T&L 311 | THE NATURE OF ENGLISH | 4 quarter hours
(Undergraduate)
This course is designed to help students to see that the field of English Studies is bigger than the component they probably identify as English (it's Literature, Writing, and Linguistics/Grammar). Students will explore the formation of the discipline up to the current day, focusing on the shifting understanding of ways of reading, writing and thinking about language. They will strive to answer the questions: "What does it mean to be a student of language and literature?" and, "What are the ways of knowing characteristics of English and Writing, Rhetoric, & Discourse majors?" In doing so, students will relate the disciplinary content of their major to their daily lives and interests and to the larger framework of human endeavor and understanding, including identifying its importance to the personal lives of middle grades and high school students. The course is a prerequisite for TCH 321.
T&L 405 | INTRODUCTION TO THE ROLE OF SCHOOL SERVICE PERSONNEL: SCHOOL NURSE | 4 quarter hours
(Graduate)
This course focuses on organizational aspects of the school environment including the role of the school nurse as the administrator of the school health program, and as an advocate for children. The course also explores legal mandates that impact school communities, parent communication, common psychological issues impacting today's children, and the importance of collaborating with the school counselor, social worker, special education teacher, and other relevant personnel. Only students in the School Nurse program may take this course.
T&L 409 | PROFESSIONAL PRACTICE IN ELEMENTARY SCHOOLS | 4 quarter hours
(Graduate)
This course is an introduction to the professional roles required of elementary school teachers. Students will develop a knowledge-based framework for considering the many factors involved in decision-making in an elementary classroom. This framework will serve to guide students as they create a social studies curriculum unit, which integrates planning skills, teaching strategies, classroom management and evaluation techniques. Daytime clinical hours are required during this course. (Only for Special and Elementary Education (SEE) majors).
T&L 410 | CHILDREN'S LITERATURE AND FAMILY LITERACY | 4 quarter hours
(Graduate)
This course addresses literacy development in young children and the roles of families and early childhood programs in fostering that development. Strategies for enhancing literacy, such as word play, storytelling, conversations will be provided and all appropriate genres of children's literature will be explored. Finally, the course features appropriate poetry, early books for infants and toddlers, read-aloud materials, and all genres of children's literature for young children.
Admission to a College of Education graduate program is a prerequisite for this class.
T&L 425 | CURRICULUM AND INSTRUCTION IN SECONDARY EDUCATION | 4 quarter hours
(Graduate)
This course will examine materials, methods, and techniques appropriate for teaching in secondary schools. Topics include writing instructional objectives, developing lesson plans, designing a curriculum unit, understanding classroom management and assessment related issues. Students will be encouraged to reflect upon their own emerging educational philosophies as well as draw from previous courses they have taken. Students will be given many opportunities for planning, using and evaluating a variety of instructional strategies while preparing and teaching a micro lesson in front of their peers. Students will be committed to teaching as a professional acting responsibly, ethically, and collegially in accordance to Vincentian Personalism. 30 hours Level 1 Field Experience required.
T&L 430 | TEACHING LITERACY K-12 | 4 quarter hours
(Graduate)
This course provides an overview of the curriculum, instruction, and assessment strategies used in K-12 classrooms to foster and develop students' L1 and L2 literacies. Through guided examination of prevailing theories of language acquisition and development that currently influence classroom practices across the K-12 continuum, this course enables future teachers of world languages to grow in their understanding of the literacy-learning contexts that students will bring to their language classrooms. Issues that emerge in planning and conducting literacy instruction in schools are discussed and deliberated through university classroom experiences as well as required field experiences (15 hours, minimum; level 1). Course participants enjoy multiple opportunities to apply and analyze theories; to observe, critique, and practice instructional strategies; to make informed curricular and instructional decisions; and to use assessment to inform one's planning.
T&L 432 | EARLY CHILDHOOD CURRICULUM STRATEGIES AND PHILOSOPHY (BIRTH-8) | 4 quarter hours
(Graduate)
Operating from a constructivist curricular perspective that considers individual child and the social learning context, candidates will plan, implement and evaluate activities that promote the physical, emotional, social, spiritual, aesthetic, creative, and cognitive development of young children from diverse cultural and socioeconomic backgrounds. Methods of facilitating children's play; individuation through building on children's experiences, learning styles and interests; using technology and, developing learning centers will be emphasized. A variety of teaching methods and classroom management strategies will be discussed and illustrated, including teacher led instruction and student-centered instruction. Students will be encouraged to reflect upon their own emerging educational philosophies and teaching styles as they take part in laboratory and field experiences. Many opportunities for planning, using and evaluating a variety of teaching methods will be offered. Each student will write at least one teaching unit on a primary social studies theme. (Combination of previous T&L 407 and T&L 408)
Admission to a College of Education graduate program is a prerequisite for this class.
