Education

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Programs

CERTIFICATION PROGRAMS
Dominican University is approved by the Illinois Teacher Certification Board to prepare preservice teachers for certification in the following programs:

Early Childhood Education (birth to eight years) - see Early Childhood Education
Elementary (K to nine)
Secondary (six to 12)
Art (K to 12)
Special Education

CHANGES IN TEACHER CERTIFICATION
Presently, the Illinois State Board of Education is
changing requirements for teacher certification
that reflect national trends toward a more
rigorous performance-based assessment in
contrast to course-based certification. This
means that requirements in the programs
leading to certification are subject to change to
meet the state’s requirements.

ELEMENTARY EDUCATION
This program has three basic elements.

General education competencies: selected courses in the liberal arts and sciences curriculum.
A major selected from one of the following disciplines: American studies, biology, chemistry, English, Italian, mathematics, philosophy, French, history, political science, sociology or Spanish.
Professional education courses, providing the content, skills and clinical experience needed for teaching in grades K through nine.

The following courses are required:

Foundations of Education
History and Philosophy of American Education or History and Philosophy of Childhood Education
Educational Psychology or Child Growth and Development
Reading and the Other Language Arts
Education in a Diverse Society
Survey of Exceptional Youth
Collaboration and Adaptation in General- Educational Settings
Integrating Technology into the Curriculum
Content-Area Reading, Social Studies and Assessment
Mathematics and Science for the Elementary and Middle School Teacher
Clinical Practice, Elementary and Middle
Clinical Practice Seminar, Elementary and Middle Education
Candidates may receive credit from another institution for one, but not both, of the educational foundations courses (History and Philosophy of Education and Educational Psychology).

SECONDARY EDUCATION
This program has three basic elements:

General education competencies:
selected courses in the liberal arts and sciences curriculum
A major selected from one of the following disciplines:
art, biology, chemistry, English, French, history, Italian, mathematics, social science or Spanish
Professional education courses, providing the content, skills and clinical experience needed for teaching in grades six through 12.

The following courses are required:

Foundations of Education
History and Philosophy of American Education*
Integrating Technology Into the Curriculum
Education in a Diverse Society
Survey of Exceptional Youth
Educational Psychology
Assessment
Instructional Strategies in Teaching (for a specific discipline)
Clinical Practice, Secondary
Clinical Practice Seminar, Secondary
Candidates may receive credit from another
institution for one, but not both, of the
educational foundations courses (History
and Philosophy of Education or Adolescent
Development and Learning Theory).

Thirty-two semester hours are required in a
given field to teach a major. Questions
regarding endorsements should be directed
to an education adviser.

SPECIAL EDUCATION
This program combines an undergraduate degree, BA or BS, with an MS degree in special education and a Type 10 certificate to be completed in approximately five years. The candidate takes the following courses:

Foundations of Education
History and Philosophy of American Education
Survey of Exceptional Youth
Educational Psychology

A candidate must apply for the BA/MSPED or BS/MSPED no later than the second semester of the junior year. An overall GPA of 3.0 or higher is required for acceptance into this program. Once accepted into the combined program, the candidate is eligible to take two graduate-level courses in the senior year. The remainder of the program is completed after graduation from the undergraduate college.

Courses

200. FOUNDATIONS OF EDUCATION (3)

This course introduces candidates to the world of professional education. Candidates come away with an initial understanding of the foundations of education: sociological, economic, legal, governance and financial, and their influence on teaching today. This general survey course is designed to help them make an informed decision about whether to continue in teacher preparation. Ten field experience hours are required.

