UIC Undergraduate Catalog 2011-2013

Administration:
Associate Dean for Academic Affairs, Dr. Cynthia Shanahan
Associate Dean for Student Affairs, Dr. Joyce Eisen
Associate Dean for Administration, Loretta Foote Casey
Director of BA in Urban Education, Dr. Eleni Katsarou
Education in a Democratic Society Program Coordinator, Torica L. Webb
Student Services: 3145 EPASW, (312) 996-4532
Coordinator of Advising and Registration, Jennifer DeLago, (312) 996-0707
Departments:
Curriculum and Instruction, Educational Psychology, Educational Policy Studies, Special Education

Council on Teacher Education: Executive Director, Dr. Cynthia Shanahan, (312) 355-0714
Assistant to the Executive Director, Dr. Marietta Giovannelli (312) 996-9570
Certification Officer, Dr. Marietta Giovanelli
Student Teaching Coordinator, Marsha Manheim, (312) 355-1875
Data Manager and TaskStream Coordinator, Betsy Gates-Ehlers, (312) 355-1872

Introduction

The Department of Curriculum and Instruction in the College of Education (COE) offers a program leading to the degree of Bachelor of Arts (BA) in Urban Education with concentrations in Elementary Education (EE) and Education in a Democratic Society (EDS). The EE concentration leads to a State of Illinois Type 03 teaching certificate (grades K–9). The EDS concentration prepares students to work as professionals in a variety of educational settings, but does not lead to certification.

The program is committed to preparing educators who can work effectively in Chicago neighborhood schools and other urban educational and community agencies where they are needed most. The program also reflects UIC’s conceptual framework: UIC educators are committed to the democratic ideal of developing the full potential of all students. They develop professional knowledge through study and critical analysis, and demonstrate effective practices consistent with their professional knowledge and ideals.

The BA in Urban Education program will effectively develop educators who are informed about how culture, language, and poverty shape and influence the lives of children and youth, and who have a deep understanding of how to use cultural and linguistic diversity as assets in the classroom and other educational settings.

The EE concentration provides the opportunity for students to become teachers for elementary school settings and earn a K–9, Type 03 certificate. EE candidates are expected to develop (1) a deep understanding of school and community contexts; (2) a personal investment to underserved schools; (3) a commitment to critical self-reflection and inquiry into learning and teaching. These expectations are largely developed by having candidates conduct their student teaching in schools identified by the college, that are urban sites, serve high concentrations of minority students, and have a significant number of highly respected leaders and teachers. The schools in this partnership with the BA in Urban Education Program also serve as sites for ongoing collaborative research on teaching and learning.

The EDS concentration opens opportunities for students to work as professionals in a variety of settings, including school district offices; school boards; after-school programs in civic, religious, and educational organizations and educational foundations; and nonprofit agencies. This concentration provides students with (1) an understanding of educational institutions at multiple levels—from prekindergarten through higher education—and the interactions of all of these within particular social contexts; and (2) the ability to use evidence in support of educational ideas and arguments, especially as these are manifest in program development, program assessment, or in support of and working with various populations.

Admissions Requirements

The BA in Urban Education program has adopted the University’s admissions requirements as listed in the Admissions section of the catalog under Beginning Freshman Applicant and adheres to the campus policy on transfer students. In addition, students who apply to the BA in Urban Education program write a goal statement that illustrates their commitment to working in the service of urban education.

Admission to a Concentration
All freshmen and sophomores will initially be admitted to the Undeclared/Undecided major in the College of Education and complete the Urban Education Common Core Curriculum. Students who have completed the 64-hour Urban Education Core Curriculum and who maintain a GPA of 2.00/4.00 will remain in good standing in the program. Students should complete the courses in this area in 4 years or fewer. By the time students complete the 64-hour Urban Education Common Core Curriculum, they must declare which concentration they will pursue. Both concentrations have a specific set of professional courses as well as admission and candidacy requirements.

Elementary Education—Candidacy
Students in good standing may obtain an application for admission to candidacy to the EE concentration in the semester during which they complete the Common Core Curriculum requirements. In addition to remaining in good standing, students who wish to become candidates in the EE concentration must:

be formally recommended to candidacy by at least one education faculty member with whom they have taken a course; transfer students may submit a faculty letter from the transfer institution;
submit a Professional Goal Statement regarding their commitment to teaching in urban schools;
take part in individual or group interviews with program faculty;
complete 50 service learning hours working with a diverse group of students in an urban educational setting;
receive a passing score on the Illinois Certification Testing System (ICTS) Basic Skills Test.

Once a student is accepted for candidacy in the EE concentration, s/he formally becomes a candidate for teacher certification.

Education in a Democratic Society—Candidacy

Note: This program will begin accepting applications in Spring 2012 for the Fall 2012 semester.

Students in good standing may obtain an application for admission to candidacy to the EDS concentration in the semester during which they complete the Common Core Curriculum requirements. In addition to remaining in good standing, students who wish to become candidates in the EDS concentration:

must be formally recommended to candidacy by at least one education faculty member with whom they have taken a course; transfer students may submit a faculty letter from the transfer institution;
must submit a Professional Goal Statement regarding their commitment to urban education;
must submit an academic program plan for the last four semesters of study, including a rationale statement;
may be asked to take part in individual or group interviews with program faculty.

Admission to Student Teaching or Capstone Experience Project—Senior Year
In order to qualify for entry into EE student teaching, a Teacher Candidate (TC) must maintain a Common Core Curriculum GPA of 2.50/4.00 and a minimum 3.00/4.00 for professional education courses. In the EE concentration, TCs will student teach in the senior year. The TC should have completed all fieldwork leading to student teaching with satisfactory progress. Additionally, TCs must have received a passing grade on the Illinois Elementary Education Content Area Test at submission of the student teaching application. TCs will conduct all of their student teaching practica in urban sites with which COE has had long-standing partnerships. In these partnerships, program faculty has identified school leaders and teachers who have a deep understanding and commitment to the families and communities that they serve. This select group of schools is also committed, along with COE, to engage TCs in the critical examination of learning within in the context of diverse communities.

