Curriculum & Instruction

Course Descriptions

CIC500     Curriculum Theory: Historical and Philosophical Perspectives
This course is concerned with the theoretical foundations of the field of curriculum and their applications. 2 semester hours

CIC503     Curriculum Design and Evaluation
This course examines curriculum, instruction, assessment, and evaluation as interrelated components. Focus is placed on making informed decisions about how the processes of design and evaluation support enduring understanding. Participants actively engage in comprehensive study of the theory, history, values and politics that impact curriculum today, evaluating curriculum through the lenses of comparative study of curricular recommendations over time. 1-3 semester hours

CIC504     Instructional Decision Making
This course examines the critical role of the teacher in the instructional decision making process. Focus is placed on analyzing various teaching practices in relation to their underpinning assumptions and current research. Prerequisite: 2 or 3 semester hours of CIC503. 1-3 semester hours

CIC506     Elementary School Curriculum
Designed to acquaint the student with elementary curriculum patterns and practices. Analysis and discussion of current trends in curriculum development as it relates to prekindergarten through middle school. 3 semester hours

CIC514     Classroom Management
Exploration of philosophical and practical knowledge concerning the underlying premises and daily workings of elementary and/or middle school classrooms founded on variant principles. 2 semester hours

CIC583     Workshop/Curriculum and Instruction/Contemporary Issues
1-4 semester hours

CIC583S    Using TQM in the Classroom
This course is an introduction to how teachers might use Total Quality Management (TQM) principles and tools to improve the learning experience. The use of TQM requires teachers to regard their students in new ways, to adopt a new paradigm. Participants will be encouraged to try the new principles and tools in their classrooms and share the results with their colleagues. 3 semester hours

CIC584     Workshop/Curriculum and Instruction/Curriculum Materials
1-4 semester hours

CIC585     Workshop/Curriculum and Instruction/Instructional Practices
Cooperative learning theory and the effectiveness of cooperative learning methodology will be reviewed. Participants will experience cooperative learning throughout the course by means of cooperative strategies, heterogeneous grouping, team and class building, skill development, scoring and recognition, as well as classroom and lesson management. An emphasis will be placed on cooperative learning for multilingual and multicultural classes. Prerequisite: CIL500. 3 semester hours

CIC585O     Keys to Effective Cooperative Learning
In this course teachers interested in creating safe classrooms and improving teaching effectiveness learn the principles of Cooperative Learning (CL). As they work with other teachers in small CL groups, they learn the basics of a CL "support group" that can be duplicated in their schools. In this course teachers learn how to create CL lessons, how to teach students the essential social skills for working with others, how to work with a diverse group of students, and how to create an environment where students recognize the need to use those skills. Cooperative learning theory and the effectiveness of cooperative learning methodology will be reviewed. Participants will experience cooperative learning throughout the course by means of cooperative strategies, heterogeneous grouping, team and class building, skill development, scoring and recognition, as well as classroom and lesson management. An emphasis will be placed on cooperative learning for multilingual and multicultural classes. Prerequisite: CIL500. 3 semester hours

CIC587     Workshop/Curriculum and Instruction/Management and Discipline
1-4 semester hours

CIC 587F     Teacher Effectiveness Training
In this course teachers learn and practice the principles of effective communication and problem solving skills essential to creating self-motivated, self-disciplined students within a climate of caring and cooperation. The course also assists teachers in promoting a "Win-Win" approach to teamwork and collaboration while working with students, coworkers, parents and community organizations. The course presents Gordon's "Teacher Effectiveness" model and shows how it can encourage student motivation without the need to resort to the use of rewards and punishments. 3 semester hours.

CIC587G     Teaching Conflict Resolution
This workshop presents participants with the steps of how to train elementary and secondary school students to mediate and resolve their interpersonal conflicts. This workshop assumes that all students in a school need to be taught mediation skills, and that some students will be motivated to volunteer when offered opportunities to put these skills into practice. The course will review current approaches to conflict resolution in schools. But, the course will focus on the Johnson and Johnson comprehensive approach to teaching conflict resolution. 3 semester hours.

CIC592 Seminar: Educational Inquiries
This course provides an integrating experience for students in the various Curriculum and Instruction program concentrations. Students analyze the interrelatedness of relevant educational issues and engage the skills of reflective practice as they examine their professional goals, development, and contributions to the profession. Prerequisites: ESR505, EPS541, CIC503, CIC504. Because this is an integrating experience, within the cluster format, 1 semester hour is taken at the beginning of the course sequence, with the remaining 2 semester hours taken as a culminating experience. Students outside the cluster format must take the 3 semester hours course among the last three courses in their program, preferably in their final term. All exceptions must receive program director approval. 1-3 semester hours.

