500

Candidates will complete a minimum of 50 hours of field experience in a public or private school where they will have an opportunity to participate in the development and delivery of lesson plans. Candidates will examine theories of classroom management, analyze classroom scenarios, and formulate a plan that supports a positive learning community. Candidates will reflect on their educational experiences, field experience observations, and current research in education as they familiarize themselves with reflective practice.

This course examines the framework that establishes the foundation and structure of American education. Students will learn about the various types of schools/schooling and examine social issues and the interrelationships of schools, the community and legal issues how these impact American education. Current issues, the role of professional organizations, including unions, as well as the expectations, stereotypes and characterizations that define the teaching profession will be reviewed. Students will use reflection and experiences to define the knowledge, skills and dispositions are needed to be a successful educator. A 25- hour field/site visit is required.

This course introduces topics and methods for teaching geography to middle school students.  It is based on standards of geography developed by National Geographic, the Alliance for Geography (GENIP) Geography Education National Implementation Project.  The course identifies and provides opportunities for future teachers not only to look at education through a global and geographic perspective, but also to participate and create lessons using those perspectives.  Prerequisite: 2.75 GPA; Consent of Academic Advisor. 

This seminar is designed to encourage candidates to explore effective practice, examine assessment data, and work with families and the larger community to create an active learning environment.  Candidates complete a 50-hour field experience in a high school setting with an opportunity to design and deliver several lessons.  In addition, they will reflect on their educational experiences, observations, theory, and current research in education as they refine their professional portfolio.

This course introduces theories and models for teaching literacy across the content areas to middle school students. It develops familiarity with issues related to vocabulary, word analysis, comprehension, fluency, and motivation. It examines teaching methods that develop strategic reading of both narrative and informational texts as well as the development of written and spoken language.

This course is designed to help pre-service and/or practicing teachers learn practical, effective ways to integrate various technology resources into classroom practices. The course explores emerging technologies, assistive technologies, and web applications. It also discusses strategies for using technology, including assistive technology, to facilitate differences in learning style and disabilities. The course includes evaluation of technologies resources, low to high tech assistive technologies, multimedia design, accommodation strategies, and assessment design. Candidates will participate in a wide range of activities and projects by applying various technology tools and instructional strategies to enhance the learning success of all students.

This field experience is intended to provide Noyce scholars with an opportunity to work alongside an experienced teacher in a high need school district.  It is intended to challenge the scholar, while providing support and professional growth under the supervision of highly qualified mentor teacher.  Noyce scholars will examine the strengths and challenges associated with high need schools.  They will be able to apply theories and methods of teaching content to high need school populations, while experiencing the challenges of limited resources, overcrowded classrooms and family, social and environmental problems that detract students focus on education.  Scholars will also explore the passion, dedication, and perseverance needed to work in a high need school setting, and the profound impact a highly qualified, dedicated, caring teacher can have in this school setting.

This pass/fail seminar will serve as a means of collaboration and communication among the scholars and faculty involved in the program. It will prepare Noyce scholars for the various components of the program. Sessions will address issues related to teaching in a high need school; what it means to be an instructional assistant; the summer practicum; expectations and opportunities for research as part of the Noyce program.

This course will encourage teacher candidates to examine several components of teaching and how these components interact to create a positive learning community. Candidates will learn to design standard-based lesson plans and explore a wide range of strategies that will best address the academic and behavioral needs of the diverse student populations. Through field experiences, lesson plan development, and micro-teaching, candidates will create learning materials that demonstrate their understanding of the needs of various populations (ELL, special needs, and minority populations). Candidates will explore theories and techniques to create a positive and well-managed learning community. A 50-hour field experience in a school setting is associated with this course.

Candidates will examine a variety of research-based strategies and interpret data associated with standardized and classroom assessments. The purposes, characteristics, and limitations of assessments will be explored. Candidates will have the opportunity to use data to make instructional decisions and discuss the limitations of measurements used to assess student progress in meeting national and state learning standards. Candidates will have the opportunity to apply content area knowledge, students' development needs, and culturally responsive pedagogy in the process of developing lesson plans and assessment tools for a variety of instructional purposes. A 50-hour field experience in a public or private school setting is associated with this course.

