Education - ED

The information below lists courses approved in this subject area effective Fall 2015. Not all courses will necessarily be offered these terms. Please consult the Schedule of Classes for a listing of courses offered for a specific term.

500-level courses require graduate standing.

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100 Introduction to Urban Education
3 hours. Introductory and cross-disciplinary examination of issues related to education in urban America, with particular attention paid to policies and practices impacting diversity and equity in public schools. Students need College approval to concurrently enroll in ED 100 and ED 205. Individual and Society, and US Society course.

135 Child and Youth Policies in Urban America
3 hours. Examines policies and practices for children and youth in urban America using historical, sociological, psychological and economic frameworks. Integrates disciplinary knowledge of educational policies and practices. Individual and Society, and US Society course.

151 College Connection I
2 hours. Strategies to facilitate the transition from high school to college by helping students develop skills and utilize resources that will lead to success in college. No graduation credit. Should be taken in the first semester of the freshman year. Prerequisite(s): Open only to first year students in the College of Education.

152 College Connection II
1 hours. A continuation of ED 151 College Connection I which facilitates the transition from high school to college by helping students develop specific skills and utilize resources that will help lead to success in college. Satisfactory/Unsatisfactory grading only. No graduation credit. Should be taken in the second semester of the freshman year. Prerequisite(s): Open only to freshmen. College approval required.

153 College Connection III
1 hours. The purpose of the course is to assist transfer students in developing academic skills and utilize campus resources that will help lead to success in the College of Education. Satisfactory/Unsatisfactory grading only. No graduation credit. Should be taken in the first semester after transfer to UIC. Prerequisite(s): Open only to freshmen and sophomores. Admission to the College of Education as a transfer student.

194 Special Topics in Education
1 TO 4 hours. Introductory exploration of a topic not covered in existing course offerings. May be repeated if topics vary. Students may register in more than one section per term. Prerequisite(s): Consent of the instructor.

200 Education Policy Foundations
3 hours. Social, cultural, political, and intellectual forces that influence and shape educational policy in the learning process. Prerequisite(s): Sophomore standing and approval of the Council on Teacher Education.

205 Introduction to Race, Ethnicity, and Education
3 hours. Introductory and cross-disciplinary examination of issues related to race, ethnicity, and cultural diversity in education. Students need College approval to concurrently enroll in ED 100 and ED 205. Individual and Society, and US Society course.

210 Principles of Learning and Instruction Across the Lifespan
3 hours. How people learn and the design of instruction and assessment across a broad set of formal and informal instructional environments and populations. Same as EPSY 210. Prerequisite(s): Sophomore standing or above; or consent of the instructor. Secondary Teacher Education students should enroll in the ED 210 section to facilitate ISBE tracking requirements. All other students should enroll in the EPSY 210 section.

211 Special Topics in Education
1 hours. Topics vary. Satisfactory/Unsatisfactory grading only. May be repeated to a maximum of 4 hours with approval. Approval to repeat course granted by the college. Prerequisite(s): Membership in the Honors College or approval of the College of Education.

222 Introduction to Gender, Sexuality, and Education
3 hours. Introductory and cross-disciplinary examination of issues related to gender and sexuality in education. Individual and Society, and US Society course.

250 Teaching and Learning in Schools I
1 hours. Initial explorations of career choice, including what does it mean to teach, what does it mean to learn, and what are the various influences on both acts. Students conduct inquiries through fieldwork, group meetings and analysis of readings. Field work required. Must enroll concurrently in ED 256, ED 257 and EPSY 255.

251 Teaching and Learning in Schools II
1 hours. As a companion course to ED 250, ED 251 focuses on teaching and learning with emphasis on culture and language. Students will conduct inquiries through fieldwork in bilingual classrooms, small and large group meetings, and analysis of readings. Field work required. Must enroll concurrently in ED 258.

252 Contemporary Controversies in U.S. Schools
3 hours. Introductory and cross-disciplinary examination of contemporary controversies related to public education in the United States. US Society course.