CIC594     Independent Study/Curriculum and Instruction
Provides participants with the opportunity to investigate a topic, problem, or issue of specific relevance to their work with singular focus and depth. The topic(s) of choice may or may not be directly linked to classroom practice but should be of relevance to their individual goals and aspirations as a professional. 1-3 semester hours

CIC595     Selected Topics in Curriculum and Instruction
This course provides the student with the opportunity to explore current or specialized topics in the field of curriculum or instruction. 1-6 semester hours

CIC599     Thesis
Required of all Master of Science in Education students; a formal written document that integrates a theory or particular point of view and results from disciplined inquiry.
4 semester hours

CIL500     Foundations in Language Minority Education
This course provides participants with an understanding of the historical, political, sociocultural, and educational concepts and issues that affect linguistically and culturally diverse students in the schools. This interdisciplinary approach illuminates the formation of local, state, and federal policies regarding entitlement and appropriate school services for language minorities. Current theories of Second Language Acquisition (SLA), bilingualism, and sociocultural theories are explored for their pedagogical relevance, and specific program models are examined for their contribution to academic achievement. 3 semester hours

CIL501     Introduction to Linguistics for TESOL
This course introduces the following dimensions of linguistics: structure and history, language development, cognition and learning, communicative competence and language variation. Emphasis is placed on implications for Teachers of English to Speakers of Other Languages (TESOL). 3 semester hours
*Note: This course may be substituted for RLR512 Bilingualism & Reading: Linguistic Considerations in the ESL approval.
**For Adult TESOL, please note: If you need graduate coursework and/or a knowledge base for teaching adults, the recommended courses are CIL501, CIL505, and CIL531.

CIL505     Methods & Materials for Teachers of English to Speakers of Other Languages (TESOL)
Designed to prepare teachers in methodology for English to Speakers of Other Languages (ESOL). Participants consider theories of Second Language Acquisition, pedagogy, and language methodology as applied to classroom situations. Participants are guided in observing, preparing a teaching unit, and presenting lessons based on various theoretical schools and approaches: Content-Based, Cognitive-Code Language Learning, Comprehension-Based, Communicative-Interactionist, etc. Participants also discuss the selection, use, and evaluation of ESOL books and materials as well as classroom arrangements and management. ESL, Bilingual & BIL Spec Ed required. 3 semester hours

CIL506     Methods and Materials for Teaching Bilingual Students
A variety of instructional strategies appropriate for language minority students (K-12) will be reviewed. The process of becoming bilingual will be examined. Topics include cultural learning styles, teaching in content areas (science, social studies, math, and language arts), content area assessment, curriculum and program development, Dual Language models and implementation strategies, and multi-level classrooms. Bilingual required. 3 semester hours

CIL510    Assessment of Language Minority Students
Participants in this course explore the issues of assessment of second language learners as they are situated within larger historical, social, cultural and political contexts. Participants use theoretical models that account for the intersection of second language acquisition and academic achievement as a basis for creating and evaluating appropriate instruments for second language learners. Participants discuss issues in non-discriminatory assessment as they are related to mandated, alternative, and classroom forms of assessment. 3 semester hours

CIL531     Cross Cultural Education
Examines the role of culture in the American educational system and how various ethnolinguistic groups contribute to the cultural dynamics of a classroom are discussed. Participants examine their own cultural assumptions and biases, and those of their students, and how they impact teaching and learning in their professional environment. Participants explore issues of equity and access, including technology, and examine potential for promoting cross-cultural understandings. Ideas are generated on how to promote learning through effective multicultural classroom communities. 3 semester hours

CIL532     Technology Applications for Linguistically and Culturally Diverse Students
The use of computers and interactive media in linguistically and culturally diverse classrooms is discussed in relation to current research. The selection and use of software and interactive media for use within content area instruction is also presented. Demonstrations of software programs and hands-on activities are incorporated into this course to provide teachers with the information necessary to successfully integrate technology into their classrooms. Prerequisite: CIL500. 3 semester hours

CIL534     Methods for Teaching Language Minority Education
This course will focus on the instructional practices that help children acquire a second language and master subject matter. Teachers will learn appropriate methodology, adapt and integrate Best Teaching Practices, and examine a variety of teaching strategies, techniques and materials. This course builds on the conceptual framework of CIC504 and is the foundation for other methods courses. 2 semester hours

CIL583     Workshop/Bilingual and Multicultural Education/Contemporary Issues
1-4 semester hours

CIL584     Workshop/Bilingual and Multicultural Education/Curriculum Materials
1-4 semester hours

CIL585     Workshop/Bilingual and Multicultural Education/Instructional Practices
1-4 semester hours

CIL594     Independent Study in Bilingual and Multicultural Education
Provides an opportunity for students to pursue advanced scholarly study or investigate a practical school problem related to bilingual and multicultural education. 1-4 semester hours

CIL595     Topics in Bilingualism and Education
1-3 semester hours

CIN500     Introduction to Public Health Nursing— Theory and Practice
This two-semester hour course consists of classroom experience plus practicum components. It offers concurrent theory and nursing experience in community health nursing. The focus of the community health nursing component is on the role of the nurse in settings other than in-patient hospital settings. These settings allow for nursing practice at all levels in the provision of holistic health care and the ability to effectively communicate with others. 2 semester hours