For the EDS internship, an Educational Intern (EI) must maintain a minimum overall GPA of 2.00/4.00 and a minimum 2.50/4.00 for
concentration courses. In the EDS concentration, the Capstone Experience Project begins in the fall semester of senior year with a 3-hour Capstone Experience Project planning course, and concludes in the spring semester with a 6-hour project implementation experience. EIs must submit an application in tandem with an academic advisor or program faculty member and articulate a rationale for choice and engagement in one of three capstone experiences: a professional internship; an education policy project/paper; or an education research
project/paper focused in an urban setting.

Degree Requirements for the BA in Urban Education

Students in the BA in Urban Education program will take the Common Core Curriculum in the first two years of study. This curriculum is characterized by the following:

completion of the campus General Education course requirements which focuses on a broad liberal arts education;
development of a specialization in an area of interest to the student that will lead to content-area approvals (EE), endorsements on top of Illinois Teacher Certification (EE), or a more defined capstone experience (EDS);
completion of a set of foundational courses in education.

Semester Hour Requirement

BA in Urban Education—Elementary Education Concentration Requirements	Hours
Common Core Curriculum Requirements (including Area of Specialization)	64
Concentration Course Requirements	65–67
Total Hours—BA in Urban Education, EE Concentration	129–131

BA in Urban Education—Education in a Democratic Society Concentration Requirements	Hours
Common Core Curriculum Requirements (including Area of Specialization)	64
Concentration Course Requirements	60
Total Hours—BA in Urban Education, EDS Concentration	124

Common Core Curriculum Requirements

Courses	Hours
ENGL 160—Academic Writing I: Writing for Academic and Public Contexts	3
ENGL 161—Academic Writing II: Writing for Inquiry and Research	3

Choose one course from the following:a	3
ENGL 101, 103, 104, 105, 106, 107, 108, 109, 110, 111, 112, 113, 114, 115, 117, 118, 119.

Exploring World Cultures General Education courseb NOTE: LALS 101 or LALS 102 is recommended.	3
POLS 101—Introduction to American Government and Politicsc	3
Understanding the Individual and Society General Education courseb NOTE: AAST 104 is recommended	3

HIST 103—American Civilization to the Nineteenth Century (3)d OR HIST 104—American Civilization since the Late Nineteenth Century (3)d	3

NATS 101—Physical Worlde OR NATS 102—Chemical Worlde	4

NATS 103—Biological Worlde	4
NATS 104—Project-Based Seminar in Natural Science	1
MATH 140—Arithmetic and Algebraic Structures	4
MATH 141—Algebraic and Geometric Structures	4
Area of Specialization	15
ED 100—Introduction to Urban Educationcf (with a 30-hour required fieldwork component)	4

ED 151 and ED 152—College Connection I and II (2)g (both required for freshmen only) OR ED 153—College Connection III (1)g (required for transfer students only)	1–2g

ED 205—Race, Ethnicity, and Educationcf (with a 30-hour required fieldwork component)	4
EPSY 255—Child Development in Urban Elementary Education	3
Total Hours—Common Core Curriculum	64

a Each course on this list is approved for the Understanding the Creative Arts General Education category.

b Students should consult the General Education section of the catalog for a list of courses in this category
c This course is approved for the Understanding U.S. Society General Education category.
d This course is approved for the Understanding the Past General Education category.
e This course is approved for the Analyzing the Natural World General Education category.

f This course is approved for the Understanding the Individual and Society General Education category.

g ED 151, 152, and 153 are one-semester-hour courses, but the hours do not count toward the total hours required for graduation.

Areas of Specialization
EE and EDS students will choose other courses as they develop an area of specialization. Areas of specialization can be completed with courses in the following areas: Language Arts, Social Studies, Math, Science, African American Studies, Cultural and Social Studies, Asian American Studies, Latin American and Latino Studies, Foreign Language, and other relevant areas.

General Education Core

General Education at UIC is designed to serve as a foundation for lifelong learning. Through the BA in Urban Education Common Core Curriculum, College of Education students fulfill the University’s General Education Core requirement of a minimum of 24 semester hours in the General Education Core with at least one course from each of the following categories:

Analyzing the Natural World
Understanding the Individual and Society
Understanding the Past
Understanding the Creative Arts
Exploring World Cultures
Understanding U.S. Society

For a description and a list of courses in each General Education Core category, students should consult the General Education section of the catalog.

General Education Proficiencies—University Writing Requirement
As noted in the Common Core Curriculum, College of Education students meet this requirement by achieving a passing grade in English 160 and 161.

Other Requirements
Students must complete the requirements of the University and college that are in effect at the time of initial registration. It is essential for each student to become familiar with graduation requirements and to keep up to date with any published changes. If requirements are changed, continuing students and those whose attendance at UIC has been interrupted for no more than two years may complete the current graduation requirements or may continue to meet those requirements in effect at the time of initial registration. Students who return to UIC after an absence of more than two years are responsible for meeting the requirements of the University and college in effect at the time of the student’s reenrollment. If courses originally required are no longer offered, the college has the prerogative of specifying substitutes. Students should be aware that changes occurring in state certification requirements may necessitate additional course work.

Course Level Requirement
During the junior and senior years, a student must earn at least 30 hours in advanced-level courses (300-level) at the University of Illinois at Chicago or any other accredited four-year college or university.

Course Work Limitations
Course work that duplicates previous credit does not count toward graduation. Credit is not given for a course in which a failing grade is received.

Full-Time Enrollment
The undergraduate Urban Education program is a full-time program and students will be required to register for specific course work each semester while enrolled in candidacy, while, during the first 64 hours, students are provided with opportunities to select courses from the Common Core Curriculum.

Grade Point Average (GPA) Requirement
To be eligible for graduation, a student in the EE concentration must have a cumulative GPA of at least 2.50/4.00, and a GPA of at least 3.00/4.00 in the professional education courses; in the EDS concentration, a student must have a cumulative GPA of at least 2.00/4.00, and a concentration GPA of at least 2.50/4.00.

