EE 281 | INTRODUCTION TO ELEMENTARY EDUCATION: THEORY AND PRACTICE | 4 quarter hours
(Undergraduate)
This course offers an introduction to the field of education, focusing on the knowledge, skills, and dispositions essential for beginning teachers. Teacher candidates will develop practical competencies in lesson planning, standards-based instruction, classroom management, grouping strategies, and effective parent communication, while also examining the roles and responsibilities of educators. Emphasis is placed on understanding foundational principles of teaching and learning, social and cultural competencies of effective teachers, and exploring strategies that support diverse learners.
Enrollment in EE 371 is a co-requisite for this course.
EE 317 | MOVEMENT, PHYSICAL ACTIVITY, & HOLISTIC WELLNESS IN THE ELEMENTARY SCHOOL | 4 quarter hours
(Undergraduate)
This course is designed to help future elementary educators understand the importance of physical activity and movement in the development of the whole child. Teacher candidates learn how to plan and facilitate lessons that incorporate movement and wellness into classroom and physical education settings to support children's physical, social, emotional, and academic growth. Emphasis is placed on designing developmentally appropriate and inclusive activities, fostering student engagement, and implementing linguistic and culturally responsive strategies for building a positive classroom community.
EE 281 and an Education major or minor are prerequisites for this class.
EE 324 | TEACHING READING AND LANGUAGE ARTS IN THE EARLY GRADES | 4 quarter hours
(Undergraduate)
This course examines curriculum design and sequencing, instructional practices, and assessment approaches essential to creating authentic and effective emergent literacy learning environments for students in early elementary grades. Course assignments and required concurrent field experiences integrate theory and practice as teacher candidates observe instruction, teach lessons, and reflect on instructional decisions for individuals and groups of learners. Current curricular and instructional models are examined in historical and sociocultural contexts. The course emphasizes the roles of child development, home language(s) and dialect(s), particularly those common in U.S. metropolitan areas, technologies, and instructional settings in shaping literacy instruction decision making.
(EE 281 or ECE 290) and an Education major or minor are prerequisites for this class.
EE 326 | TEACHING READING AND LANGUAGE ARTS IN THE INTERMEDIATE GRADES | 4 quarter hours
(Undergraduate)
This course builds on foundational early literacy coursework to support the development of increasingly independent, strategic readers and competent writers in the intermediate grades. The course emphasizes the continued development of reading comprehension and writing across genres, with attention to the complex and evolving nature of literacy learning. Teacher candidates examine content-area literacies, literacy development in and across languages and dialects, and the critical consumption as well as production of a wide range of texts, including print, digital, and multimedia formats. Theory and practice are integrated through course assignments and required field experiences in which candidates design, teach, and reflect on literacy instruction for intermediate-grade learners.
Update prerequisite : EE 281 and EE 324 are prerequisites for this course. EE 373 is a co-requisite for this course.
EE 330 | TEACHING AND LEARNING IN URBAN ELEMENTARY CLASSROOMS | 4 quarter hours
(Undergraduate)
This course deepens teacher candidates' understanding of teaching and learning in urban elementary schools by building on prior study of the history, contexts, and complexities of urban education. Drawing on current research and theory, candidates examine linguistic and culturally relevant, sustaining, and responsive pedagogies that support the academic success and well-being of diverse learners. Emphasis is placed on developing asset-based perspectives, critical reflection, and a repertoire of instructional strategies for creating inclusive, equity-oriented classrooms in urban settings.
At least junior standing and EE 281 are prerequisites for this course.
EE 333 | MATHEMATICS TEACHING AND LEARNING IN ELEMENTARY GRADES | 4 quarter hours
(Undergraduate)
This course introduces instructional materials, pedagogical approaches, and strategies that support mathematical literacy in elementary grades. Emphasis is placed on research-informed perspectives on how children learn mathematics, the purposeful use of manipulatives and representations, and the development of mathematical thinking, including estimation, pattern recognition, and spatial reasoning. Teacher candidates examine the role of technology in mathematics instruction and explore formative and summative approaches to assessing student learning. Theory and practice are integrated through course assignments and required field experiences in which candidates design, teach, and reflect on mathematics instruction.