CIN508     Community Health: Nursing Practice, Theory and Contemporary Problems
This course consists of both classroom and supervised practicum components. It offers concurrent theory and nursing experience in community health nursing. It is also designed to assist the student to identify leading health problems in the community. The focus of the community health nursing component is on the role of the nurse in settings other than inpatient hospital settings. These settings allow for nursing practice at all levels in the provision of holistic health care and the ability to communicate with others. The course further allows the student to observe in a variety of health agencies in order to acquire and understanding of the different functions and services offered in community agencies in the public, private and voluntary sectors. 3 semester hours

CIN510     Physical Assessment for School Nurses
A practical course with a focus on developing and refining assessment skills which include interviewing technique and physical examination techniques tailored to meet the needs of nurses practicing in school settings. Content will include the performance of a complete physical examination on a school aged child. Physical assessment skills will be discussed, practiced, applied within the framework of the nursing process of assessment, diagnosis or problem identification, planning, intervention, and evaluation. 2 semester hours

CIN560     Issues in School Nursing
In this culminating course, students will have the opportunity to review and synthesize course material and to consolidate internship experiences. The focus will be on the legal and organizational aspects of the public schools, the administration of the school health program, and the role of the school nurse as a health educator. This course is taken concurrently with the school nurse internship. 2 semester hours

CIN582A     Workshop for Nurses (R.N.’s) Working in the Schools
This workshop is designed as an orientation or an update for Registered Nurses working in the school health office. The content of the workshop addresses areas with which the nurse should be familiar in order to serve the health needs of the children in the school. Other areas include: record keeping, writing reports, communication with parents, faculty, and staff, and the coordination of services with the Certified School Nurse. 1 semester hour

CIN590     School Nurse Internship
A ten-week supervised experience providing the school nurse intern an opportunity to explore school nursing methods, materials, and programs in public schools under the direct supervision of a certificated school nurse. An issues-related course in School Nursing is taken concurrently. Placement is in consultation with the program coordinator. 4 semester hours

CIS480B     Methods for Teaching Social Studies
Study methods of teaching social studies in the elementary school. The student is expected to demonstrate a knowledge of issues in social studies education as well as methods and materials for teaching social studies. Lesson planning, unit planning, and a variety of instructional strategies are stressed. Admission to Program or consent of Program Coordinator required. Prerequisites: EPS500, EPS510, FND504. 2 semester hours

CIS500     Methods and Materials for Teaching Social Studies in the Elementary School
Provides awareness of the currently developing trends in the broad area of the social studies in elementary education. Special attention is given to ways of fostering the basic skills required in group cooperation, the understanding and use of abstract concepts, the interpretation of social data and its application to social living, the techniques of social inquiry, and the assessment of values. Students are encouraged to pursue special studies related to individual concerns in teaching. 2 semester hours

CIS502     Trends in Teaching Social Studies
An advanced course providing an analysis of trends in the social studies curriculum of the elementary school with special reference to selection of content, grade, placement of concepts and activities, methods of teaching, and use of community resources. The course is designed primarily for in-service elementary teachers. 2 semester hours

CIS504     Asian Cultures/Language & Education
2 semester hours

CIS505     Asian American Experience: A Historical Perspective
2 semester hours

CIS510     Concepts in Social Science/Economics
Exercises and activities make economic concepts meaningful and useful to elementary and middle school teachers. 2 semester hours

CIS511     Concepts in Social Science/Anthropology
Culture, language, race, diffusion, and change as key ideas for understanding diverse groups within the United States and around the world. Practice in using and adapting for the classroom the research tools of anthropology. 2 semester hours

CIS512     Concepts in Social Science/Geography
Students will study the five themes of geography: location, place, human interaction with the environment, movement, and region. 2 semester hours

CIS520     Area Study
Provides an understanding of the peoples of a particular cultural region, noting social, political, economic, religious, and aesthetic similarities as well as diversities. Includes enough history to understand contemporary affairs and foreign policy. 1-4 semester hours

CIS583     Workshop/Social Science Education/Contemporary Issues
1-4 semester hours

CIS585     Workshop/Social Science Education/Instructional Practices
1-4 semester hours

CIS587     Workshop/Social Science Education/Cultural Studies
1-4 semester hours

CIS591A     Field Study/Social Science Education/Mexico
This course provides factual knowledge, along with direct observational experiences, and the honing of reflective and interpretive skills for understanding and teaching Mexican Americans, the largest language minority group in the United States, through their heritage culture: ancient Mesoamerican and the history, cultures, and geography of Mexico. The course begins with an orientation and class meetings in the United States (e.g., Chicago). Then participants travel as investigative explorers to Mexico where the coursework continues, and they learn to relate their knowledge to intercultural education and communication with Mexican Americans in the United States. 1-4 semester hours