258 Language Development and Learning in a Diverse Society
3 hours. Provides an overview of the key issues and concepts related to the study of language development, learning, and multilingualism in a diverse society. Prerequisite(s): Completion of the English composition requirement. Individual and Society, and US Society course.

294 Special Topics in Education
1 TO 4 hours. Introductory exploration of a topic not covered in existing course offerings. May be repeated if topics vary. Students may register in more than one section per term. Prerequisite(s): Consent of the instructor.

301 Literacy and Elementary Education
3 hours. Foundations of reading and writing instruction. Influences and outcomes of school literacy experiences, role of literacy in society, effective instruction, and role of literacy in schooling. Prerequisite(s): Admission to the Bachelor of Arts in Elementary Education program and approval of the College of Education.

305 Introductory Fieldwork in Elementary Education
3 hours. The first field-based course in a sequence, focusing on observing and recording educational environments and children as learners. Prerequisite(s): Admission to the Bachelor of Arts in Elementary Education program and approval of the College of Education.

307 Nature and Practices of Natural Sciences
3 hours. Learning crosscutting concepts and practices across science and engineering, applying practices in designing, conducting, and presenting a scientific research project, and considering teaching implications for elementary and middle grades students. Prerequisite(s): Consent of the instructor.

311 Reading and Writing Through the Elementary Grades
3 hours. In-depth study of reading and writing instruction including emergent literacy, word recognition/spelling, reading comprehension, composition, literacy assessment, content area literacy, materials, and evaluation. Prerequisite(s): Admission to the Bachelor of Arts in Elementary Education program and approval of the College of Education.

312 Teaching Elementary School Mathematics and Science
3 hours. Issues of curriculum, instruction and assessment which focus on handson science and the integration of science, mathematics, and language arts. Prerequisite(s): Admission to the Bachelor of Arts in Elementary Education program and approval of the College of Education.

315 Fieldwork in Elementary Education II
8 hours. The second field based course is a sequence on curriculum development and teaching in urban schools. Prerequisite(s): Admission to the Bachelor of Arts in Elementary Education program and approval of the College of Education.

321 Teaching and Learning for Children of Various Abilities and Cultures
3 hours. The process of teaching and learning in elementary classrooms with children of various abilities and cultures. Social behavior, values, teaching/learning styles will be included. Prerequisite(s): Admission to the Bachelor of Arts in Elementary Education program and approval of the College of Education.

322 Social Studies and Literature in the Elementary Grades
3 hours. Curriculum, instruction and assessment in teaching and learning of the social studies with literature empahases on curricular approaches, instructional strategies and resources for teachers and students. Prerequisite(s): Admission to the Bachelor of Arts in Elementary Education program and approval of the College of Education.

325 Student Teaching in the Elementary Grades
18 hours. The final field-based course in a sequence, focusing on improving teaching performance in various classroom settings. Prerequisite(s): Admission to the Bachelor of Arts in Elementary Education program, completion of 100 clock hours of pre-student teaching field experiences, and approval of the College of Education.

330 Curriculum, Instruction, and Assessment in the Urban Secondary Classroom
4 hours. Developing professional practice that meets the diverse learning needs of students from different backgrounds and experiences. 4 hours. Field experience in urban schools is required. Prerequisite(s): Admission to an approved teacher certification program in secondary education, and ED 200 and ED 210, and consent of the instructor.

345 Critical Multiculturalism in the Urban Elementary Classroom
2 hours. This course provides prospective teachers with information and experiences that support teaching and learning in diverse settings. Prerequisite(s): Junior standing or above and admission to the B.A. in Urban Education, Concentration in Elementary Education program.

350 Introduction to Urban Communities and Schools: Fieldwork I
3 hours. Students will discuss field experiences in schools and communities as opportunities are provided to develop a philosophy and vision of becoming an urban teacher. Extensive fieldwork in schools is required. Field work required. Prerequisite(s): Junior standing or above and admission to the Bachelor of Arts in Urban Education, Concentration in the Elementary Education Program.