This course provides practical guides for candidates to learn how to use Microsoft software such as Word and PowerPoint effectively in the classroom. Candidates develop hands-on projects and technology-based lesson plans demonstrating how they integrate MS-Office tools into their curriculum. Candidates have the opportunity to learn basic skills with different operating systems, platforms, and resources available to teachers.

This course is intended to develop the abilities of teacher candidates to apply the techniques of speaking and listening in a school classroom. Candidates will be encouraged to use critical thinking and problem solving through various modes of communication appropriate for the needs of young adolescents. Issues surrounding diversity and ethics—particularly in relation to the middle school environment—will be addressed.

This course focuses on instructional methods and techniques used to differentiate the curriculum in theology in Catholic schools.  Particular emphasis is placed on strategies and materials used to teach religion as well as focus on the importance of the internal teacher.  Attention is also given to recognizing common student misperceptions.

This course focuses on instructional methods and techniques used to differentiate the curriculum in mathematics. Particular emphasis is placed on strategies and materials used to teach math as well as assessment tools used to measure student progress. ISBE and national content learning standards and recommendations for reform in mathematics instruction are incorporated. Attention is given to recognizing common student misperceptions.

This course is designed for coordinators, administrators, and educational leaders in instructional technology. This course prepares candidates to become leaders of change beyond their classrooms in the field of technology and learning. Candidates will review technology plan and technology standards, consider how to develop grants and staff development, manage a technology budget, and provide leadership and troubleshooting advice within their district.

This course focuses on instructional methods and techniques used to differentiate the curriculum in social studies. Particular emphasis is placed on strategies and materials used to teach the social sciences as well as assessment tools used to measure student progress. ISBE and national content learning standards and current issues in social science education are incorporated. Attention is given to recognizing common student misperceptions. Candidates will perform activities and master techniques associated with good social science instruction. Candidates should have completed most of their required major courses prior to taking this class.

This course is intended to provide teacher candidates knowledge of educational psychology with particular emphasis on adolescent development. The course will explore physical, intellectual, emotional, and social development of the adolescent learner. The course will include a study of the development of middle school education: its philosophies, concepts, and overall curriculum considerations.

This course is designed to help prospective teachers develop the knowledge and skills to deliver literacy instruction effectively.  Candidates will learn how to create a literate environment that wraps literacy around all areas of curriculum, implement the Common Core Standards following the principles of effective instruction, incorporate technology into instruction, use a wide range of literature, including multicultural literature, across the curriculum, cultivate partnerships with parents to encourage and enhance literacy development, and use literacy assessments to make decisions about instruction of diverse learners.

This course continues the exploration of technology in the classroom with a focus on MS-Office, particularly Excel and Access, in the standards-based curriculum. Candidates will learn how to design technology-integrated projects that help learners meet specific curricular standards. They will explore the use of technology in instruction and assessment and learn how to utilize technology in classroom settings with limited resources, varying skill levels, and differentiated instruction.

This course is designed to prepare educators with an understanding of the characteristics and developmental issues of the middle school students. The course will emphasize methods and strategies middle school teachers can use to meet the emotional, social, and academic needs of young adolescent learners. Curricular design, instructional models, reading in the content area, and assessment strategies will be discussed and applied enabling the candidate to be successful with the knowledge and skills needed for the multifaceted role of the middle school teacher.

This course focuses on instructional methods and techniques used to differentiate the curriculum in English/language arts. This course addresses issues related to multiple uses of literature and approaches to literary interpretation; the philosophical and theoretical basis underlying the uses of reading and writing in the English classroom; the interrelations of reading, writing, listening, and speaking; methods by which writing and reading can be used to support the study of various genres as inquiry and other issues (grammar, syntax) relevant to the English teacher. Particular emphasis is placed on standards-based lessons as well as measurement tools used to measure student progress. Attention is given to recognizing common student misperceptions.

The nature of language and language learning processes, with specific focus on organizational patterns and teaching methods for the elementary classroom, is addressed in this course.  Particular emphasis is placed on designing, presenting, and evaluating classroom practices and attention to cultural diversity of students and the needs of the exceptional learner.  Additionally, the course will discuss how recent developments in the fields of linguistics, psychology, and technology impact the teaching of foreign language.