Graduation Declaration/Filing to Graduate
Students declare their intent to graduate online using my.UIC. The deadline for submission to the Pending Degree List is the end of the third week (fall and spring) or second week (summer) of the term in which graduation is sought. Failure to submit the request at this time may delay the awarding of the degree. A final review will be made following the close of the term. If a student has satisfactorily completed all the degree requirements, the student’s name will be placed on the official degree list.

Enrollment Residence Requirement
Either the first 90 or the last 30 semester hours of degree work must be completed in continuous, uninterrupted enrollment residence at the University of Illinois at Chicago. Concurrent attendance at the University of Illinois at Chicago and another collegiate institution, or enrollment during the summer at another institution, when approved by the student’s college, does not interrupt the UIC enrollment residence requirement for graduation. Work done at the Springfield or Urbana-Champaign campuses of the University of Illinois does not satisfy this requirement. Credit earned through proficiency examinations, including credit earned through the College Level Examination Program (CLEP), UIC extension courses, and Urbana-Champaign correspondence courses, does not apply toward the minimum 30 semester hour enrollment residence requirement.

Transfer Credit

Courses completed at other institutions may be applied in partial fulfillment of graduation requirements and as prerequisites for courses at UIC. The college determines the transfer hours that apply toward the degree. Courses listed for credit on a Student Profile, Academic Advising Document, Degree Audit Report, or transcripts are not necessarily accepted for the degree.

Transfer Credit for Continuing Students
The College of Education may permit concurrent registration at a transfer institution. Please consult an academic advisor in the Office of Student Services (OSS), 3145 EPASW.

Elementary Education Concentration Requirements

Elementary Education Concentration Course Requirements

Courses	Hours
ED 345—Critical Multiculturalism in the Urban Elementary Classroom	2
ED 352—Technology Integration in Elementary School I	2
EPSY 360—Assessment in the Urban Elementary Classroom	3
ED 340—Foundations and Methods of Teaching and Learning Early Literacies in the Urban Elementary Classroom	4
ED 341—Methods of Teaching and Learning Content Area Literacy in the Urban Elementary Classroom	4
ED 342—Teaching and Learning Mathematics in the Urban Elementary Classroom	3
ED 343—Teaching and Learning Science in the Urban Elementary Classroom	4
ED 344—Teaching and Learning Social Studies in the Urban Elementary Classroom	4
ED 350—Urban Education Advisory I: Introduction to Fieldwork in Urban Schools	1
ED 351—Urban Education Advisory II: Health and Popular Culture in Urban Schools	1
ED 450—Student Teaching in the Urban Elementary Classroom I	9
ED 451—Student Teaching/Internship in the Urban Community II	15
SPED 415—Characteristics of Exceptional Learners	2
SPED 416—Methods of Instruction for Exceptional Learners	2
ED 258—Bilingualism and Cross-Cultural Issues in a Diverse Society	3
Endorsement Electives	6–8
Total Hours—Elementary Education Concentration	65–67

Student Teaching Requirement

Student teaching is completed in both semesters of the senior year with more emphasis on the last semester. Minimum requirements for student teaching include senior standing; 3.00/4.00 GPA in the professional course work; satisfactory completion of fieldwork as assessed by university field instructors and school mentor teachers. Furthermore, it is required that students meet the following additional criteria: approval of the program faculty through review of performance according to the GPA; UIC Elementary Education Principles; development of the Teaching Portfolio; and the passing of the required state tests. Courses to be completed successfully prior to student teaching include the following: LAS General Education, ED 100, ED 205, ED 258, ED 345, EPSY 255, ED 340, ED 350, ED 351, ED 341, ED 342, ED 352, SPED 415, ED 351, ED 343, and ED 344. SPED 416 must be taken during the first semester of the senior year and during the first practicum of student teaching. EE candidates should also consult the State Teacher Certification section below.

State Teacher Certification
The curricula for the preparation of elementary and secondary school teachers as listed in this catalog have been approved by the Illinois Board of Higher Education, the North Central Association of Colleges and Schools, the Illinois State Board of Education, and the University.

Council on Teacher Education

The Council on Teacher Education (CTE) is responsible for coordinating teacher education programs throughout the University of Illinois at Chicago and for maintaining relationships with the Illinois State Teacher Board of Education.

Decisions about certification are a joint effort of a candidate’s program, the Council on Teacher Education (CTE), and the Illinois State Board of Education (ISBE). The program coordinator and faculty have the main responsibility for ensuring that candidates are prepared to become teachers and are, thus, entitled to apply for certification. They approve qualifications before the CTE begins its process of evaluation. The CTE’s certification officer entitles an individual to apply for certification at the state level for the institution. The CTE checks that candidates have met state requirements, such as passing the required state-level tests and completing the course and grade requirements stipulated by the program as addressing state objectives. ISBE makes the final decision about whether or not a candidate receives certification based upon the information it receives from the institution and a candidate’s application.

Taskstream Folio System
In order to monitor program effectiveness and to provide programs with information they can use to guide candidates’ work and program reform, the Council on Teacher Education (CTE) also collects assessment information from students and candidates as they prepare to be teachers. Students should keep up to date on assessment requirements, as they may not be able to register for course work if they fall behind. This assessment information is discussed in program orientations and is available on the CTE Web site http://education.uic.edu/cte/. TaskStream, an electronic folio system, is the main avenue by which teaching majors and candidates will turn in assessments. New majors and candidates may go online http://www.taskstream.com to register in the system. Once registered, candidates may use the system for a variety of purposes in addition to uploading assessments for the CTE. The system provides several menu-driven ways to create portfolios to use for course work, assessment, and job search. It also provides lesson planning, rubric, Web page, and discussion group frameworks. Some professors will use TaskStream to organize their courses; students’ certification programs may use it for various purposes.