351 Becoming a Culturally Responsive Educator in the Urban Classroom: Fieldwork II
4 hours. Provides students with information and experiences that support culturally responsive teaching and learning in diverse settings. Extensive fieldwork in schools is required. Field work required. Prerequisite(s): Junior standing or above and admission to the Bachelor of Arts in Urban Education Program, Elementary Education concentration.

352 Technology Integration in the urban Elementary Classroom
2 hours. Works in tandem with literacy and science methods courses designed to introduce cross curricular computer tools that can be applied within this context. Emphasis placed on integrating common software and hardware tools to achieve content standards. Prerequisite(s): Junior standing or above and admission to the Bachelor of Arts in Urban Education, Concentration in Elementary Education.

353 Technology Integration in Elementary School II
2 hours. Works in tandem with science and social studies courses designed to introduce cross curricular computer tools that can be applied within this context. Emphasis placed on integrating common software and hardware tools to achieve content standards. Prerequisite(s): Junior standing or above and admission to the Bachelor of Arts in Elementary Education program. Successful completion of ED 352.

360 Education and Community Transformation
4 hours. Enables students to understand how community activism contributes to change in the sociopolitical landscape in the United States and abroad with particular attention to education policies and social justice issues. 4 hrs. Field work required. Recommended background: ED 100, ED 135 or ED 205.

375 Perspectives on Health Disparities/Pathways to Careers in the Health Professions
3 hours. Addresses health inequities, cultural competence, and opportunities/pathways to traditional and paraprofessional careers in health care. Implications of health inequities for educational outcomes are also covered. Extensive computer use required. Field work required. Participation in an interdisciplinary case study project. Prerequisite(s): ENGL 161 or the equivalent and consent of the instructor. Recommended background: Sophomore or Junior standing; and participation in the Urban Health Program Learning Community.

394 Special Topics in Education
1 TO 4 hours. Exploration of a topic not covered in existing course offerings. May be repeated if topics vary. Students may register in more than one section per term. Prerequisite(s): Consent of the instructor.

396 Independent Study
1 TO 4 hours. For students who wish to do independent study on specific educational processes or independently to carry on projects related to education or extensive reading assignments. May be repeated to a maximum of 8 hours. Prerequisite(s): A written proposal for faculty approval and junior standing.

402 Philosophy of Education and Urban School Policy
3 hours. Selected social and education philosophies and their impact on urban school curriculum design, school organization and control.

403 Policy Issues in the History of American Education
3 hours. Political, economic, and cultural influences shaping the development of American education policy; emphasis on issues of education theory and practice in their historical settings.

416 Practical Inquiry I: Teacher Competencies and Performance-Based Assessment
3 hours. Introduction to examining teaching through practitioner inquiry, including teacher performance assessment, as a way of learning to teach and beginning a lifelong process of professional development.

417 Practical Inquiry II: Teacher Competencies and Performance-Based Assessment
3 hours. A developing examination of teaching through practitioner inquiry, including teacher performance teacher assessment, as a way of learning to teach and fostering a lifelong process of professional development.

421 Advanced Educational Psychology
3 hours. Examines current theory and research on the teaching-learning process with particular attention to general learning and curriculum-relevant problem solving skills. Prerequisite(s): EPSY 210; or graduate standing.

422 Advanced Developmental Psychology and Educational Processes
3 hours. Focuses on cognitive and social development from birth to early adolescence. Examines relations between development, learning, and educational processes. Same as PSCH 422. Prerequisite(s): PSCH 100 and any one from EPSY 210, PSCH 259, PSCH 320 and consent of the instructor; or graduate standing.

424 Social and Emotional Learning: Research, Practice, and Policy
3 OR 4 hours. Research, theory, educational practices, and federal/state policies that promote the social, emotional, and academic competence of students who are in preschool, middle school, or high school. Same as PSCH 424. 3 undergraduate hours. 4 graduate hours. Prerequisite(s): PSCH 343 or equivalent; or consent of the instructor. Recommended background: Experience working with children or adolescents.

