Education

An introduction to the organization, development, and critical issues of American education. This course studies education in light of historical, philosophical, multicultural, technological, and theoretical models and how each has impacted today's educational thought. Through analysis of research findings and current trends in education, students will study education as a profession. As a part of the course, students will become familiar with the Teacher Education program at Olivet and complete a multiethnic life experience.

EDUC 151 — Introduction to Education. 1 hour.

An introduction to Olivet's Teacher Education program, designed for transfer students who enter with credit in History and Philosophy of Education. Includes information concerning writing of lesson plans, writing in APA format, and other pertinent experiences needed in the transition to Olivet's Teacher Education program.

EDUC 210 — Instructional Methods of Early Childhood Education. 3 hours.

Participants in this course are presented an overview of the educational and developmentally appropriate needs of young children. A study of the types of instructional methods for children ages birth through preschool including activity/learning centers, individualization, educational play, media, and their utilization in extending the child's understanding of art, music, literature, pre-reading instruction, mathematics, natural and social sciences. A further emphasis is placed on organization of balanced daily programs, planning, materials for instruction, assessment, parent communication, classroom environment, and bilingualism. Includes a field experience. Prerequisite: admission to the teacher education program or permission of the Director of Teacher Education.

EDUC 211 — Child Growth and Development. 3 hours.

Same as PSYC 211.

EDUC 212 — Adolescent and Adult Developmental Psychology. 3 hours.

Same as PSYC 212.

EDUC 214 — Early Adolescent Development. 3 hours.

The course is designed to provide an under- standing of the mental, physical, emotional, and social characteristics and provides study on multicultural issues that have an impact on the education of early adolescents. Students will also gain an understanding of the middle school concept, including purpose, curriculum, and special programs. All student presentations must include a technology component. For education majors only. To qualify for middle-school endorsements, a grade of "C-" or better is required.

EDUC 220 — Early Childhood Field Experience. 3 hours.

The student will participate in a preschool or daycare center for a total of 120 clock-hours. This experience permits the student to utilize skills and techniques which have been learned in the specialized methods courses. Prerequisites: PSYC 211, EDUC 150 and 210.

EDUC 241 — Statistics. 4 hours.

Same as MATH 241.

EDUC 249 — Educational and Developmental Psychology. 3 hours.

This course introduces students to educational psychology and child development. It is an interactive course where students learn and practice skills related to both the cognitive and affective domains of education. Students participate in a series of activities throughout the semester designed to stimulate their thinking and encourage the application of appropriate classroom knowledge to their field experiences. Includes a field experience in a diverse school setting.

EDUC 269 — Children’s Literature. 3 hours.

A survey and critical analysis of children's literature to aid in the selecting of reading material for children from the preschool age through the elementary and middle school grade levels. Emphasis placed on diversity and technology integration and several assignments. Prerequisite: admission to the Teacher Education program or permission of the Director of Teacher Education.

EDUC 295 — Instructional Technology. 1 hour.

An introduction to the theory and principles of the use and integration of technologies in classroom instruction in diverse settings. Through projects, each student will demonstrate an understanding of the operation and integration of multiple technologies in the teaching and learning process. Prerequisite: "C-" or better in EDUC 150 or permission of the Director of Teacher Education.

EDUC 300 — Applied Arts for Teachers. 2 hours.

A course for general Elementary and Early Childhood Education majors. The teacher candidate will gain an understanding of the educational, communicative, and aesthetic value of drama, music, and visual art and the role fine arts plays in the elementary and early childhood classroom. Prerequisite: admission to Teacher Education or permission of Director of Teacher Education.

EDUC 320 — Teaching Early Childhood Language Arts and Social Studies. 2 hours.

Participants in this course are presented a variety of techniques and methodologies for teaching language arts and social studies at the primary level. A study of the methods of teaching the language arts from a balanced literacy approach interrelated with social studies will be developed. A thematic unit approach will enhance understanding of integrating listening, speaking, and reading and writing skills with the basic social heritage concepts of multiculturalism, values, citizenship, self worth, geography, history, and biographical appreciation. Includes a field experience in a primary classroom. Prerequisite: admission to Teacher Education or permission of the Director of Teacher Education.

EDUC 325 — Classroom Management. 1 hour.

Effective teachers have classrooms that are caring, thought-provoking, challenging, and exciting. They have this because they begin with classroom management procedures. This course will explore theories and applications of effective teaching and classroom management. Emphasis will include dealing with diverse classrooms including, but not limited to students with exceptionalities, students with behavior disorders, and students of multiethnic background. Prerequisite: admission to teacher education or permission of the instructor.

EDUC 330 — Teaching Early Childhood Math and Science. 2 hours.

Participants of this course are presented a variety of teaching techniques and methodologies. The focus of this course is specifically on teaching methodologies and instructional techniques in the subjects of math and science. This course includes a field experience in a diverse classroom. Prerequisite: admission to Teacher Education or permission of the Director of Teacher Education.

EDUC 340 — Curriculum and Instruction for Elementary and Middle School Language Arts and Social Studies. 3 hours.

A study of the methods of teaching the language arts from a balanced literacy approach interrelated with the social studies. A thematic unit approach will enhance understanding of integrating the language arts skills with the basic social heritage concepts of multiculturalism (cultural diversity), values, citizenship, self-worth, and geographical/historical/biographical appreciation. Students will be expected to include technology components into the thematic unit as well as the required group presentations. Includes a field experience. Prerequisite: admission to Teacher Education or permission of Director of Teacher Education.

EDUC 342 — Curriculum and Instruction for Elementary and Middle School Reading. 4 hours.

This course is designed to provide understanding of the theoretical background as well as the processes and methodologies of reading instruction from kindergarten through grade nine. Emphases are placed on emergent literacy, word recognition, vocabulary development, comprehension, content areas, study skills and assessment. Candidates will gain understanding of the developmental reading needs of various cultures of bilingual children and instruction for various ability levels of readers. The course will be founded on an integrated and balanced literacy approach using reading strategies and technology. Includes a field experience. Prerequisite: admission to Teacher Education or permission of Director of Teacher Education.

EDUC 349 — Language Development. 2 hours.

This course will focus on how humans acquire and develop language, major functions of brain development that relate to speech and language, issues concerning teaching students with bilingual and cultural differences. American dialects, speech and communicative disorders, fostering language through home connections, and choice of appropriate instructional and technological strategies for language of various American populations. Prerequisite: admission to Teacher Education or permission of Director of Teacher Education.

EDUC 350 — Curriculum and Instruction for Elementary and Middle School Math and Science. 3 hours.

Participants of this course are presented a variety of teaching techniques and methodologies. The focus of this course is specifically on teaching methodologies and instructional techniques in the subjects of math and science. This course includes a field experience. Prerequisites: admission to Teacher Education or permission of the Director of Teacher Education.

EDUC 359 — Teaching Reading to Young Children. 3 hours.

This course is designed specifically for candidates preparing to teach preschool through grade three. The teacher's role in nurturing emergent literacy, including both reading and writing, will be developed as well as use of appropriate technology and instructional strategies in young readers. Because early literacy experiences are learned through a healthy, balanced experiential environment in the home, one feature of the course will include parental involvement in the reading experiences. Other areas to be covered will include classroom environment, thinking about print and writing, shared reading, literature- based reading, language experience, phonemic awareness and phonics instruction vocabulary, comprehension, balanced literacy, basal reading, assessment, and creating books. Includes a field experience. Prerequisite: admission to Teacher Education or permission of Director of Teacher Education.

EDUC 367 — Methods and Materials in Physical Education for the Elementary School. 2 hours.

Same as PHED 367. Includes a field experience.

EDUC 376 — Teaching Diverse Populations in the Regular Classroom. 3 hours.

This course is an introduction to the field of special education, the psychology and identification of exceptionality (including, but not limited to, students with learning disabilities), differences in approaches to learning styles, multiple intelligences and performance modes, cultural differences, and methodologies for working with diverse populations in the school community. An emphasis is placed on specific strategies for adapting instruction and current practices designed to assist classroom teachers in meeting the needs of all students in the regular education setting. Includes a field experience. Prerequisite: admission to Teacher Education or permission of Director of Teacher Education.

EDUC 385 — Middle/Secondary School Methods. 5 hours.

This course is an introduction to the wide array of educational and developmental psychology concepts, theories, principles and strategies and how their relationship impacts the pedagogical techniques teachers will implement in the classroom of the 21st century. Included in the curriculum is accommodating students with exceptionalities, at-risk students, parental involvement, classroom management, multiculturalism, integration of technology, and integration of curriculum. General teaching methods geared to middle and secondary teaching strategies is the focus of this course. In addition, teaching methods are considered, for specific content areas (Art, English, Mathematics, Social Sciences, Science, and Family and Consumer Sciences. Candidates will complete a field experience in conjunction with this course. Students who are candidates for certification K-12 will be accommodated in this course by adapting teaching strategies and lesson plans at all grade levels.

EDUC 386 — Teaching of Spanish, K-12. 6 hours.

This course is designed to introduce and refine a Spanish Major's skills in the areas of motivation, behavior management, course, and unit- and lesson-planning. Characteristics and issues associated with teaching students of all grades will be addressed throughout the course. Focuses on developing underlying theories and practices in human growth and development, educational theories in teaching pedagogy, and cognitive processes. Included in the content are components of teaching students with exceptionalities, multiple learning styles and preferences, and diverse populations. A large segment of the course is dedicated to forming content lesson plans, matching objectives to state standards, and interdisciplinary unit plans formed with students of various disciplines. Oral presentations including technological components will complete the presentations of the unit plans. Written examinations will comprise assessment of textbook readings and weekly online discussion questions will be an integral part of class participation. Includes a field experience. Prerequisite: admission to Teacher Education.

EDUC 400–414 — Student Interest Field Experience. 1–4 hours.

This is a field experience in which the Elementary or Secondary Education student works with students in an area of interest under the supervision of a supervising teacher or director of a program. A student will spend 40 or more hours per credit hour. Prerequisites: Junior standing and EDUC 249. These course numbers will designate particular programs of the field experience in various departments:

EDUC 400 — Open School Concept

EDUC 401 — Language and Literature

EDUC 402 — Social Sciences

EDUC 403 — Natural Sciences

EDUC 404 — Fine Arts

EDUC 405 — Outdoor Education

EDUC 406 — Preschool

EDUC 407 — Special Education

EDUC 408 — Reading

EDUC 409 — Mathematics

EDUC 410 — Vocational Education

EDUC 411 — Physical Education

EDUC 412 — Reading Laboratory

EDUC 413 — Learning Center

EDUC 414 — Multicultural Community Relations

EDUC 415 — Pre-Student Teaching Practicum. 1–3 hours.

Students will spend a minimum of 40 clock hours per semester hour working with students and a classroom teacher in a public school classroom. Designed for education students who have not completed the state-mandated 100 pre-student teaching hours as part of required coursework, or those who may wish to take practicum hours in addition to those required. Prerequisite: admission to Teacher Education or permission of the Director of Teacher Education.

EDUC 456 — Management and Professional Practices in Education. 2 hours.

Designed to refine students' skills as effective practitioners of instructional experiences in today's schools. It emphasizes the teacher as a reflective practitioner, classroom management skills, and collaborative relationships. Taken concurrently with student teaching. Includes a field experience.

EDUC 460 — General Music Methods. 3-4 hours.

Same as MUED 460. Includes a field experience.

EDUC 481 — Paraprofessional Field Experience. 4 hours.

Students will spend half days for eight weeks working with a teacher as a paraprofessional under supervision of a University supervisor.

EDUC 482 — Student Teaching for Early Childhood Education. 12 hours.

Prerequisites: Senior standing, pass the Illinois Subject-Matter Knowledge test, approval by the Teacher Education Faculty Committee, and appropriate methods courses. Includes some experience at both the preschool and primary-school levels. Taken concurrently with EDUC 456.

EDUC 484 — Supervised Student Teaching in the Elementary School. 12 hours.

Prerequisites: Senior standing, pass the Illinois Subject-Matter Knowledge test, approval by the Teacher Education Faculty Committee and appropriate methods courses. Taken concurrently with EDUC 456.

EDUC 485 — Supervised Student Teaching: All Grades. 12 hours.

Prerequisites: Senior standing, passing the Illinois Subject-Matter Knowledge test, approval by the Teacher Education Faculty Committee, and appropriate methods courses. Taken concurrently with EDUC 456.