CIS594     Independent Study/Social Science Education
Issues, perspectives, and practices in different cultural, geographic, and socioeconomic learning environments are identified and compared. 1-3 semester hours

CIS595     Selected Topics in Social Studies Education
Provides the student with the opportunity to explore current or specialized topics in the field of social services education. 1-4 semester hours

CIT501     Teaching for Conceptual Integration in Reading / Language Arts and Mathematics
The course focuses on how student learning can be enhanced when a teacher blends together instructional methods that help students integrate concepts, ideas, processes, and contexts from the curricular areas of reading / language arts and mathematics. Assertions that cross these school subjects include: sign systems (language and mathematics) are used to represent ideas and to communicate to others; thought and sign systems are related and have levels of abstraction; language and figures of speech are used to facilitate the understanding of mathematical concepts; sign systems cross cultures; sign systems facilitate problem solving. Prerequisites: Admission to program. 3 semester hours.

CIT502     Teaching for Conceptual Integration in Science and Social Studies
The course focuses on how student learning can be enhanced when a teacher blends together instructional methods that help students integrate concepts, ideas, processes, and contexts from the curricular areas of science and social studies. Assertions that cross these two school subjects include: concepts such as systems and order can be blended across physical, biological and social systems; connections between scientific literacy and informed decision making should be investigated; the relationship between science and society, science in society should be examined. Prerequisites: Admission to program. 3 semester hours

CIT503     Teaching for Conceptual Integration in Reading / Language Arts and Social Studies
This course focuses on how student learning can be enhanced when a teacher blends together instructional methods that help students integrate concepts, ideas, processes, and contexts from the curricular areas of reading/language arts and social studies. Assertions that cross these school subjects include: individuals view events from multiple perspectives; major participants/characters exhibit qualities that set them apart from others; similar themes cross multiple historic and fictional events; authors construct texts based on the information they are trying to communicate; constants in life and literature include time, continuity and change. Prerequisites: Admission to program. 3 semester hours

CIT 504     Teaching for Conceptual Integration in Mathematics and Science
The course focuses on how student learning can be enhanced when a teacher blends together instructional methods that help students integrate concepts, ideas, processes, and contexts from the curricular areas of mathematics and science. Assertions that cross these school subjects include: science inquiry and mathematical problem solving can be blended; processes should be enacted in context to build understanding of concepts; students should experience the progressive development of explanations of concepts and the progressive unfolding of connections from simple to more complex. Prerequisites: Admission to program. 3 semester hours

CIT505     Teaching for Conceptual Integration in Reading Language Arts and Science
The course focuses on how student learning can be enhanced when teachers blends together instructional methods that help students integrate concepts, ideas, processes, and contexts from the curricular areas of reading/language arts/science. Assertions that cross these school subjects include: evidence to find, generate, and support understanding; strategic reading and reflective science as metacognitive processes; communication requires consideration of audiences; conceptual understanding requires creative and divergent thinking; understanding results from analysis of the perspective and the evidence; conceptual understanding results from consideration of misconceptions, discrepant events, and existing knowledge; language and science sign systems facilitate the understanding of scientific concepts. Prerequisites: Admission to program. 3 semester hours

CIT 506     Teaching for Conceptual Integration in Mathematics and Social Studies
The course focuses on how student learning can be enhanced when a teacher blends together instructional methods that help students integrate concepts, ideas, processes, and contexts from the curricular areas of mathematics and social studies. Assertions that cross these school subjects include: inquiry in social studies and mathematical problem solving can be blended; in the social sciences data is collected, analyzed, and used as evidence to draw conclusions, make decisions, and as a way of explaining phenomena; social phenomena can be represented and modeled mathematically; investigating cross-cultural and historical development of mathematical ideas can build understanding of concepts. Prerequisites: Admission to program. 3 semester hours

CIW505          Sexuality Education
This course is designed to provide a basic foundation for individuals who will be educating others in the area of human sexuality, particularly within a health education curriculum.  Participants will investigate values and beliefs concerning sexuality and the development of gender identities.  The course is also designed to increase participant comfort level and knowledge of various topics in a human sexuality course.  Emphasis will also be placed on ways in which educators can present sexuality information and lessons to the K-12 population of students. 3 semester hours

CIW507        Theories and Concepts in Health Education
This course focuses on recent developments in health education. The intent is first to examine health education as one of the core professions responsible for health promotion in a multitude of settings and second to look at health education as a movement toward multilevel intervention approaches targeting specific populations.  The student will explore methods by which to expand the health knowledge of the individual/group and assist learners in making self-directed health-related decisions. Emphasis will be placed on life-long learning as well as raising awareness for responsible social action as it relates to health. 3 semester hours

CIW508        School Health Education
This course is designed to provide health educators with the ability to be able to defend and describe the difference between a coordinated school health program and a comprehensive one. This course will provide the tools necessary to implement both programs within the school setting. It is also designed to provide health educators with a knowledge and an awareness of both the National and State Standards in health. Participants will become familiar with pre-written health programs.  3 semester hours