State Examinations
Prior to certification, the candidate must also pass a series of examinations required by the Illinois State Board of Education. The Illinois Basic Skills Test must be passed prior to applying for candidacy in the teacher education program. The Illinois Content Area Test must be passed before the candidate is allowed to student teach. The Assessment of Professional Teaching must be passed prior to certification. These tests are administered and monitored by the State of Illinois. The candidate is responsible for meeting this requirement. See the NES Web site http://www.icts.nesinc.com for the available test dates, registration information, and study guides. Registration information can also be found in the Council on Teacher Education. Students and candidates must take the tests in sufficient time for the results to
accompany the appropriate application.

Program Pass Rates
In accordance with the public disclosure requirements of Title II of the Higher Education Act, the University of Illinois at Chicago reports that teacher education program completers scored as follows on the two assessments required by the state for teacher certification in effect for 2007–2009. During the academic year 2007–2008, UIC program completers had a 100% pass rate on the two required exams, Basic Skills Test and Content Area Test. During 2008–2009, UIC program completers had a 100% pass rate on the two required exams. For both years, the statewide pass rate on the required exam was 100%.

Middle School Endorsement
The Illinois State Board of Education requires that those students interested in teaching in middle grades (5–8) must take additional course work. This applies even though the Standard Elementary Certificate (Type 03) states eligibility for teaching in grades kindergarten through nine. Please note that the State of Illinois is in the process of revising middle school endorsement requirements and additional course work may be required. Be advised that changes may occur without notice and will be effective immediately. Additional information may be obtained from the Council on Teacher Education, 3015 EPASW, (312) 355-0714.

Student Teaching
All TCs must apply to the CTE to student teach. This application includes documentation of a passed TB test and a passed Content Area Test (Elementary/Middle Grades 110). In addition, in order to student teach within the Chicago Public Schools, TCs must complete a separate CPS application that includes a lesson plan, a resume, and essays, and, if these are approved, they must complete the registration process with CPS, which includes a criminal background check. TCs are expected to bear the expense of both the TB test and the criminal background check.

Other Certification Policies (or Requirements)

Teacher education candidates must be citizens of the United States to be eligible for an Illinois teaching certificate or become a citizen within ten years of receiving a teaching certificate. Please note that, in some cases, the State of Illinois will not issue a teaching certificate to an individual who has been convicted of a criminal offense. A candidate who has been convicted of an offense should notify his or her advisor immediately.

Education in a Democratic Society Concentration Requirements

Note: This program will begin accepting applications in Spring 2012 for the Fall 2012 semester.

Students in this concentration must earn a minimum of 64 semester hours of course work specified in the BA in Urban Education program requirements for program admission. Students may obtain an application for admission to the concentration in the semester during which they complete the first 64-hour requirement. The EDS concentration 60-hour course requirements are listed as follows:

Education in a Democratic Society Course Requirements

Courses	Hours
Education Courses (see below for list of approved courses)	21
Sociopolitical Context Courses (see below for list of approved courses)	15
Policy and Practice Courses (see below for list of approved courses)	15
Capstone Experience (ED 440 and ED 441)	9
Total Hours—Education in a Democratic Society Concentration	60

Education Courses (21 hours)
Seven courses addressing questions of diversity, equity, and justice as they concern the politics and policies of urban education, selected from the following approved list of COE courses, and with the approval of an academic advisor. At least three of these courses must be at or above the 300-level.

Courses	Hours
Education Courses (Diversity, Equity, and Justice):	21
AAST/EDPS 104—Race, Place and Schooling: African Americans and Education (3)
ED 135—Child and Youth Policies in Urban America (3)
ED 200—Education Policy Foundations (3)
ED 210—The Educative Process (3)
ED 222—Introduction to Gender, Sexuality, and Education (3)
ED 252—Contemporary Controversies in U.S. Schools (3)
ED 402—Philosophy of Education and Urban School Policy (3)
ED 403—Policy Issues in the History of American Education (3)
ED 421—Advanced Educational Psychology (3)
ED 445—Adolescence and the Schools (3)

Sociopolitical Context Courses (15 hours)
Five courses addressing questions of diversity, equity, and justice in broader U.S. society, selected from the approved list of AAST, ASAM, ASST, GWS, and LALS courses and with the approval of an academic advisor. At least two of these courses must be at or above the 300-level.

Courses	Hours
Sociopolitical Context Courses	15
AAST 100—Introduction to African American Studies (3)
AAST 103—African American Politics and Culture (3)
AAST 201—The Psychology of African Americans (3)
AAST 202—African American Behavior Patterns (3)
AAST 203—The African American Family in the United States (3)
AAST/SOC/LALS 225—Racial and Ethnic Groups (3)
AAST 271—African Americans and the Politics of Incarceration (3)
AAST 405—Urban Ethnography (3)
AAST 406—Politics of Race, Gender, and Class (3)
ASAM/SOC 125—Introduction to Asian American Studies (3)
ASAM 290—Special Topics in Asian American Studies (3)
GWS 101—Gender in Every Day Life (3)
GWS 202—Comparative Social Movements (3)
GWS 203—Sexuality and Community: Lesbians, Gay Men, and Contemporary Society (3)
GWS/SOC 224—Gender and Society (3)
GWS 252—Sexuality in America: Historical Perspectives (3)
GWS/AAST 272—Race, Gender, and Sexuality (3)
GWS/COMM 304—Male-Female Communication (3)
GWS/ENGL 361—Gender Theory (3)
GWS 390—Feminism and Social Change (3)
GWS/HIST 403—Culture and Sexuality: Cultural History of Same-Sex Relations (3)
LALS 101—Introduction to Latin American Studies (3)
LALS 102—Introduction to Latino Studies (3)
LALS 103—Introduction to Latino Urban Studies (3)
LALS 109—Introduction to Latin American and Latino Cultural Studies (3)
LALS/SOC/AAST 225—Racial and Ethnic Groups (3)
LALS 233—Latinos in Chicago (3)
LALS/HIST 251/AAST 200—History of Race Relations in America (3)
LALS 277—Issues of Race, Class, and Gender among Latinos (3)
LALS 350—Latinos and Latin Americans in U.S. Public Discourse (3)
LALS 385—Latino Social Movements in the United States (3)

Policy and Practice Courses (15 hours)
Five courses addressing issues in political science, policy studies, youth development, public administration, public health, early childhood, or education law. At least two of these courses must be at or above the 300-level.