EARLY CHILDHOOD EDUCATION COURSES

300. CHILD GROWTH AND DEVELOPMENT (3)

The purpose of the course is to serve as a comprehensive introduction to the principles and basic concepts of typical and atypical child growth and development. The course integrates the physical, cognitive and social dimensions of a child’s life from prenatal development through pubescence. Special emphasis is given to the growth and development of young children aged birth through eight years. Candidates apply theory to practice through 20 field experience hours.
Prerequisites: Education 200 and admission to the teacher education program

301. HISTORY AND PHILOSOPHY OF EARLY CHILDHOOD EDUCATION (3)

In this course, candidates focus on the historical and philosophical aspects of early childhood and special education as related to contemporary society. Candidates study key individuals, movements and curricula, and apply a multicultural and inclusive approach to the study of both formal and informal education of all young children. Candidates apply theory to practice through 10 clinical hours.
Prerequisites: Education 200 and admission to the teacher education program

303. CHILD, FAMILY AND COMMUNITY RELATIONS (3)

The purpose of this course is to assist candidates in developing the necessary skills to work cooperatively with families and community members. This starts with the understanding that all young children are fully functioning members of a diverse and multicultural school, family and community. In this case, candidates gain insight into family perspectives and experiences by examining the social, economic, legislative and technological impacts on children and families, including families with special needs children. They evaluate existing support services and service delivery models in the school and community with respect to diversity, exceptionality, and family health and well being with a particular emphasis on strategies to promote and ensure effective communication, collaboration and consultation between home, school and community.
Prerequisites: Education 200 and admission to the teacher education program

381. METHODS OF TEACHING READING FOR THE YOUNG CHILD (3)

In this course, candidates focus on the developmentally appropriate instructional methods and materials for promoting and teaching reading and literacy in diverse and inclusive early childhood settings. Recent research, philosophical and theoretical views and issues related to emergent literacy, and quality children’s literature are explored. Candidates examine procedures for planning, organizing and interpreting various methodologies and environments for all young children in the pre-primary and primary early childhood classrooms. Additionally, the selection and implementation of curricular modifications for exceptional children are covered. Candidates apply theory to practice through 20 clinical hours.
Prerequisites: Education 200, Early Childhood Education 300 or 301, and admission to the teacher education program

382. INSTRUCTIONAL METHODS OF CURRICULUM AND ORGANIZATION IN THE EARLY CHILDHOOD CLASSROOM (3)

In this course, candidates focus on the developmentally appropriate instructional methods and materials for teaching the creative and expressive arts in diverse and inclusive early childhood settings. Areas such as music, movement, storytelling, creative writing, poetry and art are considered. Candidates examine procedures for planning, organizing and interpreting various methodologies and environments for all young children in the pre-primary and primary early childhood classrooms. Additionally, the selection and implementation of curricular modifications for exceptional children are covered.
Prerequisites: Education 200, Early Childhood Education 300 or 301, and admission to the teacher education program.

384. TECHNIQUES AND METHODOLOGIES IN THE EARLY CHILDHOOD EDUCATION CLASSROOM (3)

In this course, candidates focus on the developmentally appropriate instructional methods and materials for teaching mathematics, science and social studies in diverse and inclusive early childhood settings. Candidates examine procedures for planning, organizing and interpreting various methodologies and environments for all young children in the pre-primary and primary early childhood classrooms. Additionally, the selection and implementation for curricular modifications for exceptional children are covered. Candidates apply theory to practice through 20 clinical hours.
Prerequisites: Education 200, Early Childhood Education 300 or 301, and admission to the teacher education program

386. EARLY CHILDHOOD SPEECH AND LANGUAGE (3)

In this course, candidates study various theories and stages of typical and atypical speech and language development at the early childhood level. As a result of demonstrations and observations, candidates familiarize themselves with speech and language screening and diagnostic processes for young children. They also explore a variety of direct and indirect language stimulation techniques and learn how to create an environment that supports language acquisition for all young children.
Prerequisites: Education 200 and admission to the teacher education program

