Course Descriptions — Master's Level Elementary Education Certification/Licensure

EDU5170 Culturally Responsive Education: Teaching Diverse Students         
3 semester hours
This course examines schooling as both a social and cultural act, along with influences on the learning process for all learners in a multicultural society. To that end, this course investigates diversity, multiculturalism and the quest for equity and meaningful, democratic learning communities in elementary schools. Candidates begin questioning the way social and cultural activities of schooling typically are enacted, in order to develop a personal belief system. Candidates also analyze teacher and student behaviors, inherent structures and practices found in today’s schools, such as academics and behavioral interventions. Candidates also explore what comprises a safe, healthy learning environment to meet needs of the whole child. EDU5170 also will engage candidates in review of the required dispositions for teacher candidates in Aurora University’s initial licensure program.
Prerequisite: Acceptance into the School of Education. Passing an FBI National Fingerprinting Screening that encompasses passing a criminal background/sex offender check. Passing a TB test.

ED5180 How Students Learn: Planning for Differentiated Instruction        
3 semester hours
This course examines the complex interactions between and among standards, learning theory, student development and differentiated instruction. Candidates will investigate major theorists and theories that have provided the foundation for current research and practice. This course also explores the cultural, cognitive, physical, emotional, language and social development of children, as related to student needs on instructional planning and delivery. Special attention will be given to the development of literacy, language, and the interaction between growth and learning and diverse and exceptional learners. Candidates will also identify and explore effective collaborative classroom practices, including co-planning and co-teaching methods, currently implemented in contemporary schools.
Co-Requisites/Pre-requisites: Acceptance into the School of Education. Passing an FBI National Fingerprinting Screening that encompasses passing a criminal background/sex offender check. Passing a TB test. Maintaining a GPA of 3.00. EDU5170.

EDU5270 Assessment for Student Learning        
3 semester hours
This course is designed to prepare the teacher candidate for teaching using intervention strategies so all students become competent lifelong learners. A variety of core assessment methods are explored and examined, with special emphasis on how to best measure learning outcomes and student growth. This course then links teacher- and student-centered instructional planning methods to assessment practices that capitalize upon teachable moments. Interpretation of teacher-constructed and standardized test results, as well as how to use assessment results to guide instructional decision-making, also will be analyzed as an additional means for improved student learning.
Co-Requisites/Pre-requisites: Passing an FBI National Fingerprinting Screening that encompasses passing a criminal background/sex offender check. Passing a TB test.. Maintaining a GPA of 3.00. EDU5170.

EDU5370 Adolescent Development       
4 semester hours
In this course, we will consider adolescence from multiple perspectives and theories.  Candidates will analyze the fundamental changes in development, contexts, and psychosocial behavior that occur during adolescence.    Analysis of adolescent development as it impacts the adolescent educator is a primary focus of the course.  Candidates will exit EDU5370 with comprehensive knowledge, skills, and abilities to address the multidimensional needs of all adolescent learners in middle level settings. Required for the middle school endorsement in Illinois. Required of all candidates pursuing WI licensure.
Prerequisites: EDU6750; completion of all licensure professional coursework; consent of program chair.

EDU5380 Teaching Reading and Language Arts for Primary Grades        
3 semester hours
In this course, teacher candidates analyze how literacy is a multidimensional, culturally driven, social act of learning. This course focuses on the science of reading including phonemic awareness, phonics, comprehension, fluency and vocabulary encompassing early literacy skills instruction from kindergarten to 2nd grade readers. Instruction in emergent literacy, development of the alphabetic principle, concepts about print letter-sound patterns, comprehension of connected text, vocabulary, fluency, and writing are the main components of this course. Multiple methods of teaching reading are examined, including basal, literature-based, individualized, reading workshop, guided reading, and language experience. Teacher candidates also investigate classroom-based assessments to evaluate student learning in these areas, including running records, miscue analysis, informal reading inventories, fluency checks, oral retelling rubrics, and rubrics to assess strategy use. Teacher candidates also develop an understanding of the methods of teaching language arts, with emphasis on principles, trends, methods and materials based on current research, practice and the integration of technology. Throughout the course, reading and language arts instruction for all children including, but not limited to, ELL and special needs students will be explored. Candidates explore how to incorporate multicultural literature into lessons in order to address various cultural and experiential backgrounds of children.
Co-Requisites/Pre-requisites: Acceptance into the School of Education. Passing an FBI National Fingerprinting Screening that encompasses passing a criminal background/sex offender check. Passing a TB test. Passing the TAP- Test of Academic Proficiency. Maintaining a GPA of 3.00. EDU5170, EDU5180, EDU5280.

