Practitioner Inquiry into the Design Thinking of Curriculum & Instruction (MEd)
This course introduces learners to the three central themes of the Master of Education in Curriculum and Instruction program: Practitioner Inquiry & Design Thinking, Curriculum & Instruction, and Decision Making. Through reflection, investigation, and analysis, learners will inform their understanding of their professional practice by developing an awareness of how elements of inquiry-based teaching and learning and design thinking can support and transform what they do every day in the classroom. Learners will examine theories and concepts around inquiry, design thinking, project-based learning, and backward design. Independent and collaborative inquiry and analysis will drive learners’ understanding and reflective implementation of the course’s use of inquiry as a technique of teaching and learning and the development of curriculum and instruction.
Aligning Creativity with Standards and Authentic Assessment (MEd)
This course integrates theory and professional practice by providing learners the opportunity to explore how creativity and authentic assessment can enhance student learning in the PK-12 classroom. Learners will investigate the following essential questions: 1) What is creativity?; 2) How can teachers integrate creativity and authenticity into curriculum and instruction?; 3) How can teachers integrate creativity into different forms of assessment (e.g., formative, summative, standards-based, authentic); and 4) How can creativity be assessed in student learning? Variables and factors, including learning environment, pacing, external mandates, and other considerations, will be examined regarding assessment design and implementation. Learners will consider how creativity can be applied to their teaching practice and how that influences the curriculum and assessments they develop.
Designing Content Area Instruction for 21st Century Learning (MEd)
This course integrates design thinking and teacher inquiry to provide learners the opportunity to revise and enhance their instructional practice for meaningful student learning in the PK-12 classroom. Learners will explore models, strategies, and tools centered on instructional design, instructional planning and delivery, and their connections to developing subject matter curriculum and associated assessments for successful student learning. Through self-study, learners will analyze, deconstruct, and revise their professional practice by improving one instructional strategy. Learners will consider various teaching and learning strategies that can be adapted for inclusive classroom practice.
Leading the Future of Education (EdS)
This course brings together theory and practice by illustrating what theoretical concepts of organizations and leadership look like in real-world school settings and then showing how the educational leader can use the knowledge of theory to solve problems of practice. Learners will examine school organization theories and critical domains of leadership, such as school vision, culture, management, collaboration, ethics, and environments. Learners will develop conceptual, managerial, and interpersonal leadership skills through analysis of school goals and purpose; organizational design, development and improvement; curricular and instructional leadership; and school-community relationships. Techniques and procedures involved in the long-range planning of school facilities will be examined: for example, school population projections, characteristics of the present and future educational programs, space requirements, evaluation of existing facilities, future use of existing buildings, analysis of financial resources available, identification of reasonable alternatives, and the probable consequences of such alternatives.
Transforming Practice Through Coaching (EdS)
The course focuses on the development of knowledge, abilities, and dispositions necessary for effective and productive leadership in creating professional partnerships, participating in collegial study teams, facilitating professional development of other educators, and adeptly using collegial and collaborative processes such as coaching and mentoring. Educators learn and apply skills for mentoring novice teachers and for engaging in coaching relationships with peers at all stages of the teacher development cycle. They explore mentoring and coaching models designed to promote the professional growth of their colleagues through supervision and coaching. Moral and ethical issues in the workplace and education will be examined.
Teaching & Learning with Emerging Technologies (EdS)
This is an inquiry-based, activity-oriented course designed to engage learners in theory and practice related to 21st century skills, multimodal learning, new literacies, and instructional and coaching strategies using emerging technologies. Learners will explore models, strategies, and tools for evaluating and making informed decisions about technology initiatives and will evaluate technology case studies, proposals, and stakeholder reports. The course provides teacher leaders with opportunities to integrate knowledge of their areas of expertise with emerging technologies and digital literacy applications.
Capstone Field Experience and Electronic Portfolio (EdS)
This course provides students with the opportunity to demonstrate their acquisition of the core competencies of the program in an integrated and comprehensive manner, critically exploring their growth as learners and as professionals through the capstone experiential component and e-Portfolio. This course includes a field assignment or shadowing experience either in the candidate’s own school or in a self-arranged placement in a school. Development of the e-Portfolio involves synthesizing and critically reflecting upon the learning students have experienced, and providing artifacts, which demonstrate their knowledge, skills, and competencies as graduates of the Ed Specialist program. Building an e-Portfolio provides a means to foster reflective practice and to document the unique “learning journey” of students as they progressed through the program. In this course, students receive direction and support in the creation and presentation of their final product of the program.
EDU 203: Foundations and Trends in Education (undergraduate)
This course provides an overview lens through which the student views the history, philosophy, psychology, and sociology of general and special education in American schools. Through multiple readings and directed activities students create a developmental pedagogical framework in order to gauge the practicality of educational theory and philosophies for the public school setting.
EDU 330: The Middle School (undergraduate)
This course focuses on the middle school philosophy, the middle school learner, and the curriculum of middle schools. This course prepares the student to develop strategies to meet the specific needs of the unique middle school learner.
EDU 350: Elementary Science and Social Studies Methods (undergraduate)
This course is designed for students seeking to teach the content areas of science and social studies at the elementary level. The course includes the use of the Virginia Standards of Learning (SOLs), instructional strategies, and curriculum development to prepare students in elementary social studies and science. Emphasis is placed on the use of technology in instructional practices.
EDU 357/360: Secondary/All-Level Classroom Management and Differentiated Instruction (undergraduate)
This course focuses on classroom management and differentiated instruction for students seeking all level and secondary or middle school endorsement. This course seeks to help teacher candidates understand the complexities in today’s classrooms. This course assists candidates in relating to diverse populations by developing procedures and rules for the classroom, learning about problem behaviors, meeting the needs of special students, parents, community, and motivating and encouraging students while managing the physical space and time in the classroom. To fully understand that instruction makes an impact on classroom management, this course assists students in understanding the relationship between differentiated instruction and classroom management.