EE 334 | INQUIRY-BASED SCIENCE TEACHING IN THE ELEMENTARY GRADES | 4 quarter hours
(Undergraduate)
This course introduces instructional approaches that support the development of science literacy for students in elementary grades, with emphasis on understanding the nature of science and its relevance to the world. Teacher candidates examine research-informed perspectives on how children learn science and explore instructional strategies that promote engagement in scientific practices, including asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, and constructing evidence-based explanations. The course also emphasizes formative and summative approaches to assessing student science learning.
EE 281 is a prerequisite and EE 374 is a co-requisite for this course.
EE 344 | INTEGRATING THE ARTS IN ELEMENTARY EDUCATION | 4 quarter hours
(Undergraduate)
This course emphasizes the essential role of the arts - visual art, music, drama, and movement - in supporting children's creativity, self-expression, and learning across the elementary curriculum. Teacher candidates engage with diverse art forms and develop an accessible artistic vocabulary to foster inclusive, student-centered learning. The course highlights how the arts can deepen understanding of core academic content, promote social-emotional learning, and honor multiple ways of knowing and communicating. Candidates will design, implement, and assess authentic, developmentally appropriate arts-integrated learning experiences that connect meaningfully to students' lives, cultures, and communities.
EE 281 is a prerequisite for this course. EE 372 is a co-requisite for this course.
EE 347 | CHILDREN'S LITERATURE | 4 quarter hours
(Undergraduate)
This course introduces teacher candidates to quality children's literature for early childhood through the elementary and middle grades. Candidates select, discuss, analyze, and share texts appropriate for use across this developmental span, with attention to literary quality, representation, and instructional purpose. The course emphasizes the influence of child development, culture, technology, and education stakeholders - including families, students, educators, administrators, and communities - on literature selection and use. Candidates develop skills in critically evaluating, responding to, and integrating contemporary children's literature across content areas to support inclusive and engaging instruction.
EE 355 | SOCIAL STUDIES TEACHING AND LEARNING IN THE ELEMENTARY GRADES | 4 quarter hours
(Undergraduate)
This course introduces an integrated approach to elementary social studies that promotes active, informed citizenship. Teacher candidates explore instructional strategies such as concept-based learning, historical inquiry, role-play, and the analysis of primary sources, along with other diverse instructional materials. Emphasis is placed on curricular integration and lesson design that engages elementary learners in examining issues, ideas, and multiple perspectives that shape local and global communities.
EE 281 is a prerequisite and EE 373 is a co-requisite for this course.
EE 356 | PRINCIPLES AND PRACTICES OF ASSESSMENT IN ELEMENTARY CLASSROOMS | 4 quarter hours
(Undergraduate)
This course examines contemporary theories and practices of assessment in diverse elementary school contexts, emphasizing assessment as a dynamic, learner-centered component of instruction. Teacher candidates will explore the design and use of equitable, valid, and reliable assessments - including formative, summative, diagnostic, and performance-based measures - that inform instructional decision-making and support student growth. The course highlights culturally responsive and inclusive assessment practices, the meaningful involvement of students and families in assessment processes, and the ethical use of assessment data. Emphasis is also placed on the integration of digital tools and technologies to enhance assessment literacy, personalize learning, and communicate progress to diverse stakeholders.
EE 281 and (EE 324 or EE 326 or EE 333 or EE 334 or EE 355) are prerequisites for this course.
EE 371 | FIELD EXPERIENCE I: FOUNDATIONS OF TEACHING PRACTICE | 1 quarter hour
(Undergraduate)
This introductory, field-based course provides teacher candidates with guided exposure to diverse elementary classrooms. Emphasizing observation and reflection, candidates will begin connecting foundational content and pedagogical knowledge to real-world practice. Approximately 25 hours of supervised fieldwork are scheduled at designated school sites. Field placements are selected to support exploration of learner diversity and classroom environments, and experiences are intentionally aligned with concurrent coursework.
EE 281 is a co-requisite for this course.
EE 372 | FIELD EXPERIENCE II: DEVELOPING INSTRUCTIONAL COMPETENCE | 1 quarter hour
(Undergraduate)
This intermediate field experience supports teacher candidates in deepening their understanding of instructional planning, classroom management, and responsive teaching. Through structured engagement in elementary classrooms, candidates will assist with instructional tasks and begin practicing targeted teaching strategies under the supervision of cooperating teachers. Approximately 25 hours of fieldwork are scheduled at partner schools, with placements chosen to complement concurrent coursework and broaden candidates' experience across grade levels and student populations.