EDU5381 Teaching Reading and Language Arts for Intermediate and Middle Grades      
3 semester hours
This course is intended for elementary education candidates seeking State of Illinois certification. This course is an extension of Teaching Reading and Language Arts for Primary Grades. Teacher candidates will learn about the teaching and learning processes associated with research comprehensive literacy instruction, in the intermediate grades, around the science of reading instruction, phonemic awareness, phonics comprehension fluency, and vocabulary. Based on constructivist theories of literacy development, this course presents methodology and instructional materials designed to help elementary teachers develop comprehensive literacy in the content areas. Teacher candidates will review and analyze historical and current principles, trends and research that focus on reading integration methods, approaches and strategies, with special attention to Social Studies integration, directed/guided reading methods and complex/differentiated instruction. Writing for authentic purposes and audiences, along with how to build upon students' cultural competencies in the writing process, also will be addressed. Various dimensions of comprehensive literacy, including meta-cognition, learner-centered study skills and technology literacy, will be examined.
Co-Requisites/Pre-requisites: Acceptance into the School of Education, including passing the TAP- Test of Academic Proficiency and passing a federal criminal background check; maintaining a GPA of 3.00; EDU5170, EDU5180, EDU5270, EDU 5380.

EDU5382 Transformative Instruction:Integrating Wellness,Physical Movement and Fine Arts into Elementary Grade Instruction        
2 semester hours
Whereas in traditional curriculum models, schools focus primarily on linguistic and logical-mathematical intelligences; transformative curriculum models place equal attention on learners who reflect abilities using other intelligences, such as in wellness, physical movement and fine arts. To that end, this course will examine multiple intelligence theory and investigate how integration of multiple intelligences contributes to transformation in elementary education. Student engagement, attentiveness and the integration of technology will also be explored in this course. Emphasis will be placed on how to present lessons in a wide variety of ways, including the use of: drama, music, visual arts, wellness, movement and dance, as well as other transformative methods that best meet the needs of the whole child.
Co-Requisites/Pre-requisites: Passing an FBI National Fingerprinting Screening that encompasses passing a criminal background/sex offender check. Maintaining a GPA of 3.0.

EDU5383 Methods of Teaching Mathematics in the Elementary School        
3 semester hours
This elementary methods course is founded on the premise that “knowing” math is inseparable from “doing” math. Teacher candidates will explore, create and utilize a variety of instructional mathematics strategies that are developmentally appropriate, engaging and motivating for a diverse classroom of elementary students. Candidates continually explore, analyze and question how to facilitate mathematical application and implementation of concepts and procedures to real-world situations. Special emphasis will be placed on instruction that engages all learners in problem solving, reasoning and proof, authentic connections, and  conceptual representation. Ways to measure student learning progress, via formative and summative assessments, also will be emphasized throughout this course.
Co-Requisites/Pre-requisites: Acceptance into the School of Education. Passing an FBI National Fingerprinting Screening that encompasses passing a criminal background/sex offender check. Passing a TB test.  Passing the TAP- Test of Academic Proficiency.  EDU5170, EDU5180, EDU5270.