CIW509        First Aid, Safety, and Injury Prevention
This course is designed to foster an understanding of safety rules and injury prevention in the home, school and community and prepare the student to act in an emergency.  Basic principles of First Aid, Cardio-Pulmonary Resuscitation (CPR) and how to use an Automated External Defibrillator (AED) will be taught.  Upon completion of this course, the student will receive an American Red Cross Standard First Aid card.   2 semester hours

CIW510          Curriculum Development and Evaluation in Health Education
This course focuses on the process of curriculum development in health education K-12 as part of a coordinated school health program.  The philosophies behind the comprehensive school health program and the state and national standards for health education curricula will be discussed. An overview of the ten content areas within a school health program will be presented as it relates to the risk behaviors of today’s society. The scope and sequence of the health curriculum will be explored and the writing of goals and objectives practiced. Methods for evaluating health curricula and instruction will also be included. Prerequisites: CIW507, CIC 503,  or permission of Health Education Coordinator. 3 semester hours

CIW515        Consumer Health
In this course the students will learn to distinguish between reliable and unreliable health information.  They will be able to recognize the differences between good and fraudulent advertising. The course will help students learn how to make better, informed choices when it comes to the areas of nutrition, fitness, diet,  drugs, and product safety. It will provide students with their “Bill of Rights” as consumers in the market place. Activities for classroom use that are age appropriate will also be discussed.   2 semester hours

CIW516        Environmental Health
This course will provide students with a review of the causes, effects and solutions to environmental problems that impact human health. Students will explore the relationships between human population growth, natural resources, environmental pollution and decreasing biodiversity. Emphasis will be placed on actions and strategies individuals may adopt for protecting and improving the environment. Resources and teaching techniques for presenting a unit/program in environmental health will be explored. Prerequisites: CIW507 or permission of Health Education Coordinator. 2 semester hours

CIW517        Drug Education
This course is designed to foster an understanding of the pharmacological principles of drugs and how they react in the body, as well as the addictive process. It allows for these principles to be applied to all aspects of the major drug groups. The course will also provide students with grade appropriate educational methods to further foster these principles in the classroom. 2 semester hours

CIW518          Community Health
This course looks at modern concepts and practices of health and healthful living applied to the community.  It includes an examination of the philosophy and practice of public and community health, including economic, sociologic, cultural and legal justifications. This course will examine contemporary community health problems that affect the community and provide an overview of community agencies that can lend assistance in the development and presentation of health education programs.  2 semester hours

CIW519        Mental Health
This course will explain the importance of mental health in all aspects of life and specifically in learning.  Focus will be on how the personality is shaped and the health educator’s role in helping to develop students’ emotional health.  The classifications of mental disorders will be discussed with reference to the DSM-IV -TR.  Resources for treatment of mental illness will be explored as well as preventative measures.  2 semester hours

CIW525        Nutrition and Dietary Patterns
This course will provide the health educator information to analyze the nutritional controversies of various dietary patterns.  Focus will be on nutrition principles and their application including the biological foundations of nutrition without assuming previous knowledge. Emphasis will be placed on the nation’s nutrition objectives for Healthy People 2010, application of nutrition information related to food choices, cultural food traditions, defensive dining, choosing vitamin-rich foods and diet as preventative medicine. Various internet activities will build critical thinking skills by investigating reputable nutrition web sites. Participants will be challenged to move toward solutions for environmental degradation and hunger. 2 semester hours

CIW526        Disease Prevention and Control
This course provides the basic information about the disease process, classifications of diseases, and prevention of disease. Specific diseases affecting each system of the body will be analyzed including their incidence, cause, symptoms, risk factors, predispositions, treatments, and prevention. Students will explore methods of instruction and resources for programs or units on disease. Emphasis will be placed on lifestyle behaviors and choices that impact the development or prevention of diseases. Prerequisites: CIW507 or permission of Health Education Coordinator. 2 semester hours

CIW583     Workshop/Health Education/Contemporary Issues
1-4 semester hours

CIW594     Independent Study/Health Education
1-3 semester hours

CIW595     Special Topics/Health Education
Provides the student with the opportunity to explore current or specialized topics in the field of health education.
1-4 semester hours

MHE450     Mathematics for Elementary School Teachers
This is a basic mathematics content course for prospective and inservice elementary school teachers. It addresses the concepts of a comprehensive elementary school mathematics curriculum through reasoning and problem solving in the areas of patterns, number, geometry, measurement, data, and chance. 3 semester hours

MHE480B     Methods for Teaching Elementary School Mathematics
This course, intended for students preparing to become certified teachers, addresses pedagogy, materials and instructional issues related to the learning and teaching of mathematics in elementary school. It is designed to help future teachers develop knowledge, skills and beliefs that will enhance their ability to teach mathematics to children. Prerequisite: Six semester hours of mathematics, college algebra level and above. 2 semester hours