EE 373 | FIELD EXPERIENCE III: ADVANCING PROFESSIONAL PRACTICE | 1 quarter hour
(Undergraduate)
In this advanced, field-based course, teacher candidates take on expanded instructional responsibilities in diverse school settings. Candidates will demonstrate increasing independence in planning and delivering instruction, assessing student learning, and reflecting on practice. Approximately 25 hours of supervised fieldwork are required, with placements selected to deepen understanding of educational equity and inclusive practices. Field experiences are purposefully integrated with coursework to support the transition from theory to practice.
EE 374 | FIELD EXPERIENCE IV: READINESS FOR STUDENT TEACHING | 1 quarter hour
(Undergraduate)
This final field experience provides teacher candidates with an intensive, hands-on opportunity to synthesize and apply their cumulative learning in preparation for student teaching. Candidates will actively engage in co-teaching, lesson planning, instructional delivery, assessment, and classroom management in collaboration with the cooperating teacher. Emphasis is placed on cultivating professional dispositions, responsive teaching practices, and data-informed decision-making. Approximately 25 hours of fieldwork are required, with placements selected to support a seamless transition into student teaching.
EE 384 | CAPSTONE IN ELEMENTARY EDUCATION | 4 quarter hours
(Undergraduate)
The senior capstone course is designed to help students integrate the central emphases of their liberal learning studies curriculum into their professional behavior. It will provide prospective elementary educators with opportunities to engage in activities requiring them to be reflective, to consider value commitments, to engage in critical and creative thinking, and to examine their practice from a multicultural perspective as they discuss issues specific to elementary education. The course is grounded in the College of Education's framework for an Urban Professional Multicultural Educator, which also reflects the goals of the Liberal Studies Program. COREQUISITE(S): EE 385.
EE 385 | ELEMENTARY STUDENT TEACHING | 10 quarter hours
(Undergraduate)
This course is the culminating course for Elementary Education Program teacher candidates. It is an eleven-week, on-site student teaching experience in an elementary classroom. The course requires candidates to be in school full-time. As the culmination of their teacher preparation program, candidates are required to demonstrate their preparedness to teach, including reflecting the skills and sensibilities set out by the various professional organizations and the Illinois State Board of Education (ISBE).
EE 387 is a co-requisite for this course.
EE 387 | CAPSTONE SEMINAR IN ELEMENTARY EDUCATION | 2 quarter hours
(Undergraduate)
This course supports teacher candidates in connecting the broad perspectives of their Liberal Studies education experiences with their evolving skills, dispositions, and professional identity as elementary educators. Taken alongside student teaching (EE 385), it provides structured opportunities for candidates to analyze daily classroom experiences, reflect on their professional goals, and apply critical and creative thinking to address real-time challenges in teaching. Emphasis is placed on developing as linguistic and culturally responsive educators through examination of current practices and ongoing professional growth. Candidates develop professional artifacts that articulate their philosophy of education and demonstrate integration of standards from professional organizations and the Illinois State Board of Education (ISBE).
EE 385 is a co-requisite for this course.
EE 399 | INDEPENDENT STUDY IN ELEMENTARY EDUCATION | 1-4 quarter hours
(Undergraduate)
Permission of program chair required. (1 credit hour)
EE 404 | INTRODUCTION TO ELEMENTARY EDUCATION: THEORY AND PRACTICE | 4 quarter hours
(Graduate)
This course offers an introduction to the field of education, focusing on the knowledge, skills, and dispositions essential for beginning teachers. Teacher candidates will develop and apply practical competencies in lesson planning, standards-based instruction, classroom management, grouping strategies, and effective parent communication, while critically examining the roles and responsibilities of educators. Emphasis is placed on understanding foundational theories of teaching and learning, social and cultural competencies of effective teachers, and exploring strategies that support diverse learners.
EE 571 is a co-requisite for this course.