Courses	Hours
Policy and Practice Courses	15
EDPS 361—Education in Urban Context (3)
EDPS 453—Topics in Education Policy Studies (3)
POLS 103—Who Rules?: Introduction to the Study of Politics (3)
POLS 111—United States Politics: Current Problems and Controversies (3)
POLS 190—Scope of Political Science (3)
POLS 200—Methods of Political Science (3)
POLS 201—Political Data Analysis (3)
POLS 210—Introduction to Urban Politics (3)
POLS 211—Chicago's Future (3)
POLS 258—The Judicial Process (3)
POLS 313—Urban Political Economy (3)
POLS 314—Neighborhood and Community Political Organizations (3)
POLS 451—Law and Public Policy (3)
UPA 300—Introduction to Urban Policy Processes (3)
PA 410—Economics for Public Administration and Policy Decisions (3)

Capstone Experience Project (9 hours)
The Capstone Experience Project begins in the fall semester of senior year with a 3-hour Capstone Experience Project planning course (ED 440) and concludes in the spring semester with a 6-hour project implementation experience (ED 441). Students may choose to engage in one of three capstone experiences: a professional internship; an education policy project/paper; or an education research project/paper.

Courses	Hours
ED 440—Capstone Experience: Project Planning	3
ED 441—Capstone Experience Project: Implementation	6

College Policies

Academic Load
To be considered full time, a student must be enrolled in a minimum of 12 semester hours each semester. During the regular academic year a course load exceeding 18 hours (12 hours in the summer) must be approved in the College of Education. Please consult an academic advisor in the Office of Students Services (OSS), 3145 EPASW.

In addition, some education courses require fieldwork, which means that students will spend a significant amount of time participating in other education settings (e.g., local schools). The nature and extent of the fieldwork varies from course to course.

Academic Probation and Dismissal Rules
Education faculty evaluate each student’s progress through semester reviews.

Probation Rules

Precandidacy students whose term grade point average or cumulative grade point average is less than 2.00/4.00 are placed on probation. The cumulative grade point average includes all transfer credit and work completed at UIC.

Students in the EE concentration must maintain a cumulative GPA of at least 2.50/4.00, and a concentration GPA of at least 3.00/4.00. EE students who fall below a cumulative GPA of 2.50 or a concentration GPA of 3.00 are placed on probation.

Students in the EDS concentration must maintain a cumulative GPA of at least 2.00/4.00, and a concentration GPA of at least 2.50/4.00. EDS students who fall below a cumulative GPA of 2.00 or a concentration GPA of 2.50 are placed on probation.

Dismissal Rules

A student whose grade point average in any term is below 1.00/4.00 will be dismissed.
A student who fails to meet the terms of probation or is on probation for two consecutive terms will be dismissed.
A student who is dismissed will not be considered for readmission to the College of Education until after a lapse of at least one year.
A student who fails to make progress toward a degree may be dismissed. Examples include failure to complete required courses, accumulation of an excessive number of incomplete grades, failure to earn credit in any semester, failure to meet the minimum grade point average in each concentration, and/or inadequate professional performance as judged by elementary education faculty.

Any student who does not meet the requirements of the College of Education will be dismissed from the college and the University.

Change of Course Schedule—Dropping Courses
Undergraduate students may drop courses using my.UIC through the end of the second week of classes for fall and spring semesters, the first Wednesday of Summer Session 1, or the first Friday of Summer Session 2. During weeks 3 through 10 of the fall and spring semesters (first Thursday through the second Wednesday of Summer Session 1 or weeks 2 through 5 of Summer Session 2), students may drop courses with the permission of their major college. If the drop occurs between 0 and 2 weeks in fall and spring, there will be no notation on the transcript. If the drop occurs during weeks 3 through 10 in fall and spring (first Thursday through the second Wednesday of Summer Session 1 or weeks 2 through 5 of Summer Session 2), a W is noted on the transcript. Undergraduate students may drop a maximum of 4 UIC individual courses that result in a W notation on their transcript during their entire undergraduate degree program.

Change of Major
At the undergraduate level, the College of Education offers only a BA in Urban Education.

Class Attendance
The class attendance policy is generally stated on the course syllabus. The College of Education encourages students to contact the instructor of the course if class will not be attended on a specific date. Excessive absences from class and/or fieldwork and/or student teaching may result in dismissal from the program.

Closed Courses
Classes that are closed will not be overenrolled. Please consult the advisor in OSS, 3145 EPASW, for further information.

Course Prerequisites
Course prerequisites will not be waived. Please consult the advisor in OSS, 3145 EPASW, for further information.

Credit/No Credit Option
None of the required courses in the College of Education may be taken on the credit/no credit option.

Declaring a Major
The major will be declared upon admission to candidacy in the College of Education.

Double Major, Double Degrees, and Second Bachelor’s Degree

Double Major

The College of Education does not permit double majors. Please consult the advisor in OSS, 3145 EPASW, for further information.

Double Degrees

This option is not available in the College of Education.

Second Bachelor’s Degree

Applicants who have already earned a bachelor’s degree must apply to the graduate program.

Graduate-Level Course for Undergraduate Credit
Please consult the advisor in OSS, 3145 EPASW, for further information.

Independent Study
Enrollment in an independent study course is limited to students with junior or senior standing. A student may apply a maximum of 8 hours of independent study toward graduation requirements. Please consult the advisor in OSS, 3145 EPASW, for further information.

Petition Procedure
Any rule, regulation, or action of the college may be appealed through the use of the student petition. These petitions are submitted to the associate dean for student affairs. Petitions are available in the College of Education Office of Student Services, 3145 EPASW. Please consult the advisor in OSS, 3145 EPASW, for further information. Certification program requirements may be appealed through the CTE petition process with proof of extenuating circumstances. The petition form and an explanation of the process is described at http://education.uic.edu/cte. Requirements of the State of Illinois cannot be appealed.

