Sep 27, 2024  
2018-2019 Governors State University Academic Catalog 
    
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2018-2019 Governors State University Academic Catalog [ARCHIVED CATALOG]

Course Information

  
 

Education - Elementary
  

  • EMED - 4000 Special Topics in Elementary and Middle Grades Education (1-3)

    Provides an opportunity for students to explore current topics of special interest in the fields of elementary and middle grades education. Course may be repeated with different topics to earn up to 3 credit-hours.
  

  • EMED - 4402 Field Experience II: Teaching Science, Math, and Social Studies in the Elementary Grades (1)

    Provides opportunities for teacher candidates to make, implement, and evaluate pedagogical decisions under supervision in teaching mathematics, science, and social studies. Requires teaching math, science, and social studies lessons to students in whole classes and small groups in elementary classrooms. Requires thirty (30) hours of field experience. Prerequisites: EMED 3099 , EMED 3321 , EMED 3333 , EMED-3402 , EMED-3404 , EMED-3405 , EMED-3420 , EMED 3425 , and EMED 3599 . Corequisites: EMED-4404 , EMED-4405 , EMED-4406 , and EMED 4425 .
  
  
  
  
  

  • EMED - 4442 Educational Psychology Applied to the Middle Grades (3)

    Examines the history, philosophy and psychology surrounding adolescent development and learning. Focuses on a number of related topics including surveying the various theories of adolescence, teaching a diverse middle school population, and understanding the psychological, social,emotional, and physical development of the middle school learner. Emphasizes relationship of theories of development to middle school instruction. Data-driven instruction for the middle school is also emphasized. Prerequisites: Take EDUC-2310  and EDUC-3440 .
  

  • EMED - 4443 Curriculum and Instruction in the Middle Grades (3)

    Explores components of the Middle School philosophy and meeting the educational needs of middle grades learners.  Examines a variety of instructional and assessment strategies including differentiated instruction, backward design, blended learning, and others to equip teacher candidates to implement an engaged and interactive curriculum in their classrooms. Prerequisites: Take EDUC-2310 , EDUC-3440 , and EMED-4442  (may be taken as a co-requisite with instructor permission).
  

  • EMED - 4444 Field Experience I: Collaboration in the Middle Grades (1)

    Provides experiences, under supervision, for teacher candidates to observe, develop, implement, and evaluate instruction in a Middle Level school practicing Middle School philosophy and pedagogy.  Requires 40 hours of field experience. Prerequisites: Take EDUC-2310 , EMED-3321  (or equivalent), EMED-3333 , EMED-3099 , and EDUC-3440 . Corequisites: Take EMED-4443 .
  

  • EMED - 4447 Literacy Across the Curriculum in the Middle Grades (3)

    Provides an overview of young adolescents’ literacy development, factors that influence its development, and instructional strategies for supporting its development. Particular attention is given to the literacy demands of middle-school content-area classes, reading of informational texts, and use of writing to enhance content-area learning. Prerequisites: Take EMED-3321  and EMED-3333 .
  

  • EMED - 4450 Language Arts Assessment and Differentiated Instruction in the Elementary Grades (3)

    Explores options for making instructional decisions based on assessment data for elementary and middle school students who are experiencing minor problems in literacy development or skills. Prerequisites: EMED 3099,  EMED 3321,  EMED 3333,  EMED 3402,  EMED 3404,  EMED 3405,  and EMED 3599.  
  

  • EMED - 4453 Teaching English Language Arts in the Middle Grades (3)

    Supports development of knowledge and skills necessary for teaching English language arts to young adolescents. Examines instructional strategies for reading and writing, selection of appropriate texts, and planning units of instruction. Prerequisites: Take EMED-3333 , EMED-4442 , EMED-4443 , and EMED-4444 . Corequisite: Take EMED 4460 .
  

  • EMED - 4455 Teaching Science in the Middle Grades (3)

    Introduces prospective teachers to content, methods and materials for teaching middle school science. Examines state and national standards, literacy strategies to promote scientific literacy, and strategies for making instructional decisions. Prerequisites: Take EMED-4442 , EMED-4443 , EMED-4444 , and 21 credit-hours distributed across the life, earth/space and physical sciences, including laboratory experiences in each area (See Science Content Alignment Table in Middle Level Program Handbook for suggested science courses). Corequisites: Take EMED-4460 .
  

  • EMED - 4457 Teaching Mathematics in the Middle Grades (3)

    Introduces Common Core content, methods, and materials for teaching mathematics to students in the middle grades.  Explores options for making instructional decisions Prerequisites: Take EMED-4442 , EMED-4443 , EMED-4444 , and 15 credit-hours of mathematics courses including MATH-2131 , MATH-2141 . Corequisite: Take EMED-4460 .
  