EE 412 | TEACHING READING AND LANGUAGE ARTS IN THE EARLY GRADES | 4 quarter hours
(Graduate)
This course examines curriculum design and sequencing, instructional practices, and assessment approaches essential to creating research-informed, authentic, and effective emergent literacy learning environments for students in early elementary grades. Course assignments and required concurrent field experiences integrate theory and practice as teacher candidates observe instruction, teach lessons, and reflect on instructional decisions for individuals and groups of learners. Current curricular and instructional models are examined in historical and sociocultural contexts. The course emphasizes the roles of child development, home language(s) and dialect(s), particularly those common in U.S. metropolitan areas, technologies, and instructional settings in shaping literacy instruction decision making.
EE 404 is a prerequisite. EE 572 is a co-requisite for this course.
EE 413 | TEACHING READING AND LANGUAGE ARTS IN THE INTERMEDIATE GRADES | 4 quarter hours
(Graduate)
This course builds on foundational early literacy coursework to support the development of increasingly independent, strategic readers and competent writers in the intermediate grades. The course emphasizes the continued development of reading comprehension and writing across genres, with attention to the complex and evolving nature of literacy learning. Teacher candidates examine content-area literacies, literacy development in and across languages and dialects, and the critical consumption as well as production of a wide range of texts, including print, digital, and multimedia formats. Theory and practice are integrated through course assignments and required field experiences in which candidates design, teach, and critically reflect on literacy instruction for intermediate-grade learners.
EE 404 and EE 412 are prerequisites for this course. EE 573 is a co-requisite.
EE 415 | INQUIRY-BASED SCIENCE TEACHING IN THE ELEMENTARY GRADES | 4 quarter hours
(Graduate)
This course introduces research-informed instructional approaches that support the development of science literacy for students in elementary grades, with emphasis on deepened understanding the nature of science and its relevance to the world. Teacher candidates examine research-informed perspectives on how children learn science and explore instructional strategies that promote engagement in scientific practices, including asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, and constructing evidence-based explanations. The course also emphasizes formative and summative approaches to assessing student science learning.
(T&L 404 or T&L 409) and admission to a College of Education graduate program are prerequisites for this class.
EE 416 | MATHEMATICS TEACHING AND LEARNING IN THE ELEMENTARY GRADES | 4 quarter hours
(Graduate)
This course introduces research-informed instructional materials, pedagogical approaches, and strategies that support mathematical literacy in elementary grades. Emphasis is placed on contemporary learning theory and research on how children learn mathematics, the purposeful use of manipulatives and representations, and the development of mathematical thinking, including estimation, pattern recognition, and spatial reasoning. Teacher candidates examine the role of technology in mathematics instruction and explore formative and summative approaches to assessing student learning. Theory and practice are integrated through course assignments and required field experiences in which candidates design, implement, and critically reflect on mathematics instruction.
EE 404 is a prerequisite and EE 573 is a co-requisite for this course.
EE 418 | INTEGRATING THE ARTS IN ELEMENTARY EDUCATION | 4 quarter hours
(Graduate)
This course emphasizes the essential role of the arts - visual art, music, drama, and movement - in supporting children's creativity, self-expression, and learning across the elementary curriculum. Teacher candidates engage with diverse art forms and develop an accessible artistic vocabulary to foster inclusive, student-centered learning. The course highlights how the arts can deepen understanding of core academic content, promote social-emotional learning, and honor multiple ways of knowing and communicating. Teacher candidates will design, implement, and assess authentic, developmentally appropriate arts-integrated learning experiences that connect meaningfully to students' lives, cultures, and communities.
EE 571 is a co-requisite for this course.
EE 419 | SOCIAL STUDIES TEACHING AND LEARNING IN THE ELEMENTARY GRADES | 4 quarter hours
(Graduate)
This course introduces an integrated approach to elementary social studies that promotes active, informed, and reflective citizenship. Teacher candidates explore research-informed instructional strategies such as concept-based learning, historical inquiry, role-play, and the critical analysis of primary sources, along with other diverse instructional materials. Emphasis is placed on curricular integration and lesson design that engages elementary learners in examining issues, ideas, and multiple perspectives that shape local and global communities.
EE 404 is a prerequisite and EE 574 is a co-requisite for this course.