430. EARLY CHILDHOOD EDUCATION ASSESSMENT (3)

In this course, candidates address specific assessment techniques for use with all young children from birth through third grade, including young children with disabilities. The course emphasizes formal and informal techniques and strategies needed for making decisions regarding individual and group development, diagnosis and placement, learning, curricula, and instructional approaches and modifications appropriate for all young children and their families. Candidates examine specific formal, diagnostic instruments and interpret data from case studies, as well as explore considerations unique to the assessment of young children.
Prerequisites: Education 200, Early Childhood Education 300 or 301, and admission to the teacher education program

494. CLINICAL PRACTICE IN EARLY CHILDHOOD EDUCATION (10)

The purpose of this clinical experience is to assist the candidates in applying their theoretical and methodological knowledge and skills to the diverse and multicultural early childhood classroom. During clinical practice candidates engage in a guided, full-time teaching experience in an early childhood classroom, under the cooperation and supervision of a mentor teacher and university field supervisor. Clinical practice consists of the candidate observing the students, the environment and the cooperating teacher, as well as being responsible for the developmentally appropriate instruction of students individually, in small groups and as a whole class. Candidates in this course are concurrently enrolled in the early childhood clinical practice seminar.
Prerequisite: Admission to clinical practice

495. CLINICAL PRACTICE SEMINAR IN EARLY CHILDHOOD EDUCATION (2)

The purpose of this weekly seminar is to encourage candidates to collegially discuss the demands, challenges and rewards of clinical experience in early childhood education. Candidates discuss experiences and explore ways to continue meeting student needs. This seminar also serves as a platform for bridging the candidate’s university experience to the early childhood profession. Candidates explore job search and employment, continued professional development, promoting positive change in educational contexts, professional organizations and professional advocacy. To demonstrate this bridging, candidates complete their professional portfolios, which align with Illinois State Standards. Candidates in this course are concurrently enrolled in the early childhood clinical practice.
Prerequisite: Admission to clinical practice

ELEMENTARY AND SECONDARY EDUCATION COURSES

310. HISTORY AND PHILOSOPHY OF AMERICAN EDUCATION (3)

In this course, candidates study the historical and philosophical aspects of American education as a basis for understanding the contemporary importance of schools in the national and community life of a diverse society.
Prerequisite: Education 200 Listed also as American Studies 311.

315. CLASSROOM ASSESSMENT (3)

This course focuses on assessment as a means of supporting the continuous development of all students in 6-12 classrooms. Assessment strategies will be examined as they relate to the instructional process.
Prerequisites: Education 200, 310 and 320, and admission to the teacher education program

320. EDUCATIONAL PSYCHOLOGY (3)

This course is a study of the teaching of learning. Theories of learning, motivation, cognitive and moral development and intelligence are presented with a central focus on how teachers apply theoretical foundations in pedagogy, curriculum development and classroom management to enhance learning for all students. Twenty field experience hours are required.
Prerequisites: Education 200, 310, and admission to the teacher education program

353. INTEGRATING TECHNOLOGY INTO THE CURRICULUM (3)

This course uses a hands-on approach to integrating technology into educational settings. Candidates create instructional tools for meeting the needs of diverse learners and administrative tools for communications and managing classroom responsibilities. Candidates also explore techniques for enabling K-12 students to use technology for academic purposes. This course also includes evaluation of instructional software and Web-based resources, and the effective integration of technology into instructional units. Students develop Web sites and Web quests.
Prerequisites: Education 200, Computer Information Science 120 and acceptance into the teacher education program.

360. READING AND THE OTHER LANGUAGE ARTS (3)

This course includes a study of K-8 instructional strategies and techniques in literacy development that includes word recognition and vocabulary, reading comprehension, writing and fluency for K-8 students. It draws upon a research base with an emphasis on application in the classroom. Standards-based lessons, children’s literature, use of media and technology, classroom organization for reading, and consideration of diverse student populations are included. Twenty field experience hours are required.
Prerequisites: Education 200, 310 and 320, and acceptance into the teacher education program