429 Practicum in Middle and High School Classrooms
2 hours. Students will observe secondary classrooms, tutor individuals, and teach small groups. Discussions explore curriculum, instruction, and assessment practices within content areas and cultural contexts. Prerequisite(s): Admission into a secondary teacher education program and graduate standing. Must enroll concurrently in ED 430.

430 Curriculum and Teaching
3 hours. Introduction to curriculum and teaching as areas of inquiry; implications of these areas of inquiry for educational practice; related contemporary problems and issues. Credit is not given for ED 430 if the student has credit for CI 428. Prerequisite(s): Admission to graduate study in Education, or consent of the instructor.

431 Improving Learning Environments
3 hours. Analysis of structural, normative, and social dimensions of learning environments and their relationships to student learning. Exploration of change processes to improve those environments. Prerequisite(s): Graduate standing or consent of the instructor.

432 Instruction and Assessment in the Urban Secondary Classroom
5 hours. Learning to teach, how to plan for diverse learners, design differentiated instruction, assess student learning and develop classroom discipline. Field experience in urban schools is required. Prerequisite(s): Completion of education core courses in Graduate Teacher Certification Program: Ed 402 or ED 403 and ED 445.

440 Capstone Experience: Project Planning
3 hours. This course is Part I of the yearlong capstone experience for EDS candidates. Students will identify a topic with a sociopolitical or educational policy focus and develop a proposal for an internship/community project and a research/policy paper. 3 hours. Planning may include a related fieldwork experience and an outline of inquiry for project implementation. Prerequisite(s): Senior standing or above; and approval of the department and admission to the BA in Urban Education, Concentration in Education in a Democratic Society.

441 Capstone Experience Project: Implementation or Internship in Urban Communities
6 hours. This course is Part II of the yearlong capstone experience for EDS candidates. Students will implement their proposed community project/internship and complete their research/policy paper. 6 hrs. Field work required. Students will implement a community project or complete an internship in a community-based organization in Chicago. Prerequisite(s): Senior standing or above; and approval of the department ED 440 and admission to the BA in Urban Education, Concentration in Education in a Democratic Society.

445 Adolescence and the Schools
3 hours. Physiological, intellectual, and social development of adolescence. Relations between aspects of adolescent development and the academic and social demands of secondary schools. Prerequisite(s): EPSY 210, or the equivalent, or graduate standing.

450 Pre-Student Teaching in the Urban Elementary Classroom: Fieldwork III
1 TO 12 hours. This pre-student teaching experience immerses teacher candidates in classrooms in a supervised experience of learning to teach and developing effective practices. May be repeated. Field work required. Field work: total of 180 hours, coordinated by the program director and in collaboration with field instructors. Prerequisite(s): Senior standing or above and admission to the Bachelor of Arts in Urban Education, Concentration in Elementary Education.

451 Student Teaching in the Urban Elementary Classroom: Fieldwork IV
0 TO 12 hours. Student teaching is a full-time experience of learning to teach in a classroom with university mentoring and supervision. May be repeated. Field work required. Prerequisite(s): ED 450 and admission to the Bachelor of Arts in Urban Education, Concentration in Elementary Education and senior standing.

461 Political and Socio-Cultural Perspectives on Special Education
3 hours. Students will examine issues of access and equity through legislation, litigation, and socio-cultural perspectives and be introduced to major theoretical frameworks that influence special education programs. Same as SPED 461. Field work required.

470 Educational Practice with Seminar I
0 TO 12 hours. The first half of a two-segment sequence of practice teaching, including seminar, to meet certification requirements for teaching in grades six through twelve. Graduate credit only with approval of the college. 1 to 12 hours. Prerequisite(s): Good academic standing in a teacher education program, completion of 100 clock hours of pre-student-teaching field experiences, and approval of the college or department of specialization.

471 Educational Practice with Seminar II
0 TO 12 hours. The second half of a two-segment sequence of practice teaching, including seminar, to meet certification requirements for teaching in grades six through twelve. Graduate credit only with approval of the college. 1 to 12 hours. Prerequisite(s): Good academic standing in a teacher education program, completion of 100 clock hours of pre-student-teaching field experiences, credit or concurrent registration in ED 470, and approval of the college or department of specialization.

