Participation is in person, online, and in an authentic school setting. Pre-service teachers are provided an opportunity to observe student diversity, classroom teachers and environments, perform specific duties associated with teaching and participate in classroom instruction at multiple grade levels.

Directs teacher candidates in the application of the principles of psychology to education. Special emphasis is given to understanding growth and development, cognitive processes, theories of learning, and motivation. Candidates will apply course concepts as they begin to develop lesson planning skills.

Provides candidates with a strong foundation of the role of technology in the teaching and learning process. Candidates will be introduced to digital citizenship, technology-based tools and media that support instruction, extend communication outside the classroom and increase productivity in daily tasks.

Designed to introduce exceptionality and education of students who have special needs and other diverse needs such as English Language Learners (ELL). This covers the examination of various classifications of special education under the Individuals with Disabilities Act (IDEA 2004) and providing differentiation & accommodations using the Universal Design for Learning (UDL) principles.

Includes the historical foundations, history of provision of services, major movements, current issues, and philosophical changes in general and special education. State, federal laws, litigation, policies, and administrative practices relevant to education and treatment of individuals with disabilities and their relation to learning and instruction will be examined.

Introduces the teacher candidates to a wide variety of literature available and prepares them to evaluate literature available for children and early adolescents. It requires extensive reading of books, practice in evaluating and selecting books, consideration of related media, and development of techniques for bringing children and materials together. See also ENGL 294 and LIBS 294.

The Chrysalis retreat is a weekend experience designed to teacher candidates' personal and professional development through the exploration of their identity, interpersonal skills, vocational calling, the ability to lead and to follow, and their capacity to build and sustain relationships with self, others, the Earth and God.

Explores professional practices for assessment, planning, and instructional methods for students with disabilities. Candidates will gain an understanding of typical and atypical development of children birth to eight years old and strategies for fostering collaborative relationships with other professionals and caregivers to ensure student needs are being met in the least restrictive environment

Explores current theory and practice regarding assessment including formal, standardized, and information tests and inventories for students’ birth to 8 years old. Selection, evaluation and interpretation of assessments used in educational settings will be examined. Candidates will plan instruction, prepare assessments and utilize data to improve instruction across the curriculum.

Explores current theory and practice regarding assessment including formal, standardized, and informal tests and inventories; selection, evaluation and interpretation of tests used in educational settings; preparation and use of teacher-made tests; and utilizing data to improve instruction.

Teaches prospective and in-service educators (K-12 through higher education) how to design, develop and deliver engaging e-learning in their own setting, whether materials are part of an online course or in a blended format (e.g., flipped learning). Candidates will learn e-learning instructional design, how to locate and develop materials and how to effectively deliver e-learning via creative teaching strategies and collaborative communities. Candidates will learn how different types of technologies relate to various types of e-learning activities so that e-learning teaching practices can be tailored with available technologies. Suggested resources for technologies will be provided rather than instruction on specific technologies.

Provides the competencies needed for teachers of the adult English language learners to effectively assess their students. This course focuses on realistic assessment practices which are based on current states in the field, and provides the candidate with: Practical knowledge of assessment philosophies (e.g. traditional vs. alternative) and their association with politics, reform and current trends, including the relationship with standard alignment; The purpose of current assessment instruments (e.g. Language ID Surveys, Background, Placement, Proficiency, Progress-Achievement and diagnostic); Opportunities to construct assessment tools for classroom use (e.g. practical, authentic, performance-based instruments); Practice in the administration of various tools with comprehensive analysis; and the critical balance between objectives, the corresponding classroom teaching, consequential student-learning, and the assessment used (O = T / L= A) which includes the vital importance of rubrics, accuracy of data interpretation (scoring/grading) and the implications on teaching. Candidates will review test-preparation strategies, test-taking strategies and accommodations for test-takers, as well the impact of culture on assessment. Also uniquely incorporated into this course is the evaluation of the assessment process (e.g. practicality, validity, grade-validity and reliability).

Presents the complex challenges involved in serving English language learners with special education needs. The course focuses on research and teaching that services this population of learners. The educational performance of students from culturally and linguistically diverse backgrounds will be presented by disability prevalence data, race and language status. Knowledge, guidance in designing effective early intervention, assessment and instructional programs and services for English language learners with special needs will be emphasized. The legal and educational issues that relate to English language learners with special needs will be explored.