  • EMED - 4459 Teaching Social Studies in the Middle Grades (3)

    Introduces prospective teachers to content, methodology, and materials for middle grades social studies. Explores options for making instructional decisions. Prerequisites: TakeEMED-4442 , EMED-4443 , EMED-4444  and a minimum of 15 credit hours of social sciences coursework. Corequisites: Take EMED-4460 .
  

  • EMED - 4460 Field Experience II: Teaching in the Middle Grades (1)

    Provides opportunities for teacher candidates to make, implement, and evaluate pedagogical decisions under supervision in teaching in a content area at the middle grade levels. Requires teaching English language arts, mathematics, science, or social studies lessons to students in middle grade classrooms.  Requires 30 hours of field experience. Prerequisites: Take EMED-4442 , EMED-4443 , and EMED-4444 . Corequisites: Take EMED-4453  or EMED-4455  or EMED-4457  or EMED-4459 .
  
  

  • EMED - 6442 Educational Psychology Applied to the Middle Grades (3)

    Examines the history, philosophy, and psychology surrounding adolescent development and learning. Surveys the various theories of adolescence, teaching a diverse middle grades population, and understanding the psychological, social, emotional, and physical development of the young adolescent.  Emphasizes the relationship of theories of development to effective, data-driven instruction for students in the middle grades. Prerequisites: Initial teacher licensure, graduate status.
  

  • EMED - 6443 Curriculum and Instruction in the Middle Grades (3)

    Explores components of the Middle School philosophy and meeting the educational needs of middle grades learners.  Explores a variety of instructional and assessment strategies including differentiated instruction, backward design, blended learning, and others to equip teacher candidates to implement an engaged and interactive curriculum in their classrooms. Prerequisites: Initial teacher licensure, graduate status. EMED-6442  or equivalent (may also be taken as a corequisite).
  

  • EMED - 6447 Literacy Across the Curriculum in the Middle Grades (3)

    This course provides an overview of young adolescents’ literacy development, factors that influence its development, and instructional strategies for supporting its development. Particular attention is given to the literacy demands of middle-school content-area classes, reading of informational texts, and use of writing to enhance content-area learning. Prerequisites: Initial teacher licensure, graduate status.
  

  • EMED - 6457 Teaching Mathematics in the Middle Grades (3)

    Introduces Common Core content, methods, and materials for teaching mathematics to students in the middle grades.  Explores options for making instructional decisions. Prerequisites: Admission to the Program and 15 hours of mathematics courses including MATH-2131  and MATH-2141  or equivalent.

Education - Higher Education Administration
  

  • HEAD - 6618 The Adult Learner (3)

    Examines characteristics of higher education students in various programs. Analyzes enrollment trends of adult learners as compared with and contrasted against traditional age students. Distinguishes program planning, marketing, and program delivery in relation to the adult learner, student needs, and demographic changes. Equivalent to HEAD-618.
  

  • HEAD - 6621 Foundations of Higher Education Administration and Organization (3)

    Emphasizes the nature of the administrative process, administrative theory, and long-range planning and personnel management: overview of structure, governance, policy or public education, and school reform at the local, state, and federal levels. Equivalent to HEAD-621.
  

  • HEAD - 6625 Institutions of Higher Education (3)

    Examines the school of higher learning as a unique type of educational institution. Surveys the historical development, philosophical bases, control, curriculum, students in this system, governance structures, and trends, in higher education. Equivalent to HEAD-625. Prerequisite: take HEAD-6621 .
  

  • HEAD - 7713 Leadership and Organizational Behavior in Higher Education. (3)

    Covers the principles of leadership from historical, research, and application perspectives. Focuses on management behavior, leader-team relations, group interaction, and organizational dynamics. Equivalent to HEAD-713. Prerequisite: take HEAD-6621 .
  

  • HEAD - 7731 Community Relations and Higher Education (3)

    Analyzes the role of higher education policy in modern community, community power structure and resources, the social and political context, and the principles of higher education-community relations in the context of social change, including group processes, multicultural and multiethnic understanding, the needs of the adult learner, interagency cooperation, funding, and evaluation. Equivalent to HEAD-731. Prerequisite: take HEAD-6621 .
  

  • HEAD - 8823 Higher Education Administration (3)

    Examines university, college and other institutions of higher education administration in different areas of operation and focuses on policy-setting processes. Includes distinctive organizational and environmental features of colleges and universities and how these features affect the behavior and management of these organizations. Equivalent to HEAD-823. Prerequisite: take HEAD-6625 .
  

  • HEAD - 8832 Higher Education Finance (3)

    Examines issues and trends of finance for institutions of higher learning. Studies funding, expenditures, and budgeting at the institutional, state, and federal level. Equivalent to HEAD-832. Prerequisite: take HEAD-6621 .
  

