Monmouth College

EDST 205.Foundations of Elementary-Level Literacy .5 course credit

Introduction to developmentally appropriate foundations and theories for teaching and assessing literacy in elementary classrooms. Elements of content literacy will also be explored.

EDST 210. Characteristics of Exceptional Learners 1 course credit

A survey of the characteristics and special educational needs of disabled, gifted, and diverse learners. Significant individual differences are introduced and discussed as they apply to the area examined. The problems of identifying, educating, and treating exceptional children are considered. Prerequisite: Sophomore standing or permission of the instructor.

EDST 215. Human Diversity in Educational Communities 1 course credit

A survey of the various ways learners enact literacy and participate in learning in relationship to their positioning according to race, gender, social class, and region. Through reading and reflective activities, students analyze the processes by which we learn to enact literacy in diverse ways across cultural and institutional contexts, including the school. Students will consider educational literature that justifies and illustrates culturally responsive pedagogy.

EDST 220. Theories of Learning and Child Development 1 course credit

An exploration of the contributions of multiple competing theories of learning to educational practice. The course emphasizes learning theory and the dynamic tension between teacher, learner and content in education. Both theories and applications will be critically examined. The relationship between learning theories and transformative and reflective pedagogies will be developed in order to examine student-centered education that reflects teaching for change in understanding. The child development component prepares candidates to understand the physical, social, emotional, and intellectual growth and development of children. The course is designed to help candidates acquire knowledge and skills essential to the care and guidance of children as a teacher. Emphasis is on helping candidates create an environment for school children that will promote optimum development.

ST 225. History of U.S. K-12 Education1 course credit

This is a foundational course which intends to contextualize the development of K-12 education in the United States including education prior to the Revolution up through the 20th century and into the 21st century. Major educational movements will be examined including the Common School Reform Movement, Progressivism, Life-Adjustment Movement, Cold-War Era reforms, Civil Rights Era reforms, The Great Society Era reforms, A Nation at Risk 80’s-90’s reforms, and the No Child Left Behind Era. Students will investigate these movements and connect their outcomes (e.g. political, sociological, and philosophical implications) to the current state of public schools. Prerequisite: Sophomore standing or permission of the instructor.

EDST 230 Sociology of Education 1 course credit

Because of education’s role in preparing citizens in this democracy, it is necessary to consider the sociological perspective on K-12 education. In this course, we will focus on five main sociological aspects of education: 1) sociological theories of education, 2) issues concerning diversity, social class and social justice, 3) school choice, 4) politics and policy, and 5) court rulings on education. Prerequisite: Sophomore standing or permission of the instructor.

EDST 235. Philosophy of Education 1 course credit

This is a foundational course that will engage students in reading, thinking and discussing some of the world’s eminent educational philosophic works from the early Greeks to our modern thinkers such as (but not limited to) Socrates, Plato, Aristotle, Locke, Rousseau, James, Dewey, Greene, West, Freire, and Noddings. Students will be challenged to grapple with questions such as “What is knowledge?” “What knowledge is truly valuable?” “What roles do institutions of education play in societies?” “What is a good society?” “How can education help to create or maintain a good society?” Students will explore the relationship between education and society and consider how philosophy, when put into practice, can shape and guide educational decision-making. This course will be cross-listed with PHIL 211. Prerequisite: Sophomore standing or permission of the instructor.

EDST 240. Contemporary Policies and Issues in Education 1 course credit

This course bridges educational theory and practice for students by providing a forum to engage critically and reflectively on issues of contemporary educational practice and policy. Issues include, but are not limited to, exploring national and state educational policy, teaching for social justice, local school improvement and reform efforts, and social and ethical situations occurring in classrooms. Candidates will be examining topics both as current concerns and within the context of their future roles in educational institutions. Several field trips and an off-campus experiential learning component will be integrated into the course. Prerequisite: Sophomore standing or permission of the instructor.

EDST 377. Foundations of Art Education 1 course credit

This course is a study of contemporary art education theory addressing why art should be included in K-12 school curricula. Also included will be an introduction to the history of art education and an examination of the content of art for young people and contemporary approaches to creating art curriculum. Strategies for talking about art with young people will be stressed, and a personal statement of a philosophy of art education will be developed. Offered in the spring semester of even years.

EDST 299. Independent/Group Study .5 -1 course credit

Individual or small-group study of special topics in educational studies under the guidance of an instructor. Prerequisite: Approval of the department chair.

EDST 399. Independent/Group Study .5 -1 course credit

Individual or small-group study of special topics in educational studies under the guidance of an instructor. Prerequisite: Approval of the department chair.

EDST 499. Independent/Group Study .5 -1 course credit

Individual or small-group study of special topics in educational studies under the guidance of an instructor. Prerequisite: Approval of the department chair.

Formal admission to the Teacher Education Program is required to enroll in the core professional education courses (MTCE prefix). The Illinois State Board of Education requires a passing score on the Basic Skills or TAP exam administered by the Illinois Certification Testing System prior to admittance. See the Educational Studies Department for current program admission criteria.