MHE482     Methods for Teaching Primary Grade Mathematics and Science
This course, intended for students preparing to become certificated teachers, addresses methods, materials, and instructional issues involved in teaching mathematics and science in the primary grades. It is designed to help future teachers develop knowledge, skills, and beliefs that enhance their ability to teach mathematics and science to children. 2 semester hours

MHE485     Advanced Methods for Teaching Middle School Mathematics
This course builds upon the methods of teaching general elementary school mathematics through an in-depth focus on the curriculum, methods, materials, and issues involved in teaching mathematics in the middle grades (grades 6-8). This fulfills the methods course requirement for the state endorsement in middle school mathematics. Prerequisite: MHE480A, MHE480B or equivalent. 3 semester hours

MHE501      Topics in Mathematics for Teachers: Number Concepts and Operations in the Elementary and Middle School Mathematics Curriculum
This is a mathematics course for prospective and inservice teachers. It addresses the concepts of number and its operations as they occur in a comprehensive elementary and middle school mathematics curriculum using reasoning, problem solving, and technology to understand its historical development as well as its applications in the areas of geometry, measurement, and data and chance. Opportunities to see how number is essential to understanding other subject areas are included. Prerequisite: MHE450 or equivalent. 3 semester hours

MHE502     Topics in Mathematics for Teachers: Algebra
This course is designed to strengthen teachers' conceptual understanding of important ideas of algebra and to examine how they are best taught and learned. A problem-solving emphasis is used to study algebra from four perspectives (language and representation, functions, modeling, and structure) and its applications in various contexts and branches of mathematics (number, geometry, measurement, data, and chance). The course will examine the use of technology in building understanding of algebraic concepts. Prerequisites: Intermediate Algebra. Students are expected to bring a graphing calculator. 3 semester hours

MHE503     Issues and Directions in Mathematics Curriculum, Learning and Instruction
This course examines current and past trends and issues in mathematics education. In particular, the course focuses on research related to the mathematics curriculum, students’ learning, mathematics teaching, assessment, and classroom environment as well as how these areas work together to promote the development of students’ mathematical understanding. 3 semester hours

MHE510     Topics in Mathematics for Teachers: Geometry
This investigative study of geometry involves an active examination of geometric concepts and thinking from several perspectives including: patterns and relationships, shapes in space and the plane, transformations, measurement, and geometric representations of concepts in various strands of mathematics. The course helps students to develop problem solving, spatial thinking, and inductive and deductive reasoning as they explore, make conjectures, test their ideas, and formalize conclusions, using appropriate technologies. Prerequisite: MHE450 or equivalent. 3 semester hours

MHE511     Topics in Mathematics for Teachers: Number Theory
This course focuses on number theory content which is relevant to the school mathematics curriculum. Number theory is taught via a problem solving approach with connections to geometry, logic and probability. Explorations with and conjecturing about number patterns provide experiences from which students study various topics including: factors, primes, and prime factorization; counting techniques; greatest common factor (GCF) and least common multiple (LCM); divisibility; number patterns (e.g., Pascal’s 207 triangle, polygonal numbers, Pythagorean triples; Fibonacci numbers); Diophantine equations; remainder classes and modular arithmetic, iteration, recursion, and mathematical induction. Prerequisites: MHE450 or equivalent; or consent of program adviser. 3 semester hours

MHE512     Topics in Mathematics for Teachers: Statistics and Probability
This course focuses on statistics and probability content that is relevant to the school mathematics curriculum. Statistics and probability theory are taught with an emphasis on the development of an intuitive understanding of statistics and a critical approach to their use. Students will gain a strong sense of the importance of statistical applications to real world problems and will have opportunities to evaluate the use and misuse of statistics. Quantitative literacy will be developed by experimentation and the generation, investigation and analysis of data. Topics include: survey design and analysis, sampling procedures, data analysis, data representation, inference, reliability and validity, bias, randomness, statistical significance, fairness of games, theoretical probability and counting techniques, confidence statements, simulations, central limit theorem, normal distribution, and measures of central tendency. Prerequisite: MHE450 or equivalent and high school algebra or equivalent or consent of program adviser. 3 semester hours

MHE522     Advanced Methods and Materials in Teaching Mathematics
A survey of current curriculum, instructional strategies, and materials in mathematics is provided for the practicing elementary school teacher. For certified teachers only. Prerequisite: MHE480B or course equivalent. 2 semester hours

MHE582     Workshop/Math Education/Topic
1-4 semester hours

MHE584      Workshop/Math Education/Curriculum Materials
1-4 semester hours

MHE585     Workshop/Math Education/Instructional Practices
1-4 semester hours

MHE586      Workshop/Math Education/Students with Special Needs
1-4 semester hours

MHE591     Field Study/Math Education
1-4 semester hours

MHE593     Seminar in Mathematics Education
This seminar is a culminating experience that is designed to help students integrate learning and develop depth and perspective in the field of mathematics education. The structure of the seminar is dependent on the program experiences of the participants and is organized to foster independent research and integrating experiences. Prerequisites: MHE503, ESR506, ESR507 or consent of program adviser. 3 semester hours