T&L 433 | EARLY CHILDHOOD SPECIAL EDUCATION STRATEGIES | 4 quarter hours
(Graduate)
This course focuses on a range of curricular and instructional strategies that foster individual abilities and meet the individual learning needs within the contexts of group and individualized instruction in a variety of learning situations: classrooms, community and home environments. Teacher candidates acquire knowledge and skill to develop individual long-term and short-term educational service plans based on knowledge of children's needs and abilities; families' goals, priorities, and concerns for their children; communities; content areas; and early childhood curriculum goals. (Replaced HSC 408).
T&L 440 | EARLY CHILDHOOD EDUCATION CROSS-CULTURAL STUDIES | 4 quarter hours
(Graduate)
The course will discuss the historical, philosophical and cultural foundations of the education of young children in a multicultural society, emphasizing the role of ethnicity in development of young children within the context of families, childcare centers, and educational systems Topics include: history of immigration and predictions for the future; the effects of population shifts on the education of English Language Learners; the impact of laws, litigation and executive orders on bilingual/English-as-a-Second- Language education; understanding cultural and linguistic differences regarding locating and using educational resources.
T&L 442 | EARLY LITERACY DEVELOPMENT AND SECOND LANGUAGE ACQUISITION | 4 quarter hours
(Graduate)
This course will examine the process of learning and using a second language. Research in second language acquisition (SLA) is multi-disciplinary in nature, reflecting the complexity of language learning and use. Linguistic, psychological and social processes that underlie language(s) learning and use will be introduced and applied to the understanding of this learning in young children. In this course, language acquisition theory concerning relationships between early literacy and oral language development in first and subsequent languages will be addressed.
T&L 449 | STANDARD AND CONTENT-BASED METHODS OF TEACHING WORLD LANGUAGES K-12 | 4 quarter hours
(Graduate)
This course prepares candidates to teach world languages at the elementary, middle and secondary school levels consonant with an aligned approach to meeting national and state WLE standards and Common Core standards. It examines the theory and practice of traditional or standard methods of teaching world languages (e.g., communicative approach, natural approach, etc.) with an emphasis on developing alternative, post-method strategies and using diverse resources, as well as on reformulating world languages instruction to integrate subject matter content into the curriculum, including science, social studies, math, fine arts, etc. Engages candidates in understanding and applying the "Five Cs" - Communication, Cultures, Connections, Comparisons, and Communities outlined in the national standards - toward this end. Lesson and unit development, evaluation/assessment, and classroom management also will be discussed. Issues that emerge in planning and instruction are discussed and deliberated through university classroom experiences as well as required fieldwork (20/15 hours; level 1 in language of certification).
T&L 498 | TEACHING COMPUTER SCIENCE | 4 quarter hours
(Graduate)
This course provides an examination of the objectives, content, and methods used for teaching computer science, with a special focus on the development of computational thinking skills. A variety of teaching methods and classroom management strategies will be discussed and illustrated, with an emphasis on inquiry-based strategies and culturally responsive pedagogical approaches.
T&L 525 | READING, WRITING, AND COMMUNICATING ACROSS THE CURRICULUM | 4 quarter hours
(Graduate)
This course analyzes the relationships among reading, writing, speaking and listening. It encourages middle level and high school teachers in all disciplines to take these interrelationships into account and to plan curricula that include current teaching strategies to enable students to become better readers, writers and thinkers in their various content-areas. This course will also concentrate on group process and its role in effective teaching within and across content-areas. Language use, learning and teaching are considered from a multicultural perspective. 30 hours Level 2 Field Experience required.
TCH 471 or TCH 472 or TCH 473 or TCH 474, and status as a Graduate Education student is a prerequisite for this class.
T&L 575 | MULTILINGUAL PROGRAMMING IN SCHOOLS AND COMMUNITIES | 4 quarter hours
(Graduate)
This course situates bilingual education, ESL, and world and heritage language education as necessarily intersecting and promotes multilingual programming and advocacy. It cultivates candidates' understanding of the many elements of effective language learning in schools and communities as interlocking and interdependent and recognizes language learners and professionals as dynamic and inherently transdisciplinary. It recognizes cultures as embedded in language and communities and considers policies, standards, and sociopolitical histories in advancing holistic approaches that leverage family and community engagement to promote multilingual acquisition, academic success, and social integration.
T&L 449, BBE 407, BBE 526, BBE 560 and BBE 570 are prerequisites for this class.