EE 422 | PRINCIPLES AND PRACTICES OF ASSESSMENT IN ELEMENTARY EDUCATION | 4 quarter hours
(Graduate)
This course examines contemporary theories and practices of assessment in diverse elementary school contexts, emphasizing assessment as a dynamic, learner-centered component of instruction. Students will explore the design and use of equitable, valid, and reliable assessments - including formative, summative, diagnostic, and performance-based measures - that intentionally inform instructional decision-making and support student growth. The course highlights linguistic and culturally responsive and inclusive assessment practices, the meaningful involvement of students and families in assessment processes, and the ethical use of assessment data. Emphasis is also placed on the strategic integration of digital tools and technologies to enhance assessment literacy, personalize learning, and communicate progress to diverse stakeholders.
EE 404 and (EE 412 or EE 413 or EE 415 or EE 416 or EE 419) are prerequisites for this course.
EE 571 | FIELD EXPERIENCE I: FOUNDATIONS OF TEACHING PRACTICE | 1 quarter hour
(Graduate)
This introductory, field-based course provides teacher candidates with guided exposure to diverse elementary classrooms. Emphasizing systematic observation and critical reflection, candidates will begin connecting foundational content and pedagogical knowledge to real-world practice. Approximately 25 hours of supervised fieldwork are scheduled at designated school sites. Field placements are selected to support exploration of learner diversity and classroom environments, and experiences are intentionally aligned with concurrent coursework.
EE 572 | FIELD EXPERIENCE II: DEVELOPING INSTRUCTIONAL COMPETENCE | 1 quarter hour
(Graduate)
This intermediate field experience supports teacher candidates in deepening and refining their understanding of instructional planning, classroom management, and responsive teaching. Through structured engagement in elementary classrooms, candidates will assist with instructional tasks and begin practicing targeted teaching strategies under the supervision of cooperating teachers. Approximately 25 hours of fieldwork are scheduled at partner schools, with placements chosen to complement concurrent coursework and broaden candidates' experience across grade levels and student populations.
EE 573 | FIELD EXPERIENCE III: ADVANCING PROFESSIONAL PRACTICE | 1 quarter hour
(Graduate)
In this advanced, field-based course, teacher candidates take on expanded instructional responsibilities in diverse school settings. Candidates will demonstrate increasing independence in planning and delivering instruction, assessing student learning, and critically reflecting on practice. Approximately 25 hours of supervised fieldwork are required, with placements selected to deepen understanding of educational equity and inclusive practices. Field experiences are purposefully integrated with coursework to support the transition from theory to practice.
EE 574 | FIELD EXPERIENCE IV: READINESS FOR STUDENT TEACHING | 1 quarter hour
(Graduate)
This final field experience provides teacher candidates with an intensive, hands-on opportunity to synthesize, integrate, and apply their cumulative learning in preparation for student teaching. Candidates will actively engage in co-teaching, lesson planning, instructional delivery, assessment, and classroom management in collaboration with the cooperating teacher. Emphasis is placed on cultivating professional dispositions, reflective and responsive teaching practices, and data-informed decision-making. Approximately 25 hours of fieldwork are required, with placements selected to support a seamless transition into student teaching.
EE 585 | STUDENT TEACHING IN ELEMENTARY EDUCATION | 6 quarter hours
(Graduate)
This course is the culminating experience for Elementary Education Program teacher candidates. It is an eleven-week, on-site student teaching experience in an elementary school classroom. The course requires candidates to be in school full-time. As the culmination of their teacher preparation program, it requires candidates to demonstrate their preparedness to teach, including reflecting the skills and sensibilities set out by the standards of the various guiding professional organizations and the Illinois State Board of Education (ISBE). Student teaching application and approval are required.
EE 586 is a co-requisite for this course.
EE 586 | ELEMENTARY EDUCATION STUDENT TEACHING SEMINAR | 2 quarter hours
(Graduate)
This course, taken concurrently with student teaching, provides teacher candidates with an opportunity to reflect on their professional goals and analyze their daily classroom experiences. Candidates apply critical and creative thinking to address real-time challenges in teaching and evaluate existing practices to support their growth as linguistic and culturally responsive educators. A central component of the course is the development of a professional teaching portfolio that articulates candidates' philosophy of education and demonstrates meaningful integration of standards from professional organizations and the Illinois State Board of Education (ISBE).
EE 585 is a co-requisite for this course.