369. MATHEMATICS AND SCIENCE FOR THE ELEMENTARY AND MIDDLE SCHOOL TEACHER (3)

This course provides candidates with a vision and understanding of elementary and middle school mathematics and science curricula through requirements including writing lesson plans, designing level-appropriate math/science units, strategies and techniques for meeting the needs of diverse learners in a multicultural society, and differentiated instructional approaches in classrooms to accommodate the needs of students with exceptionalities. The curricula reflect the standards of the National Council for Teachers of Mathematics, the National Science Teachers Association and the Illinois Learning Standards. Twenty field experience hours are required.
Prerequisites: Education 200, 310 and 320, and acceptance into the teacher education program

386. EDUCATION IN A DIVERSE SOCIETY (3)

This course asks candidates to examine the challenges and opportunities of teaching in a diverse society. The central factors of diversity are examined as they affect students in grades P-12. Candidates create instructional teaching units adapted to diverse learners. Fifteen field experience hours are required.
Prerequisites: Education 200, 310, 320 and to the teacher education program This course will satisfy the multicultural core requirement.

400. INSTRUCTIONAL STRATEGIES FOR TEACHING SCIENCE IN MIDDLE AND SECONDARY SCHOOLS (3)

This course introduces candidates to teaching methodologies, safety issues, assessment techniques and curricular issues as they pertain to the teaching of science for candidates preparing for initial certification. Thirty-five field experience hours are required.
Prerequisites: Senior standing; semester prior to clinical practice

401. INSTRUCTIONAL STRATEGIES FOR TEACHING ENGLISH IN MIDDLE AND SECONDARY SCHOOLS (3)

This course introduces curriculum content, teaching methodologies and assessment techniques as they pertain to the teaching of English for candidates preparing for initial certification. Thirty-five field experience hours are required.
Prerequisites: Senior standing; semester prior to clinical practice

402. INSTRUCTIONAL STRATEGIES FOR TEACHING ART IN THE K-12 CLASSROOM (3)

This course introduces curriculum content, teaching methodologies and assessment techniques as they pertain to the teaching of art for candidates preparing for initial certification. Thirty-five field experience hours are required.
Prerequisites: Senior standing; semester prior to clinical practice

403. INSTRUCTIONAL STRATEGIES FOR TEACHING MATHEMATICS IN MIDDLE AND SECONDARY SCHOOLS (3)

This course introduces curriculum content, teaching methodologies and assessment techniques as they pertain to the teaching of mathematics for students preparing for initial certification. Thirty-five field experience hours are required.
Prerequisites: Senior standing; semester prior to clinical practice

404. INSTRUCTIONAL STRATEGIES FOR TEACHING K-12 IN THE CLASSROOM (3)

This course introduces curriculum content, teaching methodologies and assessment techniques as they pertain to the teaching of modern foreign language for candidates preparing for initial certification. Thirty-five field experience hours are required.
Prerequisites: Senior standing; semester prior to clinical practice

406. INSTRUCTIONAL STRATEGIES FOR TEACHING SOCIAL STUDIES IN MIDDLE AND SECONDARY SCHOOLS (3)

This course introduces curriculum content, teaching methodologies and assessment techniques as they pertain to the teaching of social science for candidates preparing for initial certification. Thirty-five field experience hours are required.
Prerequisites: Senior standing; semester prior to clinical practice

461. CONTENT AREA READING, SOCIAL STUDIES AND ASSESSMENT (3)

This course includes a study of instructional strategies and techniques for reading, writing and research in the content areas. Candidates apply these techniques to social studies materials and develop lessons for teaching both content and literacy strategies. Content area trade books, assessment tools and techniques for diagnosis, instructional planning and evaluation of achievement are investigated.
Prerequisites: Education 360 and acceptance into the teacher education program

490. CLINICAL PRACTICE SEMINAR: ELEMENTARY AND MIDDLE (2)

This seminar meets in conjunction with clinical practice during the semester that clinical practice is completed. The purpose of the seminar is to provide candidates with an opportunity to examine and discuss the experiences of their clinical practice and to connect those experiences to the framework of their academic preparation. A variety of issues relevant to the professional educator are topics of seminar meetings. Course work includes the completion of a presentation portfolio.
Prerequisite: Admission to clinical practice