MCTE 200. Principles and Strategies of Secondary Teaching 1 course credit

An investigation of K-12 curriculum including writing objectives, standards alignment, lesson planning, methods of instruction, resources and materials, evaluation and assessment, classroom management, and professional growth. Microteachings are required in the classroom. Providing a foundation for successful practicum and clinical experiences is a primary course objective. Prerequisite: Sophomore standing.

MCTE 299. Individual/Group Study .5 -1 course credits

Individual or small-group study of special topics in teacher education under the guidance of an instructor. Prerequisite: Approval of the department chair

MCTE 300 Content Area Literacy for Secondary Students 1 course credit

A study of the ways adolescents and young adults use literacies to explore concepts, generate knowledge, and demonstrate understanding. This advanced course models a student-centered, process approach to curriculum and instruction as it engages students in workshop activities and asks them to consider research-based practice that support adolescents’ achievement of content area goals. Prerequisites: MCTE 200.

MCTE 305 Teaching English Language Learners in K-12 Classrooms

w/Lab 1 course credit

Academic success in mainstream classes is the ultimate goal for English Language Learners (ELLs). The intent of this course is to guide the course participants through a process of exploring, shaping, and theorizing about the classroom practice of teaching ELLs in their K-12 classrooms. Participants will study the foundations of basic language development and acquisition which enables educators to develop appropriate instructional strategies to assess students’ knowledge, identify objectives, and develop differentiated practices that address various levels of language proficiency; learn about and practice research-based pedagogical practices which inform a variety of approaches and activities that promote comprehension in the content areas; examine and understand the various dimensions of cultural identity, including one’s own, and apply this knowledge to their thinking and behavior as teachers of linguistically diverse students. The participants will discuss articles of current best practices, observe students and teachers in the classroom setting, tutor ELLs and begin to develop their own ESL teaching practices, reflection, and integration of theory and classroom practice with a focus on using technology to meet these goals.

MCTE 310. Measurement and Assessment in Education 1 course credit

An authentic approach to the study of educational measurement and assessment with emphasis on essential psychometric concepts related to assessment development, selection, administration, scoring, and interpretation relevant to K-12 public classrooms. Prerequisite: Junior standing.

MCTE 315. Elementary Science Methods .5 course credit

This course presents various approaches to plan and implement effective science instruction in grades K-5. An inquiry-based program is employed as a means of providing appropriate science learning experiences in the classroom. Content from life, physical and earth/space science will be experienced through a wide range of hands-on, process-oriented activities selected from exemplary resource programs for K-5 science instruction. Prerequisites: EDST 220 and junior standing.

MCTE 320. Elementary Social Studies Methods .5 course credit

This course presents various approaches to plan and implement effective social studies instruction in grades K-5. An inquiry-based program is employed as a means of providing appropriate social science learning experiences in the classroom with emphasis on curriculum, varied and grade-appropriate materials. Prerequisites: EDST 220 and junior standing.

MCTE 350. Principles and Strategies of Middle Level Teaching 1 course credit

A study of the history of the middle school movement, research associated with middle grades instruction and institutional settings, and research into the needs and attributes of middle grades students. Candidates will recognize how various instructional, interpersonal, and institutional elements can work together to inform the complicated, yet exciting, dynamics of the middle grades classroom. Candidates will collaboratively develop cross-curricular instructional plans, integrate technology for teaching and learning, and explore instructional techniques which emphasize student-centered, active learning. Prerequisites: MCTE 200 and junior standing.

MCTE 351 Adolescent Psychology 1 course credit

A study of the developmental characteristics typical of young adolescents. Theories exploring the biological, cognitive and social needs of these young students are studied to aid classroom teachers in understanding classroom dynamics. Prerequisites: MCTE 200 and junior standing.

MCTE 370 Secondary Drama Theatre Curriculum and Instruction 1 course credit

A study of the curriculum, teaching methods, and instructional materials pertinent to secondary school drama/theatre programs. Applying theory and research from theatre arts education to the planning and implementing of instruction is stressed. Prerequisites: MCTE 200 and junior standing.

MCTE 371. Secondary English Curriculum and Instruction 1 course credit

A study of the curriculum, teaching methods, and instructional materials pertinent to secondary school English programs. Applying theory and research from English education to the planning and implementing of instruction is stressed. Prerequisites: MCTE 200 and junior standing. Offered in the fall semester.

MCTE 372. Secondary Mathematics Curriculum and Instruction

A study of the curriculum, teaching methods, and instructional materials pertinent to secondary school mathematics programs. Applying theory and research from mathematics education to the planning and implementing of instruction is stressed. Prerequisites: MCTE 200 and junior standing.

MCTE 373. Secondary Science Curriculum and Instruction 1 course credit

A study of the curriculum, teaching methods, and instructional materials pertinent to secondary school science programs. Applying theory and research from science education to the planning and implementing of instruction is stressed. Prerequisites: MCTE 200 and junior standing.