  • HEAD - 8833 Higher Education Law (3)

    Focuses on legal issues in higher education including intellectual property, collective bargaining, academic freedom, students’ rights, and affirmative action. Equivalent to HEAD-833. Prerequisites: take HEAD-6621 
  

  • HEAD - 8834 Practicum in Higher Education Administration I (3)

    Provides candidates with a supervised experience in the functions and duties associated with instructional leadership at the college level and higher education management. Emphasizes to candidates the behaviors, best practices, and dispositions of instructional leadership. Equivalent to HEAD-834. Prerequisites: take HEAD-6621 .
  

  • HEAD - 8835 Practicum in Higher Education Administration II (3)

    Provides candidates with additional supervised experience in the functions and duties associated with leadership at the college level and higher education management. Emphasizes to candidates the behaviors, best practices, and dispositions of management. Equivalent to HEAD-835. Prerequisites: take HEAD-6621 , HEAD-8834 .
  

  • HEAD - 8850 Seminar: Higher Education Policies and Issues (3)

    To identify, research, and analyze current issues and the influence role regarding policy development. Equivalent to HEAD-850. Prerequisite: take HEAD-6621 .
  

  • HEAD - 9001 Independent Study in Higher Education Administration (3)

    Supports student inquiries associated with higher education administration. Students examine diverse topics on college and university campuses within the U.S. and abroad. Prerequisites: Graduate student in the Interdisciplinary Leadership Ed.D. Program, completion of proposal for an Independent Study, and approval of course instructor and the Chair of the Division of Education.
  

  • HEAD - 9002 Special Topics in Higher Education Administration (3)

    Addresses one of a variety of special topics designed to foster critical thinking about and enhance knowledge and practice of leadership skills/abilities of Higher Education Administration concentration doctoral students. Possible topics: Globalization of the Curriculum, Cultural Pluralism, Financing Higher Education, International Study of Higher Education, Diversity Issues, P-20 Partnerships, Globalization of Higher Education, “Hot Topics” on College and University Campuses, Sustainability and Resource Management, and Organizational Communications in Higher Education. Topics change each semester. Prerequisite: Graduate student in the Interdisciplinary Leadership Ed.D. Program.
  

  • HEAD - 9101 Leadership in Colleges and Universities (3)

    Addresses the theories and practices of leadership as applied to two- and four- year institutions. Topics include organizational behavior, leadership styles, institutional culture, communications, group decision-making, problem solving, conflict resolution, organizational theory, and career planning and development. Prerequisite: Graduate student in the Interdisciplinary Leadership Ed.D. Program, Higher Education Concentration.
  

  • HEAD - 9102 Organization, Governance, and Campus Culture in Higher Education (3)

    Explores the diversity and distinct goals of two- and four- year institutions of higher education. Institutional structures and cultures within the educational, cultural, social, economic and political structures are examined. The impact of governance structures on mission, vision, and purpose of Institutions is discussed. Emphasis is placed on organizational development, improvement and reform. Prerequisite: Graduate student in the Interdisciplinary Leadership Ed.D. Program, Higher Education Concentration.
  

  • HEAD - 9103 Strategic Planning in Higher Education (3)

    Provides an overview of the concept and processes associated with strategic planning in higher education. Emphasizes the need for strategic planning and the dynamics of the university-based strategic planning process. Explores challenges and issues in planning. Students examine basic models of strategic planning and work through the steps of a strategic planning process to address issues at the postsecondary level. Prerequisite: Successful completion of LEAD-9104  and Graduate student in the Interdisciplinary Leadership Ed.D. Program, Higher Education Concentration.
  

  • HEAD - 9104 Political and Legal Issues in Higher Education (3)

    Provides an in-depth analysis of the legal structure and political landscape of higher education including academic freedom, employment, collective bargaining, due process, student rights, contracts, campus security, accreditation issues, affirmative action, tort liability, and other political and legal issues. Prerequisite: Graduate student in the Interdisciplinary Leadership Ed.D. Program, Higher Education Concentration.
  

  • HEAD - 9105 Theories of Teaching and Learning in Adult Education (3)

    Provides an in-depth analysis of theories and conceptual frameworks for adult learners. Surveys teaching styles that address the diverse needs of adult learners. Topics such as adult learner motivation, nontraditional and traditional students, the Impact of life stages on learning, learning modalities, best practices to support and enhance adult learning, social contexts for learning and recent trends are explored. Prerequisite: Graduate student in the Interdisciplinary Leadership Ed.D. Program, Higher Education Concentration.
  

  • HEAD - 9106 Student Affairs in Higher Education (3)

    Addresses student development theories as applied to various models for administering student services in community colleges and four-year colleges and universities. Current trends and issues in the management and maintenance of student affairs programs in higher education and research in student affairs administration are explored. Prerequisite: Graduate student in the Interdisciplinary Leadership Ed.D. Program, Higher Education Concentration.
  