Presents historical trends related to English language development and examines research and theories of first and second language acquisition. The rationale for English language acquisition programs and an introduction to instructional approaches to facilitate language development are also presented.

Provides the competencies needed by all teachers of limited English proficient and English language development learners. This course presents strategies, techniques and skills in teaching academic subjects, including techniques to improve ESL learners’ reading comprehension, speaking and writing skills. The theoretical bases underlying instructional strategies and techniques are presented, along with advantages of each instructional approach.

Considers the implication of second language acquisition theory on testing, explores the relationship between bilingualism and cognition and presents an overview of procedures for the identification and assessment of limited English and English language development students. An overview of assessment instruments and ESL educational program placement options will also be presented.

Focuses on cultural factors that influence teaching and learning. This course provides intensive consideration of cultural and linguistic diversity, its impact on instruction and strategies for effective instruction in the multicultural and linguistically diverse classroom.

Focuses on the properties that all languages have in common and the way languages differ. As an introduction to the science of language, this course surveys the main branches of linguistics, phonology, morphology, syntax, semantics and sociolinguistics, as they apply to language learning and teaching. However, no background in linguistics or any foreign language study is required or assumed in the course.

Focuses on the strategies appropriate for teaching bilingual students in a bilingual program of instruction. Language development of the bilingual students is explored through instructional theories, methods, and approaches to promote bilingual learning and language. Special consideration will be given to integration of literacy in content areas, assessment of bilingual students, and effective parental involvement in bi-literacy development.

Provides directed teaching practice under professional guidance. Pre-service teachers develop planning, instruction and assessment skills in consideration of authentic student needs and assets. This is an individualized experience under the supervision of a cooperating teacher and a university supervisor. The teacher candidate must provide her/his own transportation to and from the assigned school site.

Provides directed teaching practice under professional guidance. Pre-service teachers develop planning, instruction and assessment skills in consideration of authentic student needs and assets. This is an individualized experience under the supervision of a cooperating teacher and a university supervisor. The teacher candidate must provide her/his own transportation to and from the assigned school site.

Provides experiences and insights in appreciation of the distinctiveness of Catholic schools, the ministry of the teacher, the distinctive curriculum, and the governance and organization of Catholic schools. In addition, emphasis is placed on specific catechetical methodologies, the faith development of students, and the proper role of parents. The course is for those who intend to teach in the Catholic schools. Prerequisite: Two Theology courses.

Studies the methods of teaching religion in the elementary school, high school and in adult catechesis. Focuses on course design and methods with a special emphasis on preparing students for the reception of the sacraments. Fulfills Joliet Faith Formation Curriculum and standards. The class will be 2 credit hours. If a student also teaches Religious Education during the semester, they may take the course for 3 credit hours.

Provides the competencies needed for teachers of adult English language learners to effectively instruct their student. Far beyond theory this course focuses on realistic practices based on current states in the field, preparing the candidate for practical application of the essential contents from all four domains of adult ELL education: 1) The structure & services within adult education; 2) Politics, reform and current trends; 3) Administrative demands; and most intensely 4)TESOL (TESL & TEFL) techniques, skills, purposes and strategies relevant to adult ELLs, including: SLA (Second Language Acquisition), standards-based planning & instruction, best practices, vocabulary, accent reduction & pronunciation, listening, speaking, reading, writing, conversation, EL Civics, pre-employment & workforce, cultural variables, affective and metacognitive strategies (goal-setting, applying strategies such as universal language learning, test-preparation, test-taking, etc.), utilization of school district & community resources, the maintaining of the heritage language, and the development of the home-school extension relationship between the adult ELL guardian and the PreK-12 child/ren.

Provides directed teaching practice under professional guidance. Pre-service teachers develop planning, instruction and assessment skills in consideration of authentic student needs and assets. This is an individualized experience under the supervision of a cooperating teacher and a university supervisor. The teacher candidate must provide her/his own transportation to and from the assigned school site.

Provides a strong foundation of the cognitive, physical, identity, and social and emotional development of adolescents; explores the roles of family and culture, the media, and schools in adolescent development. Candidates will apply major theories and research findings to understand how teachers collaborate with school professionals to support healthy adolescent development and student success.