Proficiency Examinations
Please consult the advisor in OSS, 3145 EPASW, for further information.

Registration Approval
To be eligible to register or change of course schedule, a College of Education student must secure written approval from the College of Education academic advisor in the Office of Student Services, 3145 EPASW.

Repeat Policy for Standard Graded Courses
Students may repeat a course to increase their knowledge of the subject matter. There are circumstances under which repeating a course is advisable and to a student’s advantage. There are also circumstances where repeating a course may disadvantage a student and narrow a student’s options. The College of Education requires students to discuss any plan to repeat a course with their academic advisor before they register to repeat the course.

Courses with A or B grades may not be repeated. Normally, courses with a C grade may not be repeated. Courses from the Common Core Curriculum with D or F grades may be repeated once. In all cases, the original grade for the course and the grade for each repeat will appear on the transcript. The original grade will be calculated into the grade point average, unless the student initiates a request for Repeating a Course with Grade Point Average Recalculation as described below. Only one registration for the course counts toward the total number of credits required for graduation. A course cannot be repeated after receiving credit in a course for which the repeat course is a prerequisite.

To repeat a course more than once requires written permission from the student’s college dean. Students who have been dismissed may not appeal on the grounds of intention to repeat courses. Certain courses may not be repeated; students should consult their college before repeating a course.

Repeating a Course with Grade Point Average Recalculation

Important Note: Grade point average recalculation for a repeated course is not automatic. The student must initiate a request in the college office as outlined below.

For the grade point average recalculation policy to apply, a student must declare to his or her college the intent to repeat a course for a change of grade. Students must submit this request to their college before the end of the official add/drop period, no later than the second Friday of the fall and spring semesters, the first Wednesday of Summer Session 1, or the first Friday of Summer Session 2. The course must be repeated within three semesters of the receipt of the original grade, and it must be taken at UIC. Only one registration for the course counts toward the total number of credits required for graduation.

Undergraduate students are allowed grade point average recalculation in up to four repeated courses. Under the course repeat policy, all courses taken and their grades appear on the transcript in the semester in which they were taken. Under the grade point average recalculation policy, the grade earned the first time the course is taken will be dropped from the calculation of the cumulative GPA and the grade(s) earned when the course is repeated will be used in the calculation. This rule holds, even if the second grade is lower than the first. If a course is repeated more than once, the first grade is not counted in the GPA, but all other grades for that course are calculated in the cumulative GPA.

Transferring

Intercollege Transfer Students
Students may enter the program either as an Undeclared Major or directly into candidacy. More information may also be obtained from the Office of Student Services (OSS), 3145 EPASW or by going directly to http://education.uic.edu.

Transfer Students from Other Colleges and Universities
Students wishing to transfer from another college must apply for admission. Consult the previous section. Application information on applying may also be obtained from the OSS, 3145 EPASW.

Transferring out of the College
Students wishing to transfer from the College of Education to another college should follow the procedures of the other college.

Minors

The College of Education does not acknowledge minors on a student’s transcript.

Academic Advising

Advisors are located in the College of Education, Office of Student Services, 3145 EPASW, (312) 996-4532.

Advising Policy
The College of Education has mandatory advising for all students. Students are required to meet with an advisor each semester, and have their course work approved to be eligible to register. All students admitted to the College of Education are required to attend a mandatory program orientation to become familiar with expectations and student responsibilities. Students must attend the orientation to be eligible to register for first semester courses. Orientations are announced upon acceptance into the College of Education.

Academic Honors

College Honors
A student who has demonstrated outstanding academic excellence throughout the undergraduate program may be eligible for graduation with College Honors. College Honors will be awarded to no more than 15 percent of the total number of students graduating from the college each semester. Students will be considered for the distinction—graduation with College Honors—during the semester in which minimum graduation requirements are fulfilled. Those students who meet each of the following criteria will graduate with College Honors:

The student must earn a cumulative grade point average of 3.50/4.00. The cumulative grade point average includes all transfer credit and work completed at UIC.
The student must be on the Dean’s List for two consecutive semesters prior to the semester of graduation.

Graduation with High Honors will be awarded to any student who meets each of the following criteria:

The student must be eligible for graduation with College Honors.
The student must earn a cumulative grade point average of at least 3.75/4.00. The cumulative grade point average includes all transfer credit and work completed at UIC.

Dean’s List

Outstanding academic achievement in the College of Education is recognized by inclusion on the Dean’s List. Eligibility is based on a 3.50/4.00 term grade point average with a program of 12 semester hours of letter grades in a semester. If any additional course work is taken on a credit/no credit basis, a grade of CR must be earned. A cumulative grade point average of 2.50/4.00 for 60 hours and above as well as clear academic status must be maintained for Dean’s List eligibility.

Special Programs and Opportunities

The College of Education offers an optional 5th Year Program in Bilingual/ESL, Reading Endorsement, and Special Education. Please consult the advisor in OSS, 3145 EPASW, for further information.

Sample Curriculum Plan for the BA in Urban Education

Common Core Curriculum Guide

Note: Suggested sequencing guide for students seeking to complete the BA in Urban Education in four years. Below is the sequencing guide for the Common Core Curriculum, years and one and two for all BA in Urban Education students.

Freshman Year
First Semester	Hours
ENGL 160—Academic Writing I: Writing for Academic and Public Contexts	3
Understanding the Individual and Society course Recommended: AAST 104	3
HIST 103—American Civilization to the Nineteenth Century (3) OR HIST 104—American Civilization since the Late Nineteenth Century (3)	3
MATH 140—Arithmetic and Algebraic Structures	4
ED 151—College Connection Ia	1a
Total Hours	14
aED 151, 152, and 153 are one-semester-hour courses, but the hours do not count toward the total hours required for graduation.

Second Semester	Hours
ENGL 161—Academic Writing II: Writing for Inquiry and Research	3
Exploring World Cultures course Recommended: LALS 101 or LALS 102	3
MATH 141—Algebraic and Geometric Structures	4
ED 100—Introduction to Urban Education (with 30-hour fieldwork component)	4
Area of Specialization course	3
ED 152—College Connection IIa	1a
Total Hours	18
aED 151, 152, and 153 are one-semester-hour courses, but the hours do not count toward the total hours required for graduation.