  • HEAD - 9201 Accountability and Accreditation in Colleges and Universities (3)

    Addresses the accountability and accreditation responsibilities in higher education administration. National and regional accrediting standards and their impact on the college and university are also addressed. Explores assessment of general education, academic majors, effective student learning, retention employment sustainability and follow-up, and other aspects of accountability for two- and four-year postsecondary institutions. Prerequisite: Graduate student in the Interdisciplinary Leadership Ed.D. Program, Higher Education Concentration.
  

  • HEAD - 9202 Business and Fiscal Management in Colleges and Universities (3)

    Examines the fiscal and economic dimensions of higher education. Topics include: size and scale of higher education and its historical development; appropriations and taxing authority; tuition-setting; gifts, investments and endowment; functional and natural distributions of spending; dilemmas of cost control; capital projects; debt financing and debt capacity; fiscal and compliance audits; and use of financial indices and rations as measures of institutional financial health. Focuses on theoretical backgrounds for leadership and higher education finance and interdisciplinary application of those theoretical backgrounds relative to Illinois and other states. Prerequisite: Graduate student in the Interdisciplinary Leadership Ed.D. Program, Higher Education Concentration.
  

  • HEAD - 9203 Emerging Trends in Higher Education (3)

    Examines the current trends in higher education in America and abroad. Focus will be placed on the need for different types of leadership, program design and delivery models. The role of higher education in promoting educational attainment, civic engagement, sustainability, and globalization is explored. Contemporary policy issues are also addressed .Prerequisite: Graduate student in the Interdisciplinary Leadership Ed.D. Program, Higher Education Concentration.

Education - Professional Development
  

  • EDPD - 6511 Sharing Nature with Children (1)

    Develops awareness, understanding, and appreciation of nature while acquainting teachers and youth leaders with outdoor activities that can be used with groups. Through active participation in an extended outdoor education/ recreation experience, teachers and youth leaders become familiar with a wide variety of activities. Equivalent to EDPD-511.
  

  • EDPD - 6621 Seasonal Science Methods: Autumn (1)

    Examines the structures and patterns found in the natural world during autumn. Includes using dichotomous keys for plant and insect identification, astronomy of the fall skies, examination of a restored prairie, migratory bird identification, and mapping skills. Techniques for monitoring a natural site will be presented. Offers classroom activities in mathematics, literature, and related arts. A weekend field study course designed for elementary teachers. Equivalent to EDPD-621.
  

  • EDPD - 6622 Seasonal Science Methods: Spring (1)

    An outdoor education workshop providing the background information and activities for exploring the emergence aspects of the spring season. Weather, astronomy, pond water, plant identification, animal studies, and literature related to spring will be covered. A weekend field study course designed for elementary teachers. Equivalent to EDPD-622.
  

  • EDPD - 6623 Seasonal Science Methods: Summer (1)

    An outdoor education workshop providing background information and activities for exploring the emergence aspects of the summer season. Weather, astronomy, pond water, plant identification, animal studies, and literature related to summer will be covered. A weekend field study course designed for elementary teachers. Equivalent to EDPD-623.
  

  • EDPD - 6624 Seasonal Science Methods: Winter (1)

    An outdoor education workshop exploring the unique opportunities for wonder, delight, and mystery allowed only by winter. Activities in tracking, winter literature, energy implications, astronomy, snow, ice, and tree and twig identification will be presented. A weekend field study course designed for elementary teachers. Equivalent to EDPD-624.
  

  • EDPD - 6650 Topics in Professional Development (1-3)

    Provides a series of skill- or competency-based training sessions directly related to improving the actual delivery, management, or reporting of classroom learning experiences for children and adolescents. Equivalent to EDPD-650.

Education - Reading
  

  • READ - 6190 Narrative and Expository Writing Instruction, K-12 (3)

    Examines research on the development of K-12 students’ spelling and writing in various genres, especially narrative and expository writing. Provides a foundation in instructional strategies and curricular organizations based on this research. Topics include developmental spelling, reading-writing connections, word processors and other technology, conventions of standard American English, and assessment of students’ writing. Equivalent to READ-819. Prerequisite: Graduate student status.
  

  • READ - 6200 Language, Culture, and Literacy (3)

    Examines major theories and research on language development, cognition, and learning. Studies the relationships of linguistic differences and social, cultural, and environmental factors to language and literacy development. Focuses on theory and research in psycholinguistic and sociolinguistic theory and research pertaining to the knowledge base and duties performed by literacy specialists who will be involved in policy decisions related to curriculum and instruction for literacy programs. Equivalent to READ-820.
  

  • READ - 6210 Survey of Reading: Theory and Practice (3)

    Provides a foundation in models and theories of reading process and current issues in reading instruction. Investigates research on developmental reading practices with varied populations, including special needs and linguistically and culturally diverse students. Develops teachers’ ability to read, discuss, and write about reading research and to connect that research to their own classrooms. Equivalent to READ-821.
  

