Education Department

Education Department

For more than 150 years, North Central College has educated some of America’s most exceptional teachers. Year after year, our graduates have taken the lead in classrooms, motivating and inspiring young people to reach their full potential.

Today we continue that tradition with our most talented, committed students. State licensure (formerly known as state certification) requirements have grown increasingly demanding—and our expectations have risen with them. North Central College recently aligned its curriculum with Illinois Professional Teaching Standards. Formal partnerships with five Chicago-area school districts pair students with top-quality mentors and offer a wide range of rigorous field experiences in both high-performing and high-need settings.

To succeed as a teacher candidate at North Central, you’ll need uncommon dedication and skill. But if you accept the challenge, we’ll stand by you every step of the way.  North Central faculty are dedicated not only to challenging you, but also to mentoring you—to nurturing your talents while pushing you to surpass your own expectations. We regularly hear from principals that North Central candidates are among the most well-prepared teachers and student teachers on their staffs. Our recent alumni have earned accolades as Illinois Teacher of the Year, Illinois Principal of the Year, Golden Apple Award-winner and many more.

The Education Department is fully accredited by the Illinois State Board of Education. The Council for the Accreditation of Educator Preparation (CAEP) (formerly NCATE and TEAC) standards are used to assess the programs offered at North Central College.

Elementary Education, B.A.

The Education Department offers a newly redesigned, undergraduate licensure program in  education to prepare elementary, secondary, K-12 art, K-12 foreign language and in conjunction with the Department of Music, K-12 music teachers. It is an experience-oriented teacher education program based on the liberal arts. The faculty of the education department is committed to the serious study of education and the promotion of professional standards to foster innovation in professional preparation. This commitment encompasses social issues such as equity and capacity-based learning, with an emphasis on preparing candidates to teach in diverse school settings. The program is approved for licensure by the Illinois State Board of Education. Teacher education programs differ from other programs at the College in that additional specific criteria must be met in the area of general education, as well as in the area of the major.

For additional programs and courses in this department, see Education.

Professional Education Courses

  • EDUC 101 - Foundations of Teaching and Learning

    EDUC 101 - Foundations of Teaching and Learning

    4.00 credit hours

    Examination of the structures and processes that frame the work of teaching and learning in schools with an emphasis on equity and culturally relevant and sustainable practice. Emphasis on the impact of curricular learning standards and development of children and adolescents on teaching, learning and decision making. An overview of the profession, the Danielson Framework for Teaching, the Illinois Professional Teaching Standards, Common Core Standards and the expectations of the North Central College Teacher Education Program are introduced in this gateway course. Required: 15 field experience hours must be completed at North Central College. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks.

    Schedule Of Classes

  • EDUC 228 - Elementary Methods: Social Studies

    EDUC 228 - Elementary Methods: Social Studies

    4.00 credit hours

    Introduction to methods of teaching social studies in the elementary and middle grades classroom including instructional and assessment strategies. Emphasis on direct teaching, interactive instructional strategies and assessment strategies that develop the skills and processes needed to help elementary and middle grades students acquire foundational, conceptual and procedural knowledge.

    Schedule Of Classes

  • EDUC 235 - Educational Technology in K-12 Classroom

    EDUC 235 - Educational Technology in K-12 Classroom

    2.00 credit hours

    Introduces preservice teachers to curricular uses of computers and related technologies and applications for teaching and learning in grades K-12.

    Schedule Of Classes

  • EDUC 260 - Elementary Methods: Literacy I

    EDUC 260 - Elementary Methods: Literacy I

    4.00 credit hours

    Provides a foundational understanding of literacy and its related components. Teacher candidates are introduced to various reading and learning theories, as well as effective use of children's literature within literacy instruction. Candidates develop techniques to support students in applying their developing literacy skills to different situations, materials and ideas.

    Schedule Of Classes

  • EDUC 291 - Elementary Field Experience I

    EDUC 291 - Elementary Field Experience I

    1.00 credit hours

    Introductory experience in directed observation and participation at selected attendance centers (50 clock hours). This course is graded pass/no pass. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

    Schedule Of Classes

  • EDUC 320 - Equitable Learning Environments: Elementary

    EDUC 320 - Equitable Learning Environments: Elementary

    4.00 credit hours

    Examination of management models and strategies, as well as school policy related to discipline. There is an emphasis on teaching for equity and change. Approaches to making classrooms, curricula and instructional strategies culturally responsive are studied.