MHE594 Independent Study/Mathematics Education
1-3 semester hours

MHE599     Thesis in Mathematics Education
4 semester hours

SCE480B     Methods of Teaching Elementary School Science
Encourages the active exploration of the question, "What is good science teaching?" Activities provide an open forum in which students construct their own ideas about effective science instruction so that those ideas inform their developing science teaching styles. Aims to increase student comfort, confidence, and competence in using effective science teaching methods by: 1) relating the nature of science to the way kids develop an understanding of the science of nature, 2) introducing practical, applicable models of best practice techniques and, 3) providing opportunities to experiment with those techniques in risk - free setting. Personally meaningful constructs of good science teaching will emerge. Prerequisites: Admission to National College of Education. 2 semester hours

SCE485     Advanced Methods for Teaching Elementary and Middle School Science
This course builds upon the methods of teaching general elementary school science by providing an in-depth focus on the curriculum, methods, materials, and issues involved in teaching science in the elementary and middle grades. Prerequisite: SCE480A, B or equivalent. 3 semester hours

SCE500     Science, Technology, and Society
Study of science as a whole, emphasizing its history and philosophy. Includes scientific values, epistemological issues in science (e.g., sources of authority, nature of progress), historical exemplars illustrating relationships (e.g., between theory and inventions, between science and historical events), and effects of social norms on science. Also considers current local and global situations and ethical issues to develop perspective on the interaction of science, technology, and society. 3 semester hours

SCE501     Advanced Methods and Materials for Teaching Science
Study of curriculum and instruction related to the K-8 science curriculum. Includes program goals and objectives and teaching models and methods. Examines a variety of teaching materials and resources. Considers scope and sequence of content and problems involved in children’s conceptual development in science. Includes needs of special children and problems of particular contexts, such as the urban school. Also involves assessing achievement and evaluating instruction. 2 semester hours

SCE504     Teaching for Conceptual Development in Science
Conceptual change is a powerful idea for transforming science education. Emerging from the history and philosophy of science as a way of understanding the difficulties people experience in changing from one explanatory framework to another, conceptual change offers crucial insights into meaningful learning in science for young children as well as instructional practices that facilitate conceptual development of essential science content. This course critically examines theories and 215 models of conceptual change in science and their relationship to the scientific literacy imperative, explores constructivist links, and considers implications that conceptual change theory might have for learning and teaching in science. 3 semester hours

SCE510     Physics for Teachers
As science educators journey through their development as exemplary science education practitioners, it is important for them to investigate different models of instruction. This course is designed to develop the use of Physics First as an instructional strategy through course delivery in the conceptual change model. The course will investigate the content of physics, and further develop the educational practice of instruction through conceptual change. Students will relate the use of Physics First, and the use of conceptual change, to their quest for best practice as an exemplary science educator. Prerequisites: SCE 504 or permission of instructor.
2-3 semester hours

SCE511     Earth Science for Teachers
Surveys content in earth science representative of the K-8 science curriculum using a laboratory-based approach. Although other instructional methodologies will be examined, this course will focus on using a STS (Science, Technology & Society) format as an exemplary model for teaching and learning earth science. Topics include: physical geology and oceanography in the context of earth history, environmental issues, major organizing concepts and principles, recent discoveries and current knowledge in geology, oceanography, and all related fields of earth science. Prerequisites: SCE 510 or permission of instructor. 2-3 semester hours

SCE512     Biology for Teachers
Examines content in the biological sciences representative of the K-8 science curriculum using a constructivist, laboratory-based approach, including the study of organisms and their anatomy, physiology, and genetics. Special attention is given to new developments and discoveries in various fields, such as genetic engineering. Opportunities provided for in-depth investigation of a particular area. Prerequisites: SCE 510 or permission of instructor. 2-3 semester hours

SCE520     Applied Chemistry for Teachers
Investigates the basic principles of chemistry considered in the context of everyday life using a laboratory-based approach. Although other instructional methodologies will be examined, this course will focus on using an inquiry approach as an exemplary model for teaching and learning chemistry. Topics include: chemistry of the air, land and water; green organic chemistry; chemistry of everyday products; environmental chemistry and possible solutions to chemical pollution. Prerequisites: SCE 510 or permission of instructor. 2 semester hours

SCE521 Astronomy for Teachers
Explores selected topics in astronomy and cosmology relevant to the K-8 science curriculum using a laboratory-based approach. Although other instructional methodologies will be examined, this course will focus on using a traditional lecture/lab format as an exemplary model for teaching and learning astronomy. Topics include: observation of the nighttime sky, study of constellations, applications of physics concepts, historical development of concepts and theories, recent discoveries and current notions about space-time, electromagnetic radiation, the structure of the
universe, the development of stars and the solar system. Considers technology of and issues in space exploration. Prerequisites: SCE 510 or permission of instructor. 2 semester hours