  • READ - 6220 Teaching Reading in the Content Areas (3)

    Explores instructional practices that facilitate learning with content area texts. Identifies strategies for vocabulary and concept development, comprehending difficult text, and writing to enhance understanding of content materials. Includes assessment practices which can provide a basis for instructional decisions in content area teaching. Technology intensive course that requires the use of Internet research, a listserv, online instructional materials, and electronic learning logs. Equivalent to READ-822. Prerequisites:Graduate student status including one three credit-hour course in Reading.
  

  • READ - 6230 Integrating Children’s and Adolescents’ Literature Across the Curriculum (3)

    Examines literature for children and adolescents reflecting the culture, experiences, and contributions of distinct cultural and ethnic groups, as well as other literature for enhancing content area learning across the K-12 curriculum. Equivalent to READ-823. Prerequisite: Graduate Student Status.
  

  • READ - 7240 Literacy Assessment (3)

    Emphasizes the application of theory and research to the selection of appropriate standardized and informal assessment tools. Explores the use of continuous assessment of reading progress to inform instructional decisions. Includes experiences in analyzing, administering, scoring, and interpreting assessment results. Equivalent to READ-824. Prerequisites: A grade of “B” or better in  READ-6200 , READ-6210 , READ-6220 , and READ-6190  or READ-6230  

     

  

  • READ - 7250 Strategies and Intervention for Struggling Readers (3)

    Focuses on the development of instructional strategies and selection of materials for individuals who have moderate to severe reading problems. Emphasizes adapting instruction to the interests and needs of students with exceptionalities and includes strategies for assisting students with linguistic and cultural differences. Equivalent to READ-825. Prerequisites: A grade pf “B” or better in READ-6230 , READ-7240  and 2 years of teaching experience.
  

  • READ - 7300 Developing and Supervising the School Reading Program (3)

    Examines local, state, and national trends in the development of goals and standards for the reading curriculum. Focuses on application of needs assessment as the basis for implementing school change and teacher professional development efforts. Includes supervisory approaches, such as mentoring and peer coaching, for improving the knowledge and skills of teachers. Equivalent to READ-830. Prerequisite: take READ-7250 .
  

  • READ - 8260 Literacy Strategies 1-5 w/Practicum (3)

    Provides a supervised clinical experience in assessing and remediating the reading difficulties of students. Continues exploration of adaptations appropriate for students with cultural and linguistic differences, as well as those necessary for students with exceptionalities. Equivalent to READ-826. Prerequisites: A grade of “B” or better in READ-6190  and READ-7250 .
  

  • READ - 8270 Literacy Strategies 6-12 w/Practicum (3)

    Provides a supervised clinical experience in assessing and remediating the reading difficulties of students in middle and secondary schools. Continues exploration of adaptation appropriate for students with cultural and linguistic differences, as well as those necessary for students with exceptionalities. Equivalent to READ-827. Prerequisites: A grade of “B” or better in READ-6190  and READ-7250 .
  

  • READ - 8828 Seminar in Reading Research (3)

    In-depth study of selected literacy problems. Emphasizes evaluation of research findings and application of research methods to the study of classroom, school, and community literacy issues. Equivalent to READ-828.

Education - Special Education
  

  • SPED - 2100 Survey of Students with Exceptionalities (3)

    Introduces the study of various exceptionalities including learning disabilities and how students so classified, are impacted by classroom instruction and the learning environment.  Focuses on methods for providing the least restrictive environment for individuals with exceptionalities and considers legal requirements, policies, and directions in special education.  Requires background check and 15 hours of field experience.
  

  • SPED - 6101 Survey of Students with Exceptionalities (3)

    Introduces the study of various exceptionalities including learning disabilities and how students so classified, are impacted by classroom instruction and the learning environment.  Focuses on methods for providing the least restrictive environment for individuals with exceptionalities and considers legal requirements, policies, and directions in special education.  Requires background check and 15 hours of field experience.
  

  • SPED - 6102 Survey of Teaching-Learning Models for Gifted Education (3)

    Presents teaching-learning models that are used in the development of a program for the gifted. Discusses the role of critical enrichment education programs. Evaluates the appropriate use and proper application of various program models. Requires 10 clock-hours of fieldwork. Equivalent to SPED-610.
  

  • SPED - 6210 Developing Programs in Schools for Students Who Are Gifted (3)

    Proposes the concept of curriculum differentiation for those who are gifted. Outlines a program initiation framework. Provides a step-by-step procedure for planning and implementing gifted programming. Requires 10 clock-hours of fieldwork. Equivalent to SPED-621. Prerequisite: take SPED-6101  or equivalent.
  