    Schedule Of Classes

  • EDUC 324 - Elementary Methods: Mathematics

    EDUC 324 - Elementary Methods: Mathematics

    4.00 credit hours

    A foundational course on the guiding principles and learning theories of teaching mathematics at the elementary and middle school levels. Emphasis is on the application of research-based instructional strategies that facilitate students' conceptual understanding, procedural fluency and mathematical reasoning skills in the mathematics classroom.

    Schedule Of Classes

  • EDUC 326 - Elementary Methods: Science

    EDUC 326 - Elementary Methods: Science

    4.00 credit hours

    Introduction to methods for teaching science in elementary and middle grades classrooms including instruction and assessment strategies. Emphasis on differentiated instruction, indirect teaching methods and teaching and assessment strategies that facilitate high level learning.

    Schedule Of Classes

  • EDUC 330 - Teaching Students With Disabilities

    EDUC 330 - Teaching Students With Disabilities

    4.00 credit hours

    Examines issues and current trends within inclusive and special education as well asoverviews the characteristics of persons with disabilities including multi-cultural perspectives and legal issues. Explores instructional models and methods that have empirical support for their effectiveness in addressing the learning needs of students at-risk for or with identified disabilities. Emphasis is placed on the importance and challenges associated with the role of general educator within inclusive classrooms. Candidates also explores the selection, adaptation and development of instructional supports related to lesson design, presentation, materials, assignments and assessment/evaluation. This course includes 15 hours of required field experience.

    Schedule Of Classes

  • EDUC 460 - Elementary Methods-Literacy II

    EDUC 460 - Elementary Methods-Literacy II

    4.00 credit hours

    Prepares teacher candidates to know, understand, and use concepts from reading, language and child development to teach various literacy skills to students in elementary and middle grades. Candidates will develop techniques to support students in applying their developing literacy skills to different situations, materials and ideas. This includes a focus on writing, speaking and listening skills within the literacy curriculum.

    Schedule Of Classes

  • EDUC 391 - Elementary Field Experience II

    EDUC 391 - Elementary Field Experience II

    1.00 credit hours

    Directed observation and participation experience at selected attendance centers (50 clock hours). Focus on individual, small group and whole group teaching. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

    Schedule Of Classes

  • EDUC 401 - Elementary Assessment of Learning

    EDUC 401 - Elementary Assessment of Learning

    4.00 credit hours

    Principles, methods and techniques of assessing learning of elementary school students that communicates progress and achievement to students and parents and informs teacher decision-making.

    Schedule Of Classes

  • EDUC 411 - Equity and Access in Systems of Education

    EDUC 411 - Equity and Access in Systems of Education

    4.00 credit hours

    Students examine and analyze their role as an advocate for equity in systems of education. Drawing from leadership perspectives, students investigate educational theories and practices instituted locally, nationally and globally. The goal of this course is to assist students to both understand these systems and develop the knowledge and skills to be agents of change.

    Schedule Of Classes

  • EDUC 491 - Elementary Field Experience III

    EDUC 491 - Elementary Field Experience III

    1.00 credit hours

    Provides students with an extended field experience in elementary school classroom. Students complete 75 hours of supervised field work applying research-based methods and techniques to actual teaching situations under the joint supervision of the cooperating classroom teacher and the NCC supervisor. While 75 hours are required for this field experience, candidates will complete 20-25 hours in placements prior to the start of NCC's academic term in order to experience start of school activities. This course is graded pass/no pass. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

    Schedule Of Classes

  • EDUC 494 - Residency Seminar

    EDUC 494 - Residency Seminar

    4.00 credit hours

    This seminar engages students to expand their knowledge and skills in topics such as engaging instruction, effective assessment, data driven decision-making, parent communication and analysis and reflection on instruction. Focus is given to all tasks of the Teacher Performance Assessment (TPA). Additionally, attention is given to aspects of professional development, professional service and community involvement.

    Schedule Of Classes

  • EDUC 496 - Student Teaching Residency

    EDUC 496 - Student Teaching Residency

    8.00 credit hours

    A five-day per week, full day student teaching experience in an elementary, MS or HS classroom. Candidates assume all of the responsibilities of teaching (planning, instruction, assessment, record keeping, etc.) using a co-teaching model building up to full responsibility. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

    Schedule Of Classes

  • PSYC 100 - Psychology: Science of Behavior

    PSYC 100 - Psychology: Science of Behavior

    4.00 credit hours

    An examination of the basic concepts, processes, theories and empirical findings concerning the behavior of organisms. Consideration is given to the following topics: physiological and developmental basis of behavior, sensory and perceptual processes, states of consciousness, learning and memory, and motivation and emotion, as well as personality, intellectual functioning, psychopathology, and social influences on behavior. Community engaged learning and/or an active research experience is used to further student understanding of course topics. Gateway course.