EDU5384 Methods of Teaching Science in the Elementary School        
3 semester hours
This elementary methods course is founded on the premise that “knowing” science is inseparable from “doing” science. In this course, candidates develop an understanding of the methodologies and approaches to teaching and integrating fundamental concepts of physical, life, environmental, and earth/space sciences, surrounding inquiry-based, scientific method and problem-based learning. To that end, candidates will participate in activities integrating science into their teaching, in order to facilitate learning, application, and implementation of concepts and procedures to real-world situations. Candidates design and implement age-appropriate inquiry/problem-based lessons, to convey the nature of “real-world” science in the elementary classroom.
Co-Requisites/Pre-requisites: Acceptance into the School of Education. Passing an FBI National Fingerprinting Screening that encompasses passing a criminal background/sex offender check. Passing a TB test. Maintaining a GPA of 3.00. Passing the TAP- Test of Academic Proficiency.  EDU5170, EDU5180, EDU5270.

EDU5440 Middle School Mission & Methods        
4 semester hours
This course explores some of the key issues surrounding middle schools and analyzes these issues in an attempt to clarify the changing roles of the schools, teachers and students in our increasingly complex multicultural society. Using current research, case studies, and class projects, teacher candidates discuss and analyze issues that shape middle level educational institutions and current practices. Included is an examination of strategies for reading in the middle school content areas. Teacher candidates explore strategies teachers use to address related classroom issues and construct the “ideal” middle school. Required for the middle school endorsement in Illinois. Required of all candidates pursuing WI licensure.
Prerequisites: EDU6750; completion of all licensure professional course work; consent of program chair.

EDU5765Z Internship in Teaching Methods        
0 semester hours
This course is an elementary field experience in grades K-8 taken prior to the Student Teaching Internship.   Teacher candidates schedule all required contact hours spread over an 8-week module in a pre-assigned K-8 classroom placement and are responsible for observing, planning, co-teaching and co-evaluating an assigned group of students. Teacher candidates design and deliver small-group lessons, evaluate and use teaching resources and curriculum materials, utilize classroom technology; create and use assessment instruments, reflect upon their experiences through journaling and collaborate with practicing teachers, the college professor, the University Supervisor, peers and elementary learners. Seminar attendance will be required. Candidates also will be assessed on their teaching knowledge, skills and dispositions, for a requisite transition-point review in this course, as a prerequisite for admission into the student teaching internship. A successful interview assessment with university and cooperating school personnel will be required in this internship, in order for candidates to progress into EDU6750.
Co-Requisites/Pre-requisites: Acceptance into the School of Education. Passing  an FBI National Fingerprinting Screening that encompasses passing a criminal background/sex offender check. Passing a TB test.  Passing the TAP- Test of Academic Proficiency.  Maintaining a GPA of 3.00.  EDU5170, EDU5180, EDU5270.

EDU6765 Student Teaching Internship    
9 semester hours
Student Teaching is the capstone experience of elementary education initial licensure. Here, the teacher candidate is assigned to a K-8 classroom for the internship, upon successful completion of EDU5765Z Methods of Teaching Internship,  and is responsible for planning, directing and evaluating the learning of a group of students under the supervision of a certified teacher and university supervisor. The teacher candidate is guided through experiences designed to apply the knowledge and skill gained throughout the program. The teacher candidate performs the major functions of a teacher with appropriate responsibilities and supervision. The internship also requires seminar courses that are an integral part of the student teaching internship. Co-teaching with cooperating school personnel will be expected when appropriate. Candidates also will exhibit successful teaching dispositions, as reflected in the Initial Certification Dispositions Summary, throughout the course.
Co-Requisites/Pre-requisites: Consent of Student Performance Committee; acceptance into the School of Education, including passing the TAP- Test of Academic Proficiency Content Test; officially reported passing grade on the APT - Assessment of Professional Teaching Content Area Test;  maintaining a GPA of 3.00.  Passing an FBI National Fingerprinting Screening that encompasses passing a criminal background/sex offender check. Passing a TB test.  Completion of all professional courses.  Students with an earned baccalaureate degree must satisfactorily complete 15 semester hours at Aurora University prior to student teaching.