Sophomore Year
First Semester	Hours
POLS 101—Introduction to American Government and Politics	3
NATS 103—Biological World	4
EPSY 255—Child Development in Urban Elementary Education	3
Area of Specialization course	3
Area of Specialization course	3
ED 153—College Connection IIIa (transfer students only)	1a
Total Hours	17
aED 151, 152, and 153 are one-semester-hour courses, but the hours do not count toward the total hours required for graduation.

Second Semester	Hours
One course from the following: ENGL 101, 103, 104, 105, 106, 107, 108, 109, 110, 111, 112, 113, 114, 115, 117, 118, 119.	3
NATS 101—Physical World OR NATS 102—Chemical World	4
NATS 104—Project-Based Seminar in Natural Science	1
ED 205—Race, Ethnicity, and Education (with 30-hour fieldwork component)	4
Area of Specialization course	3
Area of Specialization course	3
Total Hours	18

Elementary Education Concentration Curriculum Guide

Note: Suggested sequencing guide for years three and four for students in the Elementary Education concentration who plan to complete the BA in Urban Education program in four years.

Junior Year
First Semester	Hours
Math and Bilingualism Module (with 30-hour field component)	6
ED 342—Teaching and Learning Mathematics in the Urban Elementary Classroom (3)
ED 258—Bilingualism and Cross-Cultural Issues in a Diverse Society (3)
Literacy and Multicultural Education Module (with 30-hour field component)	6
ED 340—Teaching Language and Literacy in Urban Elementary Classroom (4)
ED 345—Critical Multiculturalism in the Urban Elementary Classroom (2)
SPED 415—Characteristics of Exceptional Learners	2
ED 350—Urban Education Advisory I: Introduction to Fieldwork in Urban Schools	1
Total Hours	15

Second Semester	Hours
Science and Technology Module (with 30-hour field component)	6
ED 343—Teaching and Learning Science in the Urban Elementary Classroom (4)
ED 352—Technology Integration in Elementary School I (2)
Literacy and Social Studies Module (with 30-hour field component for each course)	8
ED 341—Methods of Teaching and Learning Content Area Literacy in the Urban Elementary Class (4)
ED 344—Teaching and Learning Social Studies in the Urban Elementary Classroom (4)
EPSY 360—Assessment in the Urban Elementary Classroom	3
ED 351—Urban Education Advisory II: Health and Popular Culture in Urban Schools	1
Total Hours	18

Senior Year
First Semester	Hours
Endorsement Electives	6–8
SPED 416—Methods of Instruction for Exceptional Learners	2
ED 450—Student Teaching in the Urban Elementary Classroom	9
Total Hours	17–19

Second Semester	Hours
ED 451—Student Teaching in Urban Communities	15
Total Hours	15

Education in a Democratic Society Concentration Curriculum Guide

Note: Suggested sequencing guide for years three and four for students in the Education in a Democratic Society concentration who plan to complete the BA in Urban Education program in four years.

This program will begin accepting applications in Spring 2012 for the Fall 2012 semester.

Junior Year
First Semester	Hours
EDS Education courses (chosen from above list of approved courses for the concentration)	9
EDS Sociopolitical Context courses (chosen from above list of approved courses for the concentration)	6
Total Hours	15

Second Semester	Hours
EDS Education courses (chosen from above list of approved courses for the concentration)	6
EDS Sociopolitical Context courses (chosen from above list of approved courses for the concentration)	9
Total Hours	15

Senior Year
First Semester	Hours
ED 440—Capstone Experience: Project Planning	3
EDS Education courses (chosen from above list of approved courses for the concentration)	6
EDS Policy and Practice courses (chosen from above list of approved courses for the concentration)	6
Total Hours	15

Second Semester	Hours
ED 441—Capstone Experience: Implementation	6
EDS Policy and Practice courses (chosen from above list of approved courses for the concentration)	9
Total Hours	15

Secondary Education Program

The University of Illinois at Chicago offers several secondary teacher education programs. Through the College of Liberal Arts and Sciences, the student can study the Teaching of Chemistry, Teaching of English, Teaching of French, Teaching of German, Teaching of History, Teaching of Mathematics, Teaching of Physics, and Teaching of Spanish. Through the College of Architecture and the Arts, the student can major in Art Education. Hence, the programs provide for the development of a major field of study with an emphasis on teaching.

After admission to the University, students who wish to teach at the secondary school level should complete the following phases.

Change of Teaching Major in Student’s Home College

Students should see the academic advisor in their major department to fill out a Change of Major Form to declare their intention to major in teaching in their discipline.

This declaration allows students to enroll in ED 200 and ED 210, core education courses required for certification. Admission into the major in the “Teaching of ...” is required prior to enrollment in these courses.

Students must also pass the Illinois Basic Skills Test. Application forms and study guides may be obtained online at http://www.icts.nesinc.com or at http://www.isbe.net/teachers.

Admission to Candidacy for Teacher Certification

After students have completed 45–60 hours of college-level course work, including specific courses determined by the major department, students may apply for candidacy. Students may not take education course work beyond ED 200 and 210 if they are not accepted into candidacy. Requirements for admission are as follows:

A cumulative GPA of 2.50/4.00 or greater and a major GPA of at least 2.50/4.00. Some programs have a higher minimum GPA requirement in the major.
A recorded pass on the Illinois Basic Skills Test.
A completed application to candidacy form obtained from the Council on Teacher Education.
A signature of acknowledgement of the Safety and Technical Standards, the Citizenship requirement, and the criminal background policies.
2 letters of recommendation.
A written essay.
An interview.
Additional materials may be required by individual programs.

Admission to Education Course Work

To be eligible for SPED 410 and CI 414 (if applicable), candidates must fill out a request in the CTE office. These courses are held for students who have been admitted to candidacy.