This class will address the theoretical and practical bases for teaching modern foreign languages at the middle and high school level, including an introduction to the most prominent theories of second language acquisition. Candidates will explore instructional materials, classroom methods and techniques, and emerging technology employed in language teaching at these levels. Extensive practice in classroom application of these methods and techniques, along with particular attention to the needs of diverse learners and exceptionalities, will be included.

This course covers the various theories of learning and how the concepts and principles of each theory apply to the use of instructional technology. Candidates explore the major instructional models and key components in instructional design and demonstrate knowledge of the relationship of theories of learning and instructional design. Candidates design and develop a computer-based instructional project to improve learning and teaching in a P-12 environment.

This course introduces visual design theory and practice in a context of producing instructional and multimedia presentations. This course focuses on the mechanics of multimedia authoring and demonstrating how advanced authoring can be used to enhance instruction. Candidates learn how to use graphic software tools to design and create graphics, icons, and metaphoric images in authoring computer-based instruction.

This course gives an overview of relevant theoretical perspectives as well as the hands-on experience to develop interactive web-based multimedia. Candidates understand basic Internet concepts and practical knowledge of the coding schemes. Candidates explore a variety of web development tools that facilitate the integration of multimedia components and consider accessibility issues to support the needs of students with disabilities.

Teachers, teacher leaders, and administrators face significant social and political challenges in contemporary American school settings. In this course, diverse cultural perspectives will be investigated on a broad range of educational topics including community engagement, equity, advocacy, the responsibilities of teachers, and alternate education models. An examination of the historical commentary on the state of American education and the evolution of the teaching profession will be explored. Online collaboration will be emphasized from the perspective of Lasallian educational principles

This course is designed to examine the concepts, technologies, and issues related to the development and delivery of online and distance education. Topics include characteristics and uses of distance learning delivery systems including computer-mediated instruction, online teaching and learning platforms via the Internet, and video conferencing. Candidates study the varied skills required to plan, develop, and evaluate effective forms of distance education.

This class will focus on the methods used to teach computer science for the middle and secondary teacher. Students will learn to implement a variety of methods in the teaching process to foster meaning, collaboration, and inquiry learning. Additionally, students will actively participate in professional organizations and establish a strong knowledge related to research in computer science education related to research in computer science education and how it can be applied tot he 5-12 classroom.

This course is designed to help the practicing teacher incorporate state of the art materials and learn practical, effective ways to integrate technology resources and apply technology-based instructional methods into everyday classroom practices. The course will explore theories of learning, instructional design principles, instructional strategies of technology integration, and assessment methods to support the diverse learning styles and needs that are presented in today's classrooms. Candidates will design, develop, and evaluate technology-integrated instructional materials that align with specific curricular standards.

Candidates examine social, ethical, legal, and security issues; identify current trends; review research findings in instructional technology; and discuss diffusion of technological innovations and reform efforts in schools. This course also provides a guide to refine the instructional projects developed in the graduate courses and requires submission of an electronic portfolio which will be used to present evidence of the candidate’s successful completion of the M.Ed. coursework in the Technology Learning and Design program.

This course is designed for candidates seeking the Illinois Professional Educator License with an endorsement in secondary education. Candidates complete a 15-week clinical experience opportunity in a high school setting. They are expected to assume full responsibility for the duties of classroom teacher, including development, delivery, and assessment of instruction; grading and evaluation of students; classroom management; communication with parents and school personnel and interpretation of data related to student learning. Progress in development is carefully monitored through observation and feedback from the mentor teacher, University supervisor, and content area specialist. Clinical practice may be repeated only once for credit with the consent of the Department of Education and the Teacher Education committees. For fall student teaching, all tests must be completed by May 1 of the prior semester. For spring student teaching, all tests must be completed by September 1 of the prior semester.

See course schedule book for associated fees.