ECI 601: Introduction to Curriculum & Instruction –The Science of Learning & Teaching (MEd)
This introductory course examines the science of learning and the impact that brain-compatible instruction can have on learning. Students in the course analyze how learning theories, practices, and brain research-based strategies can support the development of effective curriculum and instruction and promote student success.
ECI 615: Intentional Approaches to Intervention (MEd)
This course is designed to get students thinking about appropriate and intentional interventions to address a variety of challenges faced by learners in the instructional setting. Students apply practical, yet innovative instructional strategies to realistic situations in which interventions are needed to advance learners to the next level of success. A variety of evidence-based curriculum adaptations and interventions are examined with the goal of improved outcomes for learners, schools, districts or organizations.
ECI 630: Authentic Technology Integration in the Classroom (MEd)
In this engaging course, students develop distinct understandings of the relationships between motivation and learning as exemplified through technology-based experiences. Students are challenged to discover ways technology impacts curriculum and instruction design as a means to deliver the most effective learning experiences to meet the needs of diverse learners in diverse learning environments. No previous technology experience is required; only a desire to be change agents and harness 21st-century learning to improve educational outcomes.
ECI 680: Collaborative Approaches to Curriculum Alignment and Design (MEd)
With increased national attention on improved responsibility for curriculum, standards, and assessment, having a shared belief of achievement and collaboration has never been more important. In this course, students will not only practice the steps of the curriculum design process but do so in the spirit of collaboration. A variety of effective collaboration models are explored as students develop an understanding of curriculum improvement as an ongoing process while paying attention to both the curriculum (“what”) and the instruction (“how”).
ECI 685: Transforming Curriculum & Instruction Through Empowering Leadership (MEd)
When it comes to school or organizational improvement, leaders play a pivotal role in ensuring that a culture of achievement and growth is shared by all. In this course, students investigate a variety of principles including growth mindset, transformational leadership, transparency, fostering a culture of continuous growth and achievement, principles of servant leadership, and the power of collaboration. The role professional development plays in laying a foundation for the curriculum design and implementation process is also examined. Leadership experience is not required to be successful in this course. Teachers, trainers, and educational leaders or administrators will learn practical, yet powerful ways to improve their professional practice.
EDU 650: Teaching, Learning, & Leading in the 21st Century (MEd)
This course is designed to explore key educational issues related to 21st-century instruction, learning, leading, and innovation. The topics include identifying innovative models of instruction and learning, the changing roles of educators and learners, the impact accountability measures have on learning, and designing effective learning experiences where learners are prepared to compete in the global community.
EDU 8260: Technology Integration in Education (PhD)
This course will equip learners to recognize and integrate appropriate learning theory into instructional design, and to make effective use of instructional interventions, technology, and media. Participants will evaluate current theories, models, policies, and initiatives, along with original scholarship, to examine the historical and philosophical foundations of these theories and their influence on the use of technology and media.
GEN 103: Information Literacy (undergraduate)
This course will provide a foundation in information literacy skills. Students will learn distinct research methods for various types of questions as well as develop methods to evaluate resources based on authorship, authority, credibility, information type, currency, and purpose. A focus on the use and acknowledgement of resources will provide students with a ground for future ethical research. The course will emphasize the use of academic research and organization tools with a focus on applying those methods to make informed choices and think critically about various sources of information.
GEN 499: General Education Capstone (undergraduate)
This course provides students with a cumulative and integrative learning experience grounded in their general education experience. Through the study of selected interdisciplinary topics and course-embedded assessments, students will demonstrate mastery of essential competencies and application of different ways of knowing. Students will apply the general education principles informed by ethical and critical sensibility and provide evidence of growth in acquiring the habits of active citizenship.
SEC 382/TCH 482: Teaching History and the Social Sciences in the High School 2 (undergraduate/MEd)
This course continues students’ immersion into the pedagogical content knowledge development and practices that began in previous coursework. The course provides students opportunities to continue to explore and develop research-based and theoretically grounded best practices in the teaching of the basic concepts of the seven social science disciplines with an emphasis on reflective and collaborative practice. The course provides extensive opportunities for planning, using, and evaluating a variety of instructional strategies, including the use of technology resources, through teaching demonstrations and modeling. Students will fine-tune and reflect on writing instructional objectives, developing lesson plans, designing a curriculum unit, creating a classroom environment, and implementing instructional delivery strategies and methods that meet the needs of diverse learners, including English language learners and students who speak nonmainstream dialects of English.
Lane Tech College Prep High School (Chicago Public Schools)
- Advanced Placement (AP) Seminar
- Advanced Placement (AP) Research
- Advanced Placement (AP) United States History
- Honors United States History
- Inclusion-Regular United States History
- Honors World Studies
- Inclusion-Regular World Studies
Excel Academy (Chicago Public Schools)
- Advanced Placement (AP) United States Government & Politics
- Advanced Placement (AP) European History
- Honors United States History
- Inclusion-Regular World Studies
- Music Appreciation
St. Monica School (Archdiocese of Chicago)
- 6th-8th Grade Reading
Schiller Gymnasium State Europe School Berlin (Student Teaching)
- Year 7 Geography (Focus: Europe)
- Year 7 History (Focus: Europe)
- Year 8 Geography (Focus: East Europe, Russia [Asian part), North America, & Japan)
- Year 8 History (Focus: North America)
- Year 9 Geography (Focus: Africa, Asia, Latin America, Middle East)
- Year 9 History (Focus: National States and World War)
- Year 10 Geography (Focus: Germany and the World)
- Year 12 English (Focus: Politics, the U.S., and the World)