    Schedule Of Classes

Content Preparation Courses

Science

  • ENVI 141 - Introduction to Earth Science

    ENVI 141 - Introduction to Earth Science

    4.00 credit hours

    A survey of the four sub-disciplines of earth science: astronomy, geology, meteorology and oceanography. The processes and features related to the Earth's surface, interior, atmosphere, oceans and astronomical surroundings are actively investigated. Discussions of the interrelationships among the sub-disciplines are included. Laboratory required.

    Schedule Of Classes

One of the following:

  • BIOL 104 - Human Biology

    BIOL 104 - Human Biology

    4.00 credit hours

    An introduction to the fundamental concepts in biology through the study of human beings. Connects human biology to relevant topics such as diet and nutrition, cardiovascular health, addiction, etc. Intended for students not majoring in the laboratory sciences. Includes integrated laboratory experience.

    Schedule Of Classes

  • BIOL 195 - Investigating Biology

    BIOL 195 - Investigating Biology

    4.00 credit hours

    Students and faculty work as a team to conduct an authentic course-based undergraduate research project in an area of current importance. Course content is selected to support the research project and introduces students to concepts, techniques and skills of modern biology. Class activities move fluidly among lecture, laboratory, fieldwork, discussion and problem-solving modes. Gateway to the major.

    Schedule Of Classes

  • SCIE 109 - Science Inquiry

    SCIE 109 - Science Inquiry

    4.00 credit hours

    The method of inquiry is the foundation of scientific learning. It utilizes active, conceptually oriented methods of investigation. Fundamental concepts in physical and biology sciences are explored through scientific investigation. Laboratory required.

    Schedule Of Classes

One of the following:

  • CHEM 100 - Chemistry Today

    CHEM 100 - Chemistry Today

    4.00 credit hours

    A chemistry course for non-science majors. A quest for understanding those facets of chemistry that most directly affect daily existence through a study of selected topics in inorganic, organic and biological chemistry. Does not count toward a chemistry major. May not be taken after any higher-level chemistry course. Laboratory required.

    Schedule Of Classes

  • CHEM 121 - General Chemistry I

    CHEM 121 - General Chemistry I

    4.00 credit hours

    A discussion of chemical principles through examples from the chemistry of carbon compounds and the molecules found in living systems. Major topics include atomic and electronic structure, ions, molecules, Lewis structures, VSEPR, hybridization, intermolecular forces, chromatography, equilibria, kinetics, stereochemistry and polymer chemistry. Laboratory required.

    Schedule Of Classes

  • SCIE 110 - The Science of Energy

    SCIE 110 - The Science of Energy

    4.00 credit hours

    Physics, Earth Science, Biology and Chemistry will all be investigated with respect to what energy is, how it is generated and how it is used along with the impacts of humankind interaction with the world's resources. Laboratory required.

    Schedule Of Classes

Mathematics

  • MATH 108 - Mathematics for Elementary Education III

    MATH 108 - Mathematics for Elementary Education III

    4.00 credit hours

    Continuation of MATH 107 to include Euclidean and transformational geometry, measurement and the metric system, integers, rational numbers, real numbers, decimals, percent, proportions, probability and applied statistics. Emphasis on problem solving.

    Schedule Of Classes

Social Science

  • HIST 120 - Chicago History

    HIST 120 - Chicago History

    4.00 credit hours

    This introduction to Chicago history explores the major events, people, and transformations of the metropolitan area from Indian Country to twenty-first century metropolis through historical texts, films, literature, visual art, and media related to Chicago's development. Particular attention will be paid to the following themes: politics and government; industrialization and technological change; reform and social change; labor; and racial and ethnic identities.

    Schedule Of Classes

  • HIST 150 - Global History and Geography

    HIST 150 - Global History and Geography

    4.00 credit hours

    An exploration of themes in World History and Geography through the study of maps and their evolution through the pre-modern and modern eras. Topics include the role of maps in representing religious, political, and ethnic identities, patterns of pilgrimage and trade, and the increasing power of science in reshaping forms of knowledge and global political and cultural relations.

    Schedule Of Classes

  • POLS 101 - The American Political System

    POLS 101 - The American Political System

    4.00 credit hours

    An introduction to the fundamental ideas, actors, and institutions that make up the American political system. We examine the legal and structural basis of our government, evaluate the institutions that carry out its day-to-day functions, and analyze the role the individual citizen can play in influencing governmental policy. For each subject, we engage with some of the leading perspectives in political science; we also incorporate current events and our personal experiences. This course also includes a community-engaged learning component, allowing students the opportunity to put into practice the theories they have learned in the classroom.

    Schedule Of Classes

One of the following:

  • HIST 222 - U.S. and Illinois to 1865

    HIST 222 - U.S. and Illinois to 1865

    4.00 credit hours

    An examination of the development of American society from the colonial era to the end of the Civil War. Attention to the political, social, cultural and intellectual life during the colonial period, the revolutionary era, the Early Republic and the Civil War. Special attention is given to linking the broader current of American history to Illinois.

    Schedule Of Classes

  • HIST 224 - U.S. and Illinois from 1865–1945

    HIST 224 - U.S. and Illinois from 1865–1945

    4.00 credit hours

    An examination of the major political, social and economic developments in the United States from the end of the Civil War to the end of World War II in order to understand the creation of modern America. During this critical period, the United States was transformed from a rural nation of farmers into a nation of urban-industrial workers. In the late nineteenth century, America had little involvement in foreign affairs, but by 1945, it was the world's most powerful nation. Special attention is given to linking the broader current of American history to Illinois.

    Schedule Of Classes

  • HIST 226 - U.S. and Illinois since 1945

    HIST 226 - U.S. and Illinois since 1945

    4.00 credit hours

    An examination of major political, social and economic developments in the United States since the end of World War II to understand today's America. Early topics include the Cold War and American prosperity, Civil Rights movements by African Americans and others, and the Vietnam War. Later topics include the collapse of the New Deal coalition, conservative responses to social upheaval, the shift from an industrial economy to a service economy and America's role in the world since the Cold War's end. Special attention is given to linking the broader current of American history to Illinois.

    Schedule Of Classes

Health Education

  • HTSC 220 - School Health and Methods of Physical Activity

    HTSC 220 - School Health and Methods of Physical Activity

    2.00 credit hours

    Introduces teacher education candidates to school-wide and classroom teaching philosophies and methods of health education and physical activity. Examination of adverse childhood experiences and the role of trauma informed practices in schools is addressed.

    Schedule Of Classes

Notes:

Grades below "C-" in professional education courses, field experiences and content preparation courses are not accepted for the education major, education supplemental major or licensure.

If a student receives a "no pass" in a field experience, the student must retake the field experience the next time it is scheduled. If a student passes the field experience but not the class, then both must be retaken.

The Department of Education has established the following Progression Points as ways for department faculty to ensure students are undertaking experiences needed to prepare them for the profession of teaching. Each checklist is designed to be met by teacher candidates at important points along their journey to becoming a teacher. Once all experiences of a Progression Point are met, a teacher candidate is ready to move forward in the program.

Progression Point 1: Admission to the Teacher Education Program

Course Requirements:

  • Complete EDUC 101, PSYC 100, EDUC 228, 260, and EDUC 235 with a grade of C- or above
  • Complete EDUC 291 with a grade of P

GPA Requirements: 

For full admission to the Teacher Education Program:

  • Have earned an overall cumulative GPA of 2.75 or better in all coursework taken at and transferred to North Central College
  • Have earned a GPA of 2.75 or better in all coursework taken for and transferred to the Elementary Education major

For conditional admission to the Teacher Education Program:

Conditional Admission to the Teacher Education Program allows candidates to progress in their plan of study while taking advantage of systems of support provided by the department to help ensure academic success in the Teacher Education Program.

  • Have earned an overall cumulative GPA of 2.25-2.749 in all coursework taken at and transferred to North Central College
  • Have earned a GPA of 2.25-2.749 in all coursework taken for and transferred in to the Elementary Education major

Evaluation Requirements:

Dispositions:

  • Recommendation from candidate's EDUC 101 instructor
  • Dispositions Recommendation from candidate's EDUC 228 and EDUC 260 instructor
  • Self-Assessment of dispositions at time of application to TEP

Field Experiences:

  • Field Experience Recommendation from EDUC 101
  • Mentor Teacher Recommendation from EDUC 291
  • Supervisor Recommendation from EDUC 291

Note: Teacher candidates must be admitted to the Teacher Education Program (TEP) to take EDUC courses at the 300- or 400-level.

Progression Point 2: Progression to Student Teaching Residency

Course Requirements:

  • Complete of all professional education courses for the Elementary Education major with a grade of C- or better with the exception of EDUC 494 and 496, the Student Teaching Residency course package

GPA Requirements:

Full Admission to Student Teaching Residency:

  • Have earned an overall cumulative GPA of 2.75 or greater in all courses taken at and transferred to North Central College
  • Have earned a GPA of 3.00 or better in all courses taken for and transferred in to the Elementary Education major

For conditional admission to Student Teaching Residency:

Conditional Admission to Student Teaching allows candidates to progress to student teaching while taking advantage of systems of support provided by the department to help ensure success.

  • Have earned an overall cumulative GPA of 2.25-2.749 in all coursework taken at and transferred to North Central College
  • Have earned a GPA of 2.50-2.999 in all coursework taken for and transferred in to the Elementary Education major

Recommendation Requirements:

  • Mentor Teacher Recommendations from EDUC 391 and 491
  • Supervisor Recommendations from EDUC 391 and 491
  • Practitioner Interview Recommendation (e.g., teachers and administrators)
  • Receive a recommendation from the Department of Education for Student Teaching Residency

Additional Requirements:

  • Complete the practice edTPA as required for EDUC 460 Elementary Methods-Literacy II and EDUC 401 Elementary Assessment of Learning
  • *Earn a passing Score on the ILTS Elementary content test #305

* Illinois State Board of Education requirement enforced by North Central College

Progression Point 3: Licensure

  • *Pass EDUC 494 Student Teaching Residency Seminar and EDUC 496 Student Teaching Residency with a grade of C- or better
  • *Earn a passing Score on the edTPA teacher performance assessment
  • *Complete all other necessary requirements to earn a bachelor's degree

* Illinois State Board of Education requirement enforced by North Central College

Students must demonstrate elementary competence in a foreign language. For more information, see the B.A. Degree Requirements within the Academic Regulations section of this catalog.

Secondary Education, B.A.

The Education Department offers a newly redesigned, undergraduate licensure program in education to prepare elementary, secondary, K-12 art, K-12 foreign language and in conjunction with the Department of Music, K-12 music teachers. It is an experience-oriented teacher education program based on the liberal arts. The faculty of the education department is committed to the serious study of education and the promotion of professional standards to foster innovation in professional preparation. This commitment encompasses social issues such as equity and capacity-based learning, with an emphasis on preparing candidates to teach in diverse school settings. The program is approved for licensure by the Illinois State Board of Education. Teacher education programs differ from other programs at the College in that additional specific criteria must be met in the area of general education, as well as in the area of the major.

Secondary Education majors are required to complete a second major in their chosen content area in order to obtain a teaching license. The content areas are as follows: English, Social Science: History, Mathematics, Integrated Science: Chemistry, Integrated Science: Physics or Biology. Requirements for these majors are housed in their respective departments.

For additional programs and courses in this department, see Education.

  • EDUC 101 - Foundations of Teaching and Learning

    EDUC 101 - Foundations of Teaching and Learning

    4.00 credit hours

    Examination of the structures and processes that frame the work of teaching and learning in schools with an emphasis on equity and culturally relevant and sustainable practice. Emphasis on the impact of curricular learning standards and development of children and adolescents on teaching, learning and decision making. An overview of the profession, the Danielson Framework for Teaching, the Illinois Professional Teaching Standards, Common Core Standards and the expectations of the North Central College Teacher Education Program are introduced in this gateway course. Required: 15 field experience hours must be completed at North Central College. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks.

    Schedule Of Classes

  • EDUC 200 - Introduction to HS/MS/K12 Teaching

    EDUC 200 - Introduction to HS/MS/K12 Teaching

    4.00 credit hours

    Introduction to HS/MS/K12 instructional and assessment strategies. Emphasis on lesson planning and strategies that develop the skills and processes needed to help high school, middle school, and K-12 students acquire foundational, conceptual and procedural knowledge. Includes instruction in appropriate use of technology in high school, middle school, and K-12 classrooms.

    Schedule Of Classes

  • EDUC 290 - HS/MS/K12 Field Experience I

    EDUC 290 - HS/MS/K12 Field Experience I

    1.00 credit hours

    Introductory experience in directed observation and participation at selected attendance centers (50 clock hours). This course is graded pass/no pass. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

    Schedule Of Classes

  • EDUC 322 - Equitable Learning Environments: HS/MS

    EDUC 322 - Equitable Learning Environments: HS/MS

    2.00 credit hours

    Examination of management models and strategies, as well as school policy related to discipline. There is an emphasis on teaching for equity and change. Approaches to making classrooms, curricula and instructional strategies culturally responsive are studied.

    Schedule Of Classes

  • EDUC 330 - Teaching Students With Disabilities

    EDUC 330 - Teaching Students With Disabilities

    4.00 credit hours

    Examines issues and current trends within inclusive and special education as well asoverviews the characteristics of persons with disabilities including multi-cultural perspectives and legal issues. Explores instructional models and methods that have empirical support for their effectiveness in addressing the learning needs of students at-risk for or with identified disabilities. Emphasis is placed on the importance and challenges associated with the role of general educator within inclusive classrooms. Candidates also explores the selection, adaptation and development of instructional supports related to lesson design, presentation, materials, assignments and assessment/evaluation. This course includes 15 hours of required field experience.

    Schedule Of Classes

  • EDUC 360 - HS/MS Content Area Literacies

    EDUC 360 - HS/MS Content Area Literacies

    4.00 credit hours

    Examines the current research, curricular goals and methods of effectively teaching literacy learning in 6-12 classrooms. Preservice teachers develop an understanding of the reading process, demands of academic literacies and characteristics of adolescent learners. Students are exposed to targeted reading instructions for struggling adolescent readers as well as readers from linguistic and culturally diverse backgrounds and apply strategies for teaching reading within their specific disciplines.

    Schedule Of Classes

  • EDUC 390 - HS/MS/K12 Field Experience II

    EDUC 390 - HS/MS/K12 Field Experience II

    1.00 credit hours

    Directed observation and participation experience at selected attendance centers (50 clock hours). Focus on individual, small group and whole group teaching. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

    Schedule Of Classes

  • EDUC 403 - HS/MS Assessment of Learning

    EDUC 403 - HS/MS Assessment of Learning

    2.00 credit hours

    Principles, methods and techniques of assessing learning of High School and Middle School students that communicates progress and achievement to students and parents as well as informs teacher decision making.

    Schedule Of Classes

  • EDUC 411 - Equity and Access in Systems of Education

    EDUC 411 - Equity and Access in Systems of Education

    4.00 credit hours

    Students examine and analyze their role as an advocate for equity in systems of education. Drawing from leadership perspectives, students investigate educational theories and practices instituted locally, nationally and globally. The goal of this course is to assist students to both understand these systems and develop the knowledge and skills to be agents of change.

    Schedule Of Classes

  • EDUC 490 - HS/MS/K12 Field Experience III

    EDUC 490 - HS/MS/K12 Field Experience III

    1.00 credit hours

    Provides students with an extended field experience in a MS or HS classroom in the student's major content area (art, English, foreign language, mathematics, music, science, or social studies). Students complete 75 hours of supervised field work applying research-based methods and techniques to actual teaching situations under the joint supervision of the cooperating classroom teacher and the NCC supervisor. While 75 hours are required for this field experience, candidates will complete 20-25 hours in placements prior to the start of NCC's academic term in order to experience start of school activities. This course is graded pass/no pass. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

    Schedule Of Classes

  • EDUC 494 - Residency Seminar

    EDUC 494 - Residency Seminar

    4.00 credit hours

    This seminar engages students to expand their knowledge and skills in topics such as engaging instruction, effective assessment, data driven decision-making, parent communication and analysis and reflection on instruction. Focus is given to all tasks of the Teacher Performance Assessment (TPA). Additionally, attention is given to aspects of professional development, professional service and community involvement.

    Schedule Of Classes

  • EDUC 496 - Student Teaching Residency

    EDUC 496 - Student Teaching Residency

    8.00 credit hours

    A five-day per week, full day student teaching experience in an elementary, MS or HS classroom. Candidates assume all of the responsibilities of teaching (planning, instruction, assessment, record keeping, etc.) using a co-teaching model building up to full responsibility. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

    Schedule Of Classes

  • PSYC 100 - Psychology: Science of Behavior

    PSYC 100 - Psychology: Science of Behavior

    4.00 credit hours

    An examination of the basic concepts, processes, theories and empirical findings concerning the behavior of organisms. Consideration is given to the following topics: physiological and developmental basis of behavior, sensory and perceptual processes, states of consciousness, learning and memory, and motivation and emotion, as well as personality, intellectual functioning, psychopathology, and social influences on behavior. Community engaged learning and/or an active research experience is used to further student understanding of course topics. Gateway course.

    Schedule Of Classes

One of the following:

  • EDUC 438 - HS/MS Methods: Art

    EDUC 438 - HS/MS Methods: Art

    4.00 credit hours

    Current research and methods of teaching visual arts at the HS and MS level are explored. Postmodern principles, multiple media and technological processes are applied to content areas. Art education students develop interdisciplinary lesson plans that improve students' expressive and analytical capacities.

    Schedule Of Classes

  • EDUC 440 - HS/MS Methods: English

    EDUC 440 - HS/MS Methods: English

    4.00 credit hours

    Current research and methods of teaching English (literature, composition and language) at the high school and middle school level are explored. Consideration is given to such issues as instructional planning in a multicultural setting, teaching reading in the content areas and writing across the curriculum.

    Schedule Of Classes

  • EDUC 442 - K12 Methods: World Languages

    EDUC 442 - K12 Methods: World Languages

    4.00 credit hours

    Current research and methods of teaching foreign languages at the HS, MS and elementary school levels are explored.

    Schedule Of Classes

  • EDUC 444 - HS/MS Methods: Mathematics

    EDUC 444 - HS/MS Methods: Mathematics

    4.00 credit hours

    Current research and methods of teaching mathematics at the HS and MS level are explored. Consideration is given to such issues as instructional planning in a multicultural setting, teaching reading in the content areas and writing across the curriculum.

    Schedule Of Classes

  • EDUC 446 - HS/MS Methods: Science

    EDUC 446 - HS/MS Methods: Science

    4.00 credit hours

    Current research and methods of teaching science (biology, chemistry and physics) at the HS and MS level are explored.

    Schedule Of Classes

  • EDUC 448 - HS/MS Methods: Social Studies

    EDUC 448 - HS/MS Methods: Social Studies

    4.00 credit hours

    Current research and methods of teaching social studies at the HS and MS level are explored.

    Schedule Of Classes

Note:

Grades below "C-" in professional education courses and field experience are not accepted for the education major, supplemental education major or licensure.

If a student receives a "no pass" in a field experience, the student must retake the field experience the next time it is scheduled. If a student passes the field experience but not the class, then both must be retaken.

The Department of Education has established the following Progression Points as ways for department faculty to ensure students are undertaking experiences needed to prepare them for the profession of teaching. Each checklist is designed to be met by teacher candidates at important points along their journey to becoming a teacher. Once all experiences of a Progression Point are met, a teacher candidate is ready to move forward in the program.

Progression Point 1: Admission to the Teacher Education Program

Course Requirements:

  • Complete EDUC 101, PSYC 100 and EDUC 200 with a grade of C- or above
  • Complete EDUC 290 with a grade of P

GPA Requirements: 

For full admission to the Teacher Education Program:

  • Have earned an overall cumulative GPA of 2.75 or better in all coursework taken at and transferred to North Central College
  • Have earned a GPA of 2.75 or better in all coursework taken for and transferred in to the Secondary Education major
  • Have earned a GPA of 2.50 or better in all coursework taken for and transferred in to the content area major (min. 16 credit hours)

For conditional admission to the Teacher Education Program:

Conditional Admission to the Teacher Education Program allows candidates to progress in their plan of study while taking advantage of systems of support provided by the department to help ensure academic success in the Teacher Education Program.

  • Have earned an overall cumulative GPA of 2.25-2.749 in all coursework taken at and transferred to North Central College
  • Have earned a GPA of 2.25-2.749 in all coursework taken for and transferred in to the Secondary Education major
  • Have earned a GPA of 2.00-2.50 in all coursework taken for and transferred in to the content area major (min. 16 credit hours)

Evaluation Requirements:

Dispositions:

  • Recommendation from candidate's EDUC 101 instructor
  • Dispositions Recommendation from full-time faculty member in candidate's content major
  • Self-assessment of dispositions at time of application to TEP

Field Experiences:

  • Field Experience Recommendation from EDUC 101
  • Mentor Teacher Recommendation from EDUC 290
  • Supervisor Recommendation from EDUC 290

Note: Teacher candidates must be admitted to the Teacher Education Program (TEP) to take EDUC courses at the 300- or 400-level.

Progression Point 2: Progression to Student Teaching Residency

Course Requirements:

  • Complete of all professional education courses for the Secondary Education major with a grade of C- or better with the exception of EDUC 494, and 496, the Student Teaching Residency course package
  • Complete all courses for the content area major

GPA Requirements:

For full admission to Student Teaching Residency:

  • Have earned an overall cumulative GPA of 2.75 or greater in all coursework taken at and transferred to North Central College
  • Have earned a GPA of 3.00 or better in all coursework taken for and transferred in to the Secondary Education major
  • Have earned a GPA of 2.50 or better in all coursework taken for and transferred in to the content area major

For conditional admission to Student Teaching Residency:

Conditional Admission to Student Teaching allows candidates to progress to student teaching while taking advantage of systems of support provided by the department to help ensure success.

  • Have earned an overall cumulative GPA of 2.25-2.749 in all coursework taken at and transferred to North Central College
  • Have earned a GPA of 2.50-2.999 in all coursework taken for and transferred in to the Secondary Education major
  • Have earned a GPA of 2.00-2.499 in all coursework taken for and transferred in to the content area major (min. 16 credit hours)

Recommendation Requirements:

  • Mentor Teacher Recommendations from EDUC 390 and 490
  • Supervisor Recommendations from EDUC 390 and 490
  • Practitioner Interview Recommendation, if assigned
  • Receive a recommendation from the Department of Education for Student Teaching Residency

Additional Requirements:

  • Complete the practice edTPA as required for EDUC 4XX HS/MS Methods:<Content Area> and EDUC 403 HS/MS Assessment of Learning
  • *Earn a passing Score on the appropriate ILTS content test
    (ENGL: 207; MATH: 208; BIOL: 105 or 239; CHEM: 106 or 240; PHYSICS: 116 or 243; HIST: 246; CHIN: 126 or 251; FREN: 252, GERM: 253; SPAN 260).

Progression Point 3: Licensure

  • *Pass EDUC 494 Student Teaching Residency Seminar, and EDUC 496 Student Teaching Residency with a grade of C- or better
  • *Earn a passing Score on the edTPA teacher performance assessment
  • *Complete all other necessary requirements to earn a bachelor's degree

* Illinois State Board of Education requirement enforced by North Central College

Students must demonstrate elementary competence in a foreign language. For more information, see the B.A. Degree Requirements within the Academic Regulations section of this catalog.

Special Education, B.A.

The Bachelor of Arts (B.A.) in Special Education introduces students to the history of disability and Special Education along with the policies and laws that led to the Individuals with Disabilities Education Act (IDEA). Students explore the legal requirements that are fundamental to the protocols and provisions implemented through the IEP and the discipline. Within the context of how neurology impacts disability and learning, students examine the peer-reviewed evidence-based practices that inform how we manage behavior and implement academic protocols to teach and assess exceptional diverse learners. With a curriculum that is constructed through the lens of Critical Disability Theory, candidates apply conscious cultural responsiveness to remove learning and societal barriers that diverse populations of exceptional learners and their families confront. Accordingly, collaboration with families and all stakeholders is a focus to improve learner-centered outcomes through their entire IDEA-mandated academic life and beyond matriculation through transition to postsecondary outcomes.

For additional programs and courses in this department, see Education.

Education Core Courses

  • EDUC 101 - Foundations of Teaching and Learning

    EDUC 101 - Foundations of Teaching and Learning

    4.00 credit hours

    Examination of the structures and processes that frame the work of teaching and learning in schools with an emphasis on equity and culturally relevant and sustainable practice. Emphasis on the impact of curricular learning standards and development of children and adolescents on teaching, learning and decision making. An overview of the profession, the Danielson Framework for Teaching, the Illinois Professional Teaching Standards, Common Core Standards and the expectations of the North Central College Teacher Education Program are introduced in this gateway course. Required: 15 field experience hours must be completed at North Central College. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks.

    Schedule Of Classes

  • EDUC 411 - Equity and Access in Systems of Education

    EDUC 411 - Equity and Access in Systems of Education

    4.00 credit hours

    Students examine and analyze their role as an advocate for equity in systems of education. Drawing from leadership perspectives, students