SCE522     Meteorology for Teachers
Surveys topics in the atmospheric sciences, meteorology and climatology, relevant to the elementary and middle school curriculum using a laboratory-based approach. Includes evolution, structure, and dynamics of the atmosphere; fronts and frontal weather, and observational methods involving meteorological instruments and forecast maps. Considers appropriate teaching methods and activities. 2 semester hours

SCE523     Environmental Education
Interdisciplinary exploration of interrelationships between organisms and their environments using a laboratory-based approach. Local environments are studied in perspective of ecological principles and global environmental problems and issues. Includes history of human relationship to the environment and development of concept of environment in various disciplines. Examines methods for developing motivations, skills, attitudes, and values related to the environment. 2 semester hours

SCE524     Human Biology for Teachers
An exploration of selected topics in human biology relevant to K-8 teachers using a laboratory-based approach. Includes discussion of major concepts and principles, recent discoveries, application of knowledge in the medical and health care fields, and consideration of current problems and issues, such as AIDS and genetic engineering. Includes in-depth investigation of a particular topic and relevant field trip. Prerequisites: SCE500 and SCE512, or consent of instructor. 2 semester hours

SCE525     Learning Science Using Informal Sites
Professional development for teachers of science requires learning essential science content through the perspectives and methods of inquiry. This course facilitates the active investigation of critical science concepts by engaging teachers in collaborative inquiry using the resources of informal sites and museums. Through interactions with the laboratory environments established at these sites, students pose questions of personal and professional significance, interact with authentic phenomena, gather and interpret data, gain deeper understanding of scientific ideas through their own conceptual development process, reflect on the nature of scientific inquiry and its role in exemplary science teaching, and share their discoveries with colleagues. 2 semester hours

SCE526     Learning Science Using Informal Sites: Advanced Study
In this course students select one of the information sites available (Lincoln Park Zoo, Brookfield Zoo, the Field Museum, Chicago Botanic Gardens, Adler Planetarium or the Shedd Aquarium) and spend a minimum of 40 hours utilizing this site as a laboratory from which to learn science. Students will select a specific science discipline, ie: life, physical, or other, as the focus of their learning. Various hypotheses will be formulated and tested in cooperation with scientists and educators in residence at the informal site. Science as inquiry will be the thread that weaves the student’s own science learning at the informal sites with the science content relevant to the elementary and middle school curriculum. 2 semester hours

SCE529     Applied Zoology
Zoology is the study of mammals. This course will explore the scientific concepts in zoology relevant to the elementary and middle school curriculum. In this laboratory and field base experience, students will explore the question what is an animal. There will be an emphasis on mammals. This study of mammals will be conducted in a zoo. Students will study the concepts of conservation (species preservation), habitat (natural and zoo environments), animal behavior (in the wild and in zoos), and urban nature (animal adaptation in city environments. Prerequisites: SCE510 or permission of instructor. 2 semester hours

SCE582     Workshop/Science Education/Topic
1-4 semester hours

SCE585     Workshop/Science Education/Instructional Practices
1-4 semester hours

SCE590      Internship in Community Science Education
Provides an opportunity to develop both scientific knowledge and instructional skills in novel community settings. Internships available in informal science education institutions, such as science/natural history museums, zoos, aquaria, planetaria, environmental education centers, etc., or in corporate and governmental research and development laboratories. Placement made in consultation with the faculty adviser in accordance with student’s career goals and experience. Supervised experiences must be in approved programs. The internship is supervised by an approved on-site mentor and a faculty member from Science Education department. Arrangements made with faculty adviser two quarters before registering for internship credit. Prerequisites: SCE500: Science, Technology and Society, or consent of program coordinator. 5-7 semester hours

SCE593     Seminar in Science Education: Issues and Trends
This course is designed to facilitate the analysis, synthesis, and integration of ideas, values, and concepts acquired throughout the science education program. That emerging synthesis will act as a fulcrum for exploring current and historical issues, research, theory, and practice in science education, curriculum changes, reform, and trends in school science, and as a basis for reflection and discussion about the implications for teaching and learning in science. The course also provides professional development opportunities designed to encourage students to assume roles of leadership and advocacy for the improvement of science education practices in their schools, districts, and communities. Prerequisites: Admission to National College of Education, admission to the program, SCE 525. 3 semester hours

SCE594     Science Education Independent Study
Independent inquiry into a science topic can guide participants to a deeper understanding of science content and concept. This understanding can then be put to use in an educational setting, as science educators practice the instructional model of doing science as a scientist does. Through use of individualized investigative practices, science educators will more deeply examine content and instructional practices that facilitate understanding of essential science content. Through this course, the science educator is required to critically examine theories and models of instructional science, and their relationship to real world classroom implementation of science instruction. Prerequisites: SCE 510 or consent of instructor. 1-3 semester hours

SCE599     Thesis in Science Education
4 semester hours