491. CLINICAL PRACTICE SEMINAR: MIDDLE AND SECONDARY (2)

This seminar is held during the professional semester in which the candidate is engaged in full-time clinical practice. Seminar meetings provide opportunities for shared reflection on clinical practice experiences, avenues for professional development, and a transition to teaching in the middle and secondary schools of Illinois.
Prerequisite: Admission to clinical practice

492. CLINICAL PRACTICE: K-12 LANGUAGE (3)

This is a full-time guided experience in an assigned elementary, middle and /or secondary school in the candidate’s major field for one full semester. Under the supervision of a mentor teacher, the candidate engages in all aspects of teaching. This course is taken on a satisfactory/fail basis. Fall semester only.

495. CLINICAL PRACTICE: ELEMENTARY AND MIDDLE (10)

This is a full-time guided experience in an assigned elementary or middle school. Candidates concurrently enroll in the accompanying Senior Seminar. This course is taken on a satisfactory/fail basis. Fall semester only.
Prerequisite: Admission to clinical practice

496. CLINICAL PRACTICE: MIDDLE AND SECONDARY (10)

This is a full-time guided experience in an assigned middle or secondary school in the candidate’s major field for one full semester. Under the supervision of a mentor teacher, the candidate engages in all aspects of teaching. This course is taken on a satisfactory/fail basis. Fall semester only.
Prerequisite: Admission to clinical practice

497. CLINICAL PRACTICE, K-12 ART

SPECIAL EDUCATION COURSES SEDU

322. EXCEPTIONAL STUDENTS: CHARACTERISTICS AND THE SPECIAL EDUCATION PROCESS (3)

In this course, candidates study the psychology and characteristics of exceptional students from preschool through high school. They learn how to assess services for such students in a variety of school settings. Candidates consider the impact of disabilities on development, learning and communication processes. A major portion of this course focuses on the special education process including laws, rules, regulations, procedural safeguards as well as the development of IEPs and Behavior Management Plans. Candidates become familiar with their role in working with exceptional students, their families and special education service providers. Twenty field experience hours are required.
Prerequisites: Education 200 and 320 and acceptance into the teacher education program

SEDU 356. COLLABORATION/ADAPTATION IN GENERAL EDUCATION SETTINGS (2)

In this course candidates examine the importance and process of collaboration with family, classroom teachers, para-educators, and other school and community personnel in integrating individuals with disabilities into various social and learning environments. Candidates study the process of examining the learning environment and classroom demands combined with the learning characteristics of the student for the purpose of selection of appropriate strategies and materials. Candidates investigate techniques for modifying instructional methods, curricular materials and the environment, modification of state and local assessments as well as use of behavior management plans. Specific attention is given to effective co-teaching practice including effective communication, collaboration, co-planning and conflict resolution skills. Fostering positive interactions between students with and without disabilities is addressed. Candidates practice collaboration through involvement in collaborative exercises and projects within this course.
Prerequisites: Special Education 322 and admission to the teacher education program.

Employment

Choose from state approved teacher education programs for elementary education, secondary education, or kindergarten to twelfth grade to prepare for your teaching career in today’s diverse classrooms. Or, select a major in early childhood education. Gain the skills and experience to be an effective educator.

Be certified in:
Elementary Education. You may choose from the following majors: American studies, biology, chemistry, economics, English, French, history, Italian, mathematics, natural science, political science, psychology, Spanish, sociology or theatre arts.
Secondary Education: You may choose from the following majors: Biology, chemistry, English, history and mathematics.
Grade K-12: Choose among the following majors: visual arts, French, Italian, Spanish, or Special Education.

Employment:

Teaching
Administration
Eesearch
Writing
Consulting

Employers:

Schools
Colleges
Universities
School systems
Government programs
Agencies
Cultural institutions
Publishers