T&L 583 | FIELD EXPERIENCE LAB | 1 quarter hour
(Graduate)
This field-based course will facilitate pre-service teacher candidates' experiences working in elementary and middle school classrooms. This supervised field experience is an opportunity to apply content and pedagogical knowledge in authentic settings. Approximately 24 clock hours are scheduled at school sites and visible during registration though subject to modification based on changes in schools' schedules. Students will enroll in this course multiple times during their program across diverse sites and will engage in different activities aligned with concurrent courses. (1 credit hour)
T&L 584 | PRE-STUDENT TEACHING FIELD EXPERIENCE | 1 quarter hour
(Graduate)
This field-based experience occurs in teacher candidates' student teaching sites. Scheduling is negotiated between teacher candidate and mentor teacher based on classroom social studies and science content area schedule. This supervised field experience is an opportunity to apply content and pedagogical knowledge as well as gain introductory contextual understandings of student teaching site. For T&L EE majors, completed application to student teaching. (1 credit hour)
T&L 588 | INDEPENDENT STUDY IN TEACHING AND LEARNING | 1-4 quarter hours
(Graduate)
PREREQUISITE(S): Permission of instructor, department chair and Associate Dean. (1 credit hour)
T&L 589 | THESIS RESEARCH IN TEACHING AND LEARNING | 4 quarter hours
(Graduate)
A student writing a thesis registers for this course for four quarter hours of credit. Where the thesis research and the writing of the thesis itself are prolonged beyond the usual time, the program advisor may require the student to register for additional credit.
SCG 451 and an approved thesis proposal is a prerequisite for this class.
T&L 590 | SECONDARY STUDENT TEACHING | 6 quarter hours
(Graduate)
Students will be placed for a minimum of 10 weeks in a secondary school. Seminar will meet once a week, in the participating schools and/or at DePaul. At first, they will focus on issues of immediate concern to student teachers. As the students gain experience, the seminar will examine six or eight classroom issues; that is, topics which students have found to be significant on the basis of their experience. These would include such topics as assessment, evaluation, classroom management, curriculum planning, and relationships with colleagues. After delineating what the issues are, students would be expected to analyze and discuss readings that relate to the issues. Open only to DePaul students. (6 credit hours)
T&L 591 | SECONDARY STUDENT TEACHING SEMINAR | 2 quarter hours
(Graduate)
This course is taken concurrently with T&L 590, Secondary Student Teaching. In this course, students will have opportunities to reflect on their student teaching experience and prepare materials to support their employment searches and careers as teachers. COREQUISITE(S): T&L 590 (2 credit hours)
T&L 592 | WORLD LANGUAGES STUDENT TEACHING | 6 quarter hours
(Graduate)
Student teaching is the culminating experience of the World Languages certification program. It is a ten-week, 30-hour/week experience. Students must successfully complete student teaching with a grade of B- or better in a language classroom in which they are seeking certification to teach. The course is taken concurrently with T&L 593, World Languages Seminar. Open only to DePaul students. (6 credit hours)
T&L 593 | WORLD LANGUAGES SEMINAR | 2 quarter hours
(Graduate)
This course is taken concurrently with T&L 592, World Languages Student Teaching. In this course, students will have opportunities to reflect on their student teaching experience and prepare materials to support their employment searches and careers as teachers. COREQUISITE(S): T&L 592 (2 credit hours)
T&L 600 | REGISTERED STUDENT IN GOOD STANDING | 0 quarter hours
(Graduate)
Registration in this course is open to students who are not registered for any other courses but need to complete requirements/assignments for previously taken courses. It provides access to University facilities. Permission of advisor required. (0 credit hours)
Status as a Graduate Education student is a prerequisite for this class.
T&L 606 | SCHOOL NURSE INTERNSHIP | 8 quarter hours
(Graduate)
In this eleven week supervised experience, the school nurse intern has the opportunity to develop and use school nursing methods, materials, and programs in public schools. He or she will work under the guidance of a licensed school nurse and will be supervised by a DePaul supervisor who is also a licensed school nurse.
T&L 614 | INDUCTION INTO THE TEACHING PROFESSION: EARLY CHILDHOOD | 4 quarter hours
(Graduate)
This course is designed to assist first-year early childhood teachers in making the transition from student teaching to teacher. It creates a bridge between first-year teachers' formal education and the realities of their classrooms, providing assistance with: understanding their induction into the profession; analyzing their new educational contexts; actualizing their educational philosophies; developing their pedagogical knowledge; and identifying and making the most of professional support systems within their schools.
T&L 595 is a prerequisite for this course.
T&L 625 | CANDIDACY CULMINATING PROJECT (STUDENT IN GOOD STANDING) | 0 quarter hours
(Graduate)
Registration in this course is required of all students who are not enrolled in a course but are completing culminating projects for their program of study, including theses, papers, and final portfolios. It provides access to university facilities. Permission of advisor required. (0 credit hours)
Status as a Graduate Education student is a prerequisite for this class.