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Course Criteria
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3.00 Credits
3 semester hours The ultimate goal in learning statistical analysis in business is to improve business processes. This course delivers clear and understandable explanations of business statistics concepts through the use of continuing case studies, examples, and problems. Among the topics covered include: descriptive statistics, confidence intervals, experimental design, analysis of variance, regression, nonparametric methods, and time series forecasting. Statistical software is utilized extensively through the course. (Fall) Prerequisites: MTH1120, MTH2320.
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1.00 Credits
1 semester hour Teacher candidates participate in the life of an assigned elementary school as a member of a learning community. Candidates complete volunteer hours (a minimum of 16 hours per term) and attend scheduled seminars spread throughout the academic year. (Fall and Spring) No prerequisites.
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4.00 Credits
4 semester hours This course is an introduction to schools and classrooms in the United States. A major focus will be on learning to observe objectively. Structured observations of classrooms and children will be conducted and analyzed.We will also observe and analyze classroom group interactions as we study group process theory. These observations will be placed into the context of schooling in the United States through a series of readings and discussions on the organizational, legal and financial structure of schools, professional standards and ethics, and the history of American education. In addition, we will familiarize ourselves with current journals and research in education. We will reflect on our own educational experiences as we contemplate our readings and observations and begin the process of portfolio development. (Fall and Spring) No prerequisites.
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4.00 Credits
4 semester hours This course is designed to introduce students to the Illinois State Standards for Learning and the Illinois Professional Teacher Standards. Expectations for student learning will provide a focal point analyzing how a standards-based education system is a win-win situation for students, teachers, administrators and parents. This course will also introduce students to various philosophies that have influenced educational policy and practice. The student will examine the principles and ideologies behind educational systems, curricula, goals and professional dilemmas faced by practicing educators. Students are introduced to the thought of influential educators to promote and encourage the development of their own philosophy of education. (Fall and Spring) No prerequisites.
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4.00 Credits
4 semester hours The focus of the course will be on theories of learning with an emphasis on constructivism. As we study human growth and development as it relates to learning we will explore the learning process, learning styles, the evaluation of learning, differentiated learning that takes into accounts special needs of all kinds, and motivation. In addition we will examine the application of learning theory to multicultural education. (Fall and Spring) No prerequisites.
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1.00 Credits
1 semester hour Teacher candidates participate in the life of an assigned elementary school as a member of a learning community. Candidates complete volunteer hours (a minimum of 30 hours per term) and attend scheduled seminars spread throughout the academic year. (Fall and Spring) Prerequisite: EDU1750 or consent.
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1.00 Credits
1 semester hour The student logs a minimum of 50 clock hours of clinical experience in a middle or senior high school. This assists the student in determining if teaching should be his or her career goal and provides an experiential background for assimilating future professional education courses. (Fall and Spring) Prerequisites: Acceptance into the College of Education including passing the Basic Skills Test, maintaining a GPA of 3.00 in major courses as required in secondary education, passing a background and a sex offender check, EDU2200 and EDU2260. Placement applications for the practicum are due the January before the academic year of the practicum or for transfer students upon acceptance into the College of Education.
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2.00 Credits
2 semester hours Cross-listed with EDU3180. For description see EDU3180.
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2.00 Credits
2 semester hours Cross-listed with EDU3190. For description see EDU3190.
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3.00 Credits
3 semester hours Students will develop an understanding of the methodologies and approaches to teaching science in the elementary school. The purpose of this course is to explore, create and utilize a variety of instructional strategies that are developmentally appropriate and motivating for the elementary school child. Mathematics and science are a systematic combination of quantitative and spatial thinking. Students will have the opportunity to participate in activities in science in order to facilitate the learning, the application and the implementation of concepts and procedures to real-world situations. In addition, this course involves pre-service teachers in a variety of problem-solving activities designed to develop meanings and properties of and scientific concepts. (Fall and Spring) Prerequisites: Acceptance into the College of Education including passing the Basic Skills Test, maintaining a minimum GPA of 2.75, passing a background and a sex offender check, EDU2100 and EDU2260.
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