Examines curriculum and developmentally appropriate instructional methods for adolescent learners. The dynamics of discipline and research-based classroom management techniques are also presented that address effective behavior management practices utilized in diverse and inclusive classrooms.

Candidates will apply their understanding of educational technology in order to evaluate, select and use the appropriate digital tools to enhance learning. Additionally, candidates will research and develop resources that support their own professional development.

Provides the candidate with the formal and informal assessment techniques useful for the assessment of special needs learners. Individually administered achievement, aptitude, and information processing tests will be examined in detail. The course will present information concerning report writing, diagnostic and prescriptive planning. Also, methods of interpreting evaluation data, identifying patterns, and presenting results to a consumer in an understandable and clearly written form will be examined.

Examines guidelines, procedures and techniques for preventing, diagnosing, and remediation of reading problems. The teacher candidate will learn various reading strategies to use with students in classrooms. These strategies will help with the ongoing assessment of the reading needs of the students in their classrooms.

Provides an overview of the materials, content, and methodology utilized by educators. The teacher candidates explore principles in class and utilize them to develop various lesson plan approaches, activities, and teaching aids. Concurrent participation in a field experience is included.

Focuses on the relationship between language arts (reading, writing, speaking, listening) and specific content area disciplines. The process of effective classroom communication and instruction as it pertains to increasing the reading and writing strategies of students will be explored while making reading and writing in the content area more culturally and developmentally appropriate and meaningful.

This course introduces traditional and contemporary theoretical perspectives on language development, literacy learning and teaching. Content includes theories, approaches and materials for teaching reading and language arts in today's diverse classrooms. Techniques for incorporating state standards and new technologies into literacy development are also studied.

Provides an overview of materials, content and methodologies utilized by educators in the elementary social studies curriculum. Candidates will work to identify the most important social studies knowledge, skills and disposition; investigate how students learn most effectively; and then utilize their new understandings to draw conclusion about what constitutes effective teaching in the social sciences. Unit planning and a teaching experience in an elementary setting are included in the course.

Focuses on the relationship between the language arts and specific content area disciplines. Candidates will explore and understand the changing definitions and effects of literacy. They will also explore engaging strategies for classroom instruction that will increase reading and writing strategies for secondary learners.

The emphasis of this course is on understanding the characteristics and origin of disabilities as well as designing and assessing materials to meet the individual educational needs of individuals with mild to severe disabilities. This course provides specific understanding of characteristics and development of students with disabilities and their implications on teaching and learning; when teaching students with documented disabilities specified in IDEA (1997): Specific Learning Disabilities (SLD), Emotional Disturbance (ED), Intellectual Disabilities (ID), Other Health Impairment(OHI); Autism(ASD), Traumatic Brain Injury (TBI), Orthopedic impairments, Sensory Impairments and other low-incidence disabilities (34 CFR, Section 300.7). The course will also stress on characteristics that are non-categorical in nature and are observed across the disability areas, which are helpful in choosing and designing interventions. Characteristics of students who are English Language Learners (ESL) and those who are ESL and have exceptional needs will be examined. Writing of Individual Education Plans (IEP) will be emphasized.

Provides an overview of materials, content and methodologies utilized by educators in the 21st Century elementary science curriculum. Candidates will explore methodological principles such as constructivism and inquiry-based learning and apply them by developing integrative lesson plans, activities and unites. Teaching, observation and participation in a field experience are included in the course.

Centers on development of specific competencies in understanding special strategies for planning & teaching academic and behavior interventions; and providing accommodations and modifications in the general education classroom and other settings for individuals with mild to severe disabilities. This course will also cover strategies for teaching English Language Learners

This course will analyze the development of language and its interaction with cognitive, socio/emotional development and communication. It will also include understanding the impact of language disorders for individuals with disabilities. In addition, this course addresses interventions in academic and life skills for individuals with moderate/severe needs.

Provides directed teaching practice under professional guidance. Pre-service teachers develop planning, instruction and assessment skills in consideration of authentic student needs and assets. This is an individualized experience under the supervision of a cooperating teacher and a university supervisor. The teacher candidate must provide her/his own transportation to and from the assigned school site.

Examines the dynamics of discipline and the latest principles and data which research has shown effective in managing classroom behavior at the elementary level. The focus is on how the potential teacher can implement the research findings in both preventing behavior problems and in dealing with existing problems. Concurrent participation in a field experience is included.