  • SPED - 6240 Characteristics of Students with Emotional/ Behavior Disorders (3)

    Explores various definitions, causes, characteristics, treatments, and instructional strategies involved in educating students with behavior disorders. Requires 15 to 20 hours of fieldwork. Equivalent to SPED-624. Prerequisite: take SPED-8619 .
  

  • SPED - 6250 Characteristics of Students with Cognitive/Mental Impairments (3)

    Examines the theoretical foundations of mental retardation/ cognitive impairments and attempts to relate the various constructs to such issues as causation, prevention, and selection of appropriate psychoeducational means to identify such impairments. Additional attention is given to the effects of these individuals upon their family community. Requires 20 hours of fieldwork. Equivalent to SPED-625. Prerequisite: take SPED-8619 .
  

  • SPED - 6400 Characteristics of Students with Learning Disabilities (3)

    Examines the theoretical foundations of learning disabilities and attempts to relate the various constructs to such issues as causation, prevention, and selection of appropriate psychoeducational means to identify specific learning problems. Additional attention is given to the effects of these individuals upon their family community. Equivalent to SPED-640. Prerequisite: take SPED-8619 .
  

  • SPED - 6410 Methods for Teaching Trainable/Severe/Profound Students with Mental Impairments (3)

    Identifies the programming areas and professional procedures required to plan and implement appropriate instructional programs for the students with moderate to severe mental retardation. Examines specific federal mandates which assure these individuals the right to individual treatment plans and access to community and public educational systems. Requires 20 hours of fieldwork. Equivalent to SPED-641. Prerequisite: take SPED-6250 .
  

  • SPED - 6440 Methods for Teaching Students with Behavior Disorders (3)

    Studies the conditions which initiate and perpetuate inappropriate social behaviors which interfere with learning. Examines various strategies and methods that foster program planning and implementation for groups and students. Requires 15 to 20 hours of fieldwork. Equivalent to SPED-644. Prerequisite: take SPED-6240 .
  

  • SPED - 6450 Methods of Teaching Individuals with Learning Disabilities (3)

    Examines the procedures for planning and implementing instructional programs for individuals with specific learning disabilities. Provides methods and strategies consistent with the federal mandate to initiate instructional planning from predetermined educational goals (IEP). Requires 20 hours of fieldwork. Equivalent to SPED-645. Prerequisite: take SPED-6400 .
  

  • SPED - 6500 Topics in Special Education (1-3)

    Involves experts in special education addressing selected topics of current concern in the field. Discusses implications both for theory and practice. Participants have an opportunity to discuss the topics and, where appropriate, apply techniques and skills. Equivalent to SPED-650.
  

  • SPED - 6999 Special Education Student Teaching (9)

    Provides graduate candidates with experience in teaching students with disabilities. Each candidate is placed in a special education setting commensurate with experiences required for licensure sought (e.g. students with Learning Disabilities, Intellectual Disabilities, Traumatic Brain Injury, Autism, etc.). Seminar activities are also required. This capstone experience requires 15 weeks of full-time teaching and/or co-teaching. Prerequisites: Admission to MCSE candidacy, successful completion of all required courses and approval of MCSE Program Coordinator. Must have passed the required Illinois Content Exam and submit proof of 100 observation hours prior to student teaching.
  

  • SPED - 8200 Learning Characteristics of Learners with Exceptionalities (3)

    Investigates the cognitive and psychomotor abilities of students of students encompassed by the Illinois LBS I Unlimited credential, i.e., students with LD, S/ED, MR/MI/CI, PH, traumatic brain injury (TBI) and autism. Requires 30 clock-hours of fieldwork. Equivalent to SPED-820. Prerequisite: take SPED-6101  or equivalent.
  

  • SPED - 8310 Behavioral Characteristics of Learners with Exceptionalities (3)

    Examines the social-affective development across the continuum of behaviors of students encompassed by the Illinois LBS I Unlimited credential, i.e., students with LD, S/ED, MR/MI/CI, PH, traumatic brain injury (TBI) and autism Investigates theoretical approaches utilized in identification of exceptionalities. Requires 30 clock-hours of fieldwork. Equivalent to SPED-831. Prerequisite: take SPED-8200 .
  

  • SPED - 8350 Methods for Teaching Learners with Exceptionalities (3)

    Investigates advanced methods and teaching techniques for use with the full range of students encompassed by the Illinois LBS I Unlimited credential. Examines strategies for curriculum development and writing IEPs. Requires 30 clock-hours of fieldwork. Equivalent to SPED-835. Equivalent to SPED-835. Prerequisites: take SPED-8619 , SPED-8200 , SPED-8310 .
  

  • SPED - 8400 Special Education Practicum I (1)

    Provides professional experience in designing, implementing, and evaluating instructional intervention. Requires preparation of a case study, an IEP, and 30 clock-hours of fieldwork. Equivalent to SPED-840. Prerequisites: take SPED-8200 , SPED-8310 .
  