This course focuses on instructional methods and techniques used to differentiate the curriculum in a science class (biology, chemistry, physics). Particular emphasis is placed on strategies and materials used to teach science in the middle school and high school settings, issues regarding safety and welfare, technology integration, and assessment tools used to measure student progress. Next Generation Science Standards, including science, technology, engineering, and mathematics (STEM) skills instruction, as well as recent science education reform proposals, are incorporated. Attention is given to recognizing common student misconceptions.

This course is designed for students seeking the Illinois Professional Educator License with an endorsement in middle-level education. Candidates complete a 15-week clinical opportunity in a middle school setting. Candidates are expected to assume full responsibility for the duties of classroom teacher, including development, delivery, and assessment of instruction; grading and evaluation of students; classroom management; communication with parents and school personnel and interpretation of data related to student learning. Progress in development is carefully monitored through observation and feedback from the mentor teacher, University supervisor, and content area specialist. Clinical practice may be repeated only once for credit with the consent of the Department of Education and the Teacher Education committees. For fall student teaching, all tests must be completed by May 1 of the prior semester. For spring student teaching, all tests must be completed by September 1 of the prior semester.

See course schedule book for associated fees.

This course is intended for those candidates who need extended field experiences with the ongoing supervision by University personnel.  Length of field experiences will be determined by the Department and is subject to Department Chair approval.  Completion of this experience does not guarantee eligibility for student teaching.

Candidates complete a 16-week clinical practice opportunity in two settings: one at the K-8 level and one at the high school level. They are expected to assume full responsibility for the duties of the classroom teacher, including development, delivery, and assessment of instruction; grading and evaluation of students; classroom management; communication with parents and school personnel and interpretation of data related to student learning. Progress in development is carefully monitored through observation and feedback from the mentor teacher, University supervisor, and content area specialist. Clinical practice may be repeated only once for credit with the consent of the Department of Education and the Teacher Education committees. For fall student teaching, all tests must be completed by May 1 of the prior semester. For spring student teaching, all tests must be completed by September 1 of the prior semester.

See course schedule book for associated fees.

This course discusses how cognitive, emotional, and environmental influences interact and impact learning in the classroom. The implementation and relevance of historical and contemporary educational theory is explored.

This workshop will introduce secondary teacher candidates to multiple theories in establishing and managing a classroom environment. Candidates will have the opportunity to examine case studies and real-world situations where various elements of classroom management theories have been applied. They will also compare and contrast the elements of each approach as they develop their own philosophies regarding classroom facilitation and management.

This workshop is designed to expose secondary teacher candidates to the materials, theories, and strategies used to help 6-12 students organize and comprehend subject reading.

The purpose of this clinical practice experience is to provide currently licensed teachers with the opportunity to apply their theoretical and methodological knowledge and skills in a new licensure area to the diverse and inclusive classroom. During clinical practice, candidates engage in a guided, 16-week full-time experience in middle level, secondary, or foreign language classrooms or other settings, under the cooperation and supervision of mentor teachers and a University supervisor. Clinical practice consists of the candidate observing the students, the environment and the mentor teacher, as well as being responsible for the developmentally appropriate instruction of students individually, in small groups and as a whole class. Attendance at Clinical Practice Seminar is required. For those seeking additional Illinois licensure, evidence of successful completion of the appropriate State of Illinois content area test must be received in the Department of Education. Enrollment in this course requires the signature of the advisor and appropriate program director. Clinical practice may be repeated only once for credit with the consent of the Department of Education and the Teacher Education Committees. For fall student teaching, all tests must be completed by May 1 of the prior semester. For spring teaching all tests must be completed by September 1 of the prior semester.

See course schedule book for associated fees.

This course provides a critical review of contemporary education within the greater social, political, economic, and cultural contexts. With a focus on equity and social justice, candidates examine current educational issues and potential innovative solutions.  A strong focus on engaging lawmakers and participating in a democratic government will be emphasized.  Candidates will research a policy or legislative issue and prepare a position statement to be shared with legislators. 

This course is open to all Lewis University students who wish to learn more about civic engagement and have the opportunity to research a legislative issue and present a position paper to a state or national legislator.  This course is written within the educational context but can be extrapolated to other disciplines outside of education.

This course is a study or project done under the direction of a member of the Department of Secondary Education/Technology.