Admission to ED 330

To be eligible to take ED 330, candidates must fill out an application the semester before they plan to take it and must have met course and grade requirements. This class should be taken the semester prior to student teaching and be accompanied by the final discipline methods course. All other required course work except student teaching must be completed prior to or during the semester in which candidates take ED 330.

Admission to Student Teaching

To be eligible for student teaching, candidates must meet the following criteria:

Completed General Education course work; earned a minimum cumulative GPA of 2.50/4.00 in all course work, including transfer credits; completed professional education requirements with a minimum GPA of 3.00/4.00; and completed course work in their teaching field with a GPA as specified in their program.
Completed the minimum number of clock hours of fieldwork specified by the program and as part of the professional education course work.
Competed and submitted a Philosophy of Teaching and Learning to the TaskStream Certification Profile.
Passed the Illinois Content Area Test in the teaching field if student teaching will occur.
Submitted a student teaching application during the spring term of the academic year preceding the student teaching experience.
Submitted verification of a negative TB test.* This test must be taken early enough to submit the results with the application (it may take up to four weeks to get the results).
Completed the Chicago Public Schools Application and registration process. The application must be accompanied by essays, a resume, and a lesson plan. Once these are approved, candidates complete registration, which includes a criminal background check.*
Met any additional requirements as specified within each program.

*Teacher candidates are responsible for bearing the expense of the TB test and the criminal background check.

Graduation

Candidates who have met requirements for graduation and certification must file a declaration of graduation in their college, according to the policy specified in their college section of the catalog.

To be eligible for graduation, candidates must have done the following:

Completed student teaching with a grade of B or higher.
Completed all course work in the teaching area, teaching methods, education methods, and General Education to meet requirements for University graduation and for state certification.
Met requirements of the undergraduate college in which they are enrolled.

Certification

To become certified, candidates must have done the following:

Met all requirements for graduation in their home college.
Completed and filed a certification application and any related endorsement requests with the Council on Teacher Education.
Passed the Illinois Assessment of Professional Teaching.
Completed and submitted a Philosophy of Teaching and Learning essay to the TaskStream Certification Profile.
Completed and submitted a Teaching and Assessment Event to the TaskStream Certification Profile.
Completed and submitted an Exit Survey to the TaskStream Certification Profile.
Completed and submitted Technology Survey to the TaskStream Certification Profile.

Course Requirements for Secondary Education Programs

General Education Course Requirements

Students should pursue the General Education course work required for an undergraduate degree in their chosen program of study. For example, those who are pursuing teacher certification in a program within the College of Liberal Arts and Sciences must meet the General Education requirements for that college. When there is a choice of classes a student may take to meet a requirement in a given area, some programs may request that students take a particular class that is more applicable to the teaching profession. Students should work with their advisors to determine which classes they should take to meet the general education requirements.

Professional Education Course Requirements

Courses	Hours
ED 200—Education Policy Foundations	3
ED 210—The Educative Process	3
ED 330—Curriculum, Instruction, and Evaluation in the Secondary School	4
CI 414—Foundations of Middle and Secondary School Literacy (or other literacy course as determined by the individual program)	3
SPED 410—Survey and Characteristics of Exceptional Children	3
Methods course in the major field of studya	3
Student teaching	16
Total—Professional Education Course Requirements	35

^a Refer to major department section of the catalog to determine major requirements.

Course Requirements in the Major

Teacher candidates must also complete course work in their major field of study. Because secondary teacher education majors are working toward fulfilling requirements for both the bachelor’s degree and the Illinois teaching certificate (grades 6 through 12), it is critical that the candidates seek advising from the academic advisor in the major field of study. Programs may require students who wish to teach in their major field to take particular major field courses that are more suited to teachers than other choices within the major.

Student Teaching Requirement

Note the eligibility requirements listed previously for student teaching in the Admission to Student Teaching section. In the semester prior to student teaching, candidates should enroll in ED 330—Curriculum, Instruction, and Evaluation in Secondary Schools and in a methods teaching course in the student’s discipline. Candidates must apply for ED 330 the semester before they plan to take the course. Since ED 330 includes more than 60 hours of fieldwork, students are advised to take no more than 6 additional credit hours that semester. ED 330 fieldwork requires a minimum 3-hour block of time daily during the secondary school day. No additional courses or employment should be pursued while student teaching. All students should consult regularly with their advisors and should plan well in advance for these final two semesters in their program.

Application for secondary school student teaching must be made during the spring term of the academic year preceding the student teaching experience. For more information regarding application procedures, contact the Council on Teacher Education, 3015 EPASW. An orientation meeting is held early in the student teaching term by the Council on Teacher Education, program faculty, and staff. During the teaching term, the student attends a weekly seminar held on campus.

Middle School Endorsement

Teacher candidates wishing to teach in the middle grades (5 through 8) should take additional course work, even though the Standard Secondary Certificate (Type 09) states eligibility for teaching in grades 6 through 12. Please note that the State of Illinois is in the process of revising middle school endorsement requirements and additional course work may be required. Be advised that changes may occur without notice and will be effective immediately. Additional information may be obtained from the College of Education Office of Student Services, 3145 EPASW, (312) 996-4532.

Illinois Certification Test Requirements

The teaching certificate is not automatically awarded upon successful completion of certification and degree requirements. Before the certificate is issued, the candidate must also pass a series of examinations required by the Illinois State Board of Education. The Illinois Basic Skills Test must be passed prior to applying for candidacy with the Council on Teacher Education. The Illinois Content Area Test must be passed before the candidate is allowed to student teach. The Assessment of Professional Teaching must be passed prior to certification. For information on application procedures, contact the Council on Teacher Education located in 3015 EPASW.

Effective March 2003, Illinois "Approved Program Verification" forms and applications for Illinois teaching certificates will no longer be signed based solely on completion of a teacher education program if that program was completed more that three years prior to the verification request. The faculty in relevant colleges and departments will evaluate the records of program completers based on UIC’s current program requirements and make recommendations regarding certification.

The Illinois State Board of Education occasionally changes the requirements for certification. For current information, contact the academic advisor in the major field of study or the Council on Teacher Education.

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