MCTE 374. Secondary Social Science Curriculum and Instruction 1 course credit

A study of the curriculum, teaching methods, and instructional materials pertinent to secondary school social science programs. Applying theory and research from social science education to the planning and implementing of instruction is stressed. Prerequisites: MCTE 200 and junior standing. Offered in the spring semester.

MCTE 375. Foreign Language Curriculum and Instruction 1 course credit

A study of the curriculum, teaching methods, and instructional materials pertinent to secondary school foreign language programs. Applying theory and research from foreign language education to the planning and implementing of instruction is stressed. Prerequisites: MCTE 200 and junior standing. Offered in the spring semester.

MCTE 376 Music Curriculum and Instruction 1 course credit

MCTE 377. Elementary Physical Ed Curriculum and Instruction 1 course credit

This course presents various approaches to plan and implement effective physical education instruction in grades K-8. An inquiry-based program is employed as a means of providing appropriate physical education learning experiences in the classroom with emphasis on motor development principles as they relate to specific program content. Prerequisites: MCTE 200 and junior standing. Offered in the fall semester.

MCTE 378. Visual Arts Curriculum and Instruction 1 course credit

A study of the curriculum, teaching methods, and instructional materials pertinent to secondary school visual arts programs. Applying theory and research from visual arts education to the planning and implementing of instruction is stressed. Prerequisites: MCTE 200 and junior standing. Offered in the spring semester of even years.

MCTE 387. Secondary Physical Ed Curriculum and Instruction 1 course credit

A study of the curriculum, teaching methods, and instructional materials pertinent to secondary school physical education programs. Applying theory and research from physical education to the planning and implementing of instruction is stressed. Prerequisites: MCTE 200 and junior standing. Offered in the spring semester.

MCTE 399. Individual/Group Study .5 -1 course credit

Individual or small-group study of special topics in teacher education under the guidance of an instructor. Prerequisite: Approval of the department chair.

MCTE 405. Elementary Literacy Methods 1 course credit

In-depth exploration into developmentally appropriate methods and practices for teaching literacy in elementary classrooms, adapting these methods to meet the individual needs of diverse groups of children, and diagnosing and correcting the reading and writing difficulties of elementary children in a classroom setting. Prerequisites: EDST 205, EDST 220, and senior standing.

MCTE 406. Practicum for Elementary Literacy Methods .5 course credit

The purpose of this practicum is to place teacher education candidates in classrooms where they will be directly involved in elementary literacy instruction. Candidates will observe relevant teaching strategies and techniques as well as students’ learning styles. They will also assist teachers in relevant literacy instruction activities including tutoring individual students and/or small groups of students. Co-requisite: MCTE 405.

MCTE 410. Elementary Math Methods 1 course credit

This course presents various approaches to plan and implement effective mathematics instruction in grades K-5. A conceptually-based program is employed as a means of providing appropriate mathematical learning experiences in the classroom. Prerequisites: EDST 220, MATH 210, and senior standing.

MCTE 411. Practicum for Elementary Math Methods .5 course credit

The purpose of this practicum is to place teacher education candidates in classrooms where they will be directly involved in elementary mathematics instruction. Candidates will observe relevant teaching strategies and techniques as well as students’ learning styles. They will also assist teachers in relevant mathematics instruction activities including tutoring individual students and/or small groups of students. Co-requisite: MCTE 410.

MCTE 460. Primary-Level Whole-Class Practicum .25 course credit

The purpose of this practicum is to place teacher education candidates in primary-level (e.g., K-2^nd) elementary classrooms where they will be involved directly in the teaching-learning process. In addition to activities such as observing and learning about research-based whole-class instruction, students will plan and present a series of lessons intended for the whole class.

MCTE 465. Intermediate-Level Whole-Class Practicum .25 course credit

The purpose of this practicum is to place teacher education candidates in intermediate-level (e.g., 3^rd – 5^th) elementary classrooms where they will be involved directly in the teaching-learning process. In addition to activities such as observing and learning about research-based whole-class instruction, students will plan and present a series of lessons intended for the whole class.

Formal admission to the Student Teaching Clinical Experience is required to enroll in MCTE 470 and 475. See the Educational Studies Department for current admission criteria.

MCTE 470. Student Teaching Seminar &Classroom Management 1 course credit

An extensive and intensive weekly opportunity for candidates to interact with faculty and college supervisors to reflect upon clinical experiences. Each candidate finishes a developmental portfolio that documents the knowledge and performances associated with the Illinois Professional Teaching Standards. Prerequisite: Formal admission to the Monmouth College Student Teaching Clinical Experience.

MCTE 475. Student Teaching Clinical Experience 3 course credits

An extensive and intensive opportunity for the candidate to demonstrate proficiencies in the professional role for which he/she is preparing. Through the placement process conducted by the Clinical Experience Coordinator, the candidate is assigned a 70/76-day clinical experience appropriate to the certificate sought. The candidate interacts daily with one or more cooperating teachers and regularly with a college clinical experience supervisor and other student teachers. Multiple assessments are used to document the candidate’s growth and development during this clinical experience. Prerequisite: Formal admission to the Monmouth College Student Teaching Clinical Experience.