Expands upon the dynamics of classroom management for creating a safe, engaging and differentiated classroom environment for diverse learners in the inclusionary classroom. Current research and best practices will be utilized to allow candidates to enhance their management philosophies and practices of behavior management based on the unique needs of students. The focus is on implementing the research findings within the field experience to proactively involve families, prevent behavior problems and respond effectively to existing problems.

Examines the psychology and physiology of teaching reading and language arts. The course provides an overview of materials, content, technology and methodologies utilized by educators in curriculum. The teacher candidates explore principles in class and utilize them to develop various lesson plan approaches, activities, and teaching aids. Concurrent participation in a field experience is required.

Identifies and describes strategies that show the teacher candidate how to form successful partnerships with families, other educators, outside community agencies and other professionals in the community for individuals with disabilities. Transition planning and services, self-determination strategies for individuals with special needs are covered.

Provides directed teaching practice under professional guidance. Pre-service teachers develop planning, instruction and assessment skills in consideration of authentic student needs and assets. This is an individualized experience under the supervision of a cooperating teacher and a university supervisor. The teacher candidate must provide her/his own transportation to and from the assigned school site.

Serves as a culmination of the professional education courses. Provides a sustained opportunity to apply educational theory, knowledge of students, and students' assessment data to instructional decision making and implementation. The teacher candidate is responsible for guiding and directing the learning of a group of students under the guidance and supervision of professionally licensed and competent members of the teaching profession. The teacher candidate must provide her/his own transportation to and from the assigned school site.

Provides a sustained opportunity to apply educational theory in a classroom setting. The teacher candidate is responsible for guiding and directing the learning of a group of pupils in conjunction with the guidance and supervision of a professionally certified and competent member of the teaching profession and a university supervisor.

Serves as a culmination of the professional education courses. Provides a sustained opportunity to apply educational theory, knowledge of students, and students' assessment data to instructional decision making and implementation. The teacher candidate is responsible for guiding and directing the learning of a group of students under the guidance and supervision of professionally licensed and competent members of the teaching profession. The teacher candidate must provide her/his own transportation to and from the assigned school site.

Serves as the capstone of an academic and professional experience at USF. It provides an opportunity for selected educational topics and professional standards in education to be integrated into theoretical and practical components for continued professional development.

Serves as the summative assessment of the teacher candidate’s ability to translate theory into practice in the field of education. It provides an opportunity for candidates to present evidence of their teaching proficiency in the areas of planning, instruction and assessment.

Serves as a culmination of the professional education courses. Provides a sustained opportunity to apply educational theory, knowledge of students, and students' assessment data to instructional decision making and implementation. The teacher candidate is responsible for guiding and directing the learning of a group of students under the guidance and supervision of professionally licensed and competent members of the teaching profession. The teacher candidate must provide her/his own transportation to and from the assigned school site.

Serves as a culmination of the professional education courses. Provides a sustained opportunity to apply educational theory, knowledge of students, and students' assessment data to instructional decision making and implementation. The teacher candidate is responsible for guiding and directing the learning of a group of students under the guidance and supervision of professionally licensed and competent members of the teaching profession. The teacher candidate must provide her/his own transportation to and from the assigned school site.

Serves as a culmination of the professional education courses. Provides a sustained opportunity to apply educational theory, knowledge of students, and students' assessment data to instructional decision making and implementation. The teacher candidate is responsible for guiding and directing the learning of a group of students under the guidance and supervision of professionally licensed and competent members of the teaching profession. The teacher candidate must provide her/his own transportation to and from the assigned school site.

Offers opportunities for Joliet Professional Development School Partnership (JPDSP) Fellow to develop and enhance their collaboration skills and focus on diversity found in today’s classroom. Resources and strategies are cultivated to effectively support Joliet Students’ learning experience in the school culture.

Provides for the study of selected topics in education not included in the regular curriculum. It may be repeated for credit under different topics to a total of 3 semester hours.

Provides pre-service teachers the opportunity to gain experience in an educational setting and reflect on best teaching practices

offers teacher candidates the opportunity to gain experience in an educational setting. This course is intended for teacher candidates who are already enrolled in 18 credit hours during a semester but still want to participate in an elective practicum (field experience).