472 Promoting Academic and Prosocial Behavior I
3 hours. The importance of school-wide and classroom structure and climate in the educational process. Strategies to promote academic success and desired social behavior. Same as SPED 472. Field work required. Prerequisite(s): SPED 461 or ED 461 or the equivalent or consent of the instructor.

473 Teaching Math and Science with Adaptations
3 hours. Provides prospective teachers with assessment strategies and a range of adaptations, modifications, and interventions in math and science for students with disabilities. Same as SPED 473. Field work required. Prerequisite(s): SPED 461 or ED 461 or the equivalent or consent of the instructor.

500 Philosophical Foundations of Educational Inquiry
4 hours. Philosophical foundations of various forms of educational inquiry. Epistemological and ethical dimensions of different research approaches. Prerequisite(s): Admission to the Ph.D. in Education program or consent of the instructor.

501 Data and Interpretation in Educational Inquiry
4 hours. Data, interpretation, reliability, validity, accuracy, stability, and generalizability from different methodological perspectives; how research design, data collection, and interpretation vary with different philosophical approaches. Prerequisite(s): Admission to the Ph.D. in Education program or consent of the instructor.

502 Essentials of Qualitative Inquiry in Education
4 hours. Surveys methods for conceptualizing, gathering, managing, and interpreting qualitative data. Various ethnographic, historical, and narrative forms of inquiry are reviewed, as are the corresponding methods associated with each. Extensive computer use required. Field work required. Prerequisite(s): Admission to the Ph.D. in Education program or consent of the instructor.

503 Essentials of Quantitative Inquiry in Education
4 hours. Introduces theory and assumptions behind parametric statistics. Also provides hands-on experience in conducting basic quantitative research (t-test, correlation, regression, analysis of variance). Same as EPSY 503. Prerequisite(s): Admission to the Ph.D. in Education program or consent of the instructor.

504 Urban Contexts and Educational Research
4 hours. A multidisciplinary approach for understanding research on learners and learning, schools and schooling, families, and communities in urban contexts. Extensive computer use required. Prerequisite(s): Admission to one of the PhD programs in the College of Education or consent of the instructor.

505 Introduction to Educational Research: Paradigms and Processes
4 hours. Offers a survey introduction to the history, contexts, paradigms and orientations, ethics, and processes of educational research. Extensive computer use required. Prerequisite(s): Admission to one of the PhD programs in the College of Education or consent of the instructor.

506 Introduction to Educational Research: Designs and Analyses
4 hours. Offers researchers an introduction to research in the field of education. It is the second of a two-course sequence and will introduce students to different types of research designs and analyses in the field of education. Extensive computer use required. Prerequisite(s): ED 505 and admission to one of the PhD programs in the College of Education or consent of the instructor.

543 Research on Teaching
4 hours. Review and analysis of history, paradigms, methods, and findings of research on teaching. Focus on the development of research questions and strategy. Prerequisite(s): ED 490 or ED 503 or CIE 578; and consent of the instructor.

580 Colloquium on Diversity in Secondary Education
2 hours. Designed to provide candidates with opportunities to interact with experts who deal with various issues of diversity in education, to discuss those issues with their cohorts, and to explore ways of meeting students' diverse needs. Satisfactory/Unsatisfactory grading only.

594 Special Topics in Education
1 TO 4 hours. Exploration of a topic not covered in existing course offerings. May be repeated if topics vary. Students may register in more than one section per term. Prerequisite(s): Consent of the instructor.

596 Independent Study
1 TO 4 hours. Students independently study related topics not covered by course, under faculty supervision. May be repeated. Students may register in more than one section per term. Prerequisite(s): Consent of the advisor.

Information provided by the Office of Programs and Academic Assessment.

This listing is for informational purposes only and does not constitute a contract. Every attempt is made to provide the most current and correct information. Courses listed here are subject to change without advance notice. Courses are not necessarily offered every term or year. Individual departments or units should be consulted for information regarding frequency of course offerings.