  • SPED - 8500 Special Education Practicum II (1)

    Provides advanced professional experience in designing and implementing instructional and behavioral intervention for exceptional children in multicategorical special education settings. Requires 30 clock-hours of fieldwork. Equivalent to SPED-850. Prerequisites: take SPED-8200 , SPED-8310 .
  

  • SPED - 8600 Collaboration Skills for Teachers and Support Personnel (3)

    Provides teachers and other school personnel with collaborative models to enhance student and classroom performance. Presents a systematic, collaborative problem-solving approach for creating alternative instructional strategies. Focuses on observation, instructional and data collection techniques, parent collaboration, intervention development, program evaluation, and accountability. Requires 30 clock-hours of field experience. Equivalent to SPED-860. Prerequisite:take SPED-6101  or equivalent.
  

  • SPED - 8619 Psychological Diagnosis of Learners with Exceptionalities (3)

    Examines basic assumptions, assessment procedures, techniques, and instruments in the evaluation of individuals with special needs. Emphasizes prescriptive ability, assessment, and potential level of functioning. Requires 30 clock-hours of fieldwork. Equivalent to SPED-619. Prerequisite:take SPED-6101  or equivalent.
  

  • SPED - 8805 Special Education Law (3)

    Includes an analysis of special education legal principles as defined by the United States Constitution; federal case law; federal statutory law; the Illinois Constitution; Illinois case law; and Illinois statutory law. Also examines special education law from an historical perspective, law-making agencies affecting Illinois public schools, legal research, and the practical application of special education law. Prerequisites: SPED-2100  or SPED-6101  or its equivalent; SPED-8200 .
  

  • SPED - 8806 Administration and Supervision of Special Education (3)

    Includes concepts related to administrative leadership; policy; school reform; collaboration across multicultural contexts; instructional leadership and evaluation of programming; and provision of supervision of special education personnel. Required: 40 clinical/field hours. Prerequisites: take SPED-6101  or equivalent; SPED-8200 ; SPED-8805 .
  

  • SPED - 8963 Special Education Practicum III (1)

    Provides advanced professional experience in discipline and behavior management with an emphasis on educating adolescents with exceptionalities in secondary programs. Requires participation in the implementation of behavioral management activities and 30 clock-hours of fieldwork. Equivalent to SPED-863. Prerequisites: take SPED-8400 , SPED-8500 .
  

  • SPED - 8999 Graduate Seminar in Multicategorical Special Education (4)

    Examines current trends and issues in multicategorical special education. Explores contemporary philosophies of educating students with disabilities, instructional alternatives, and service delivery programs. Serves as culminating project for the master of arts degree in Multicategorical Special Education. Equivalent to SPED-865. Prerequisite: take SPED-8350 .

Education - Superintendent
  

  • SUPT - 8836 Administration of School Personnel (3)

    Provides a general understanding of personnel functions in education. Decision-making and problem-solving involving school personnel and supervision will be emphasized. Functions of recruitment, assignment, development, coordination, compensation, appraisal, negotiations, in-service education, motivation, and dismissal are included.
  

  • SUPT - 8838 Collective Negotiations (3)

    Focus on the development and establishment of collective bargaining with school district groups. Presentation of historical, sociological, and legal perspectives, and current issues in educational collective bargaining, roles of individuals in the bargaining process, and effects in public sector. Participation in simulated collective bargaining exercises to prepare for negotiations, the use of table tactics and strategies, and dealing with impasse resolution and the impact on school budgets. Prerequisite: EDAD-6621  or equivalent.
  

  • SUPT - 8842 The Politics of Education (3)

    Examines the politics of school governance, strategies of lobbying and negotiation, policy development and implementation, and the use of power, influence, and authority.  Focuses on the relationship of these topics to system problems such as diminishing resources and declining achievement.  Students will apply political skills through role-playing and simulation. Prerequisite: LEAD-9101 , LEAD-9102 , LEAD-9103 , LEAD-9104 , LEAD-9105 , LEAD-9106  
  

  • SUPT - 8860 The Dynamics of School Climate (3)

    Examines the dynamics of the relationship among school administration, the community, and the teachers’ union, and provides strategies for affecting productive working relations among these and other involved groups. The superintendent’s role as mediator, negotiator, problem-solver, and strategist is treated as it relates to influencing the school atmosphere. Prerequisite: LEAD-9101 , LEAD-9102 , LEAD-9103 , LEAD-9104 , LEAD-9105 , LEAD-9106  
  

  • SUPT - 9101 School Finance for Superintendents (3)

    Emphasizes the role of the chief operational manager of the District to which the Superintendent might serve. District budgetary decisions will be examined aligned with the mission and vision of the District. Maximizing revenues and efficiently allocating expenditures will be analyzed based on supporting the whole child PK-12 while maintaining high expectations for student achievement. Will provide an examination of all external services including, but not limited to, architectural and internal auditing. Prerequisite: LEAD-9101 , LEAD-9102 , LEAD-9103 , LEAD-9104 , LEAD-9105 , LEAD-9106  
  

  • SUPT - 9102 Education for Diversity (3)

    Focus on prioritizing the need to service the entire PK-12 educational community including, but not limited to, special education, bilingual, low-income and gifted education. Utilizes the concepts of Multiple and Emotional Intelligence to enhance student learning and to reduce any achievement gaps. Promote community outreach to ensure social justice for all students. Prerequisite: LEAD-9101 , LEAD-9102 , LEAD-9103 , LEAD-9104 , LEAD-9105 , LEAD-9106  
  

  • SUPT - 9103 Curriculum and Assessment (3)

    Designed to evaluate the District’s system of assessment and its alignment to curriculum aimed at analyzing student growth at all levels PK-12. Course also addresses the supervising all resources that includes teaching and support staff; and planning for the utilization of technology to facilitate the creation of the district’s instructional mission and vision. Prerequisite: LEAD-9101 , LEAD-9102 , LEAD-9103 , LEAD-9104 , LEAD-9105 , LEAD-9106  
  

  • SUPT - 9104 Facilities and Sustainability (3)

    Focus on the importance of the physical environment to the educational process including exploring planning models for school facilities and equipment needs; determining efficiency of school facilities; understanding school facilities operations and maintenance programs; understanding the development of program planning and educational specifications; developing a plan for bond program and school construction project; and conducting an appraisal for the adequacy of a school facility. Prerequisite: LEAD-9101 , LEAD-9102 , LEAD-9103 , LEAD-9104 , LEAD-9105 , LEAD-9106  
  

  • SUPT - 9330 Advanced School Law (3)

    Analyzes school district governance from the superintendent’s perspective; primarily the role of the school board and policy development, federal and state governments, the instructional program, employee rights and responsibilities, student rights and responsibilities, tort liability, district records, contracts, and discrimination issues. Preventive law will be emphasized. Prerequisite: LEAD-9101 , LEAD-9102 , LEAD-9103 , LEAD-9104 , LEAD-9105 , LEAD-9106  
  

  • SUPT - 9340 The Superintendency - Issues and Trends (3)

    Analyzes the role and responsibilities of the superintendent with respect to the Illinois School Superintendent Standards, i.e., facilitating a vision of educational excellence, learning environment and instructional program, management, collaboration with families and communities, and knowledge of laws, regulations, and professional ethics. Prerequisite: LEAD-9101 , LEAD-9102 , LEAD-9103 , LEAD-9104 , LEAD-9105 , LEAD-9106  
  

  • SUPT - 9350 District Improvement Planning (3)

    Emphasizes the alignment of all improvement planning to the district’s mission and vision by using a collaborative process among school district stakeholders; analyzes the five essentials needed to meet the Illinois Learning Standards and the Common Core Standards, i.e., leadership, parent-community ties, professional capacity, student-centered learning climate, and instructional guidance.  Prerequisite: LEAD core courses. Prerequisite: LEAD-9101 , LEAD-9102 , LEAD-9103 , LEAD-9104 , LEAD-9105 , LEAD-9106  

Early Start
  

  • ESEN - 0999 SI in Writing for Early Start (0)

    Explores with the Early Start Students the idea that writing is persuasive. Enhances students’ ability to utilize a wide range of strategies that encourage productive and effective writing. Supports writing across the curriculum by providing instruction that writing Is an integral part of all academic disciplines and is an important tool for learning Co-requisite: Take with general education writing class.
  

  • ESMA - 0999 SI in Mathematics for Early Start (0)

    Enhances the learning experience for the mathematics general education courses with supplemental instruction. Co-Requisite: Take with general education mathematics class.

English
  

  • BKST - 2100 Introduction to Black Studies (3)

    This writing intensive Introduction to Black Studies examines the events, movements, theories, and texts that have shaped the development of the African diaspora. Investigates the middle passage, slavery, Pan-Africanism, Civil Rights era, contemporary issues. Instructional Method: Lecture/Discussion Prerequisites: ENGL-1000  
  

  • ENGL - 1000 Writing Studies I (3)

    Introduces the fundamentals of written communication, with an emphasis on primary-source and popular-source research. Prerequisites: None.
  

  • ENGL - 1010 Writing Studies II (3)

    Introduces the fundamentals of English composition with an emphasis on secondary-source research. Requisite courses: Take ENGL-1000 . (Required, Previous).
  

  • ENGL - 1111 British Literature I (3)

    Examines British Literature from its beginnings to 1785. Prerequisites: Students must have passed one college-level Composition/Writing class with a grade of C or better.
 

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