*INTERNATIONAL STUDENTS: In addition to the base program curriculum listed below, international students attending face-to-face classes on the CUC campus are required to take the Seminar in Higher Education, a 3-credit course.
Educational objectives and the selection and organization of learning experiences. Investigation and analysis of curriculum development. Enhanced theoretical perspectives as they relate to the process of curriculum. A thorough explanation of pertinent research, curricula issues, and the completion of a curriculum project.
This course helps you develop richer and more systematic interpretations of the historical, philosophical, and social foundations of American education and schooling. You will be challenged to examine the various aims, policies and practices of American education, as well as the ways in which schools have served as agents of socialization and social control. Through the lens of applied ethics, you will examine the ways in which contemporary educational debates often reflect long-standing historical and philosophical tensions. You will develop the ability to understand and describe how educational problems are often rooted in and symptomatic of social arrangements and broader social ills (such as poverty, discrimination, and segregation) that extend well beyond the classroom or school yard and impact families, communities, and local and national economics and politics. Throughout this course, you will be encouraged to craft a vision of what is possible and to articulate a plan for action in your own classroom, school, and educational context.
Principles of teacher research. Focus on development of basic research skills to carry out action research, self-study, or other practitioner research projects with the goal of improved teacher practice. Skills for interpreting published research are also emphasized.
These courses fulfill the State of Illinois requirement for ESL endorsement.
Analysis of the symbolic systems and the cultural bases of English in relationship to other languages through exploration of structure and history, language development and variation, and communicative competence in the context of language use. Examination of L1 and L2 literacy development. Includes five hours of fieldwork.
Critical issues related to bilingualism and biculturalism in the contexts of language, culture, race, ethnicity, identity, social class, and political power between majority and minority cultures. Programmatic considerations in K-6 and 7-12 education.
Exploration of psychological, linguistic and cultural foundations in teaching English as a second or additional language. Examination of current trends in ESL teaching and instructional strategies that accommodate students in all levels of ESL/EFL settings.
Exploration and analysis of relevant K-12 pedagogical approaches, methods and strategies needed to convey to a diverse population state and professional standards-based curricula. Development, adaptation and evaluation of materials for implementation in lesson planning and assessment for teaching English to speakers of other languages to particular groups of different ages, ability levels, and cultural backgrounds. Inclusion of strategies that foster both language acquisition and academic achievement in speaking, reading, writing, and listening. Includes 30 hours of fieldwork.
Comprehensive overview of current developments in the assessment of English language learners in the context of school learning and academic achievement. How to structure assessment procedures to reflect current research understandings, best classroom practices, and state and federal mandates are emphasized. Analysis of purposes and forms of assessment, barriers to fair assessment of ELLs, and designing and adapting authentic assessment tools for formal and informal methods of assessing English proficiency and academic development in English at varying levels. Includes 20 hours of fieldwork.
Analysis of the cultural, social, psychological, structurial, and sociopolitical processes effecting cross-cultural learning in schools and the larger society.
A capstone seminar that explores teaching as a reflective practice. Reflection on one's own beliefs and assumptions as they relate to teaching and learning.
A master’s capstone is required for all master of arts candidates. This culminating project highlights the candidate’s mastery of content throughout his or her studies. Capstones are traditionally a summary of work demonstrating overall growth and specific understandings of the professional standards. The capstone serves as a performance-based evaluation and promotes reflective practice. It also demonstrates the professional’s proficiency in integrating technology and his or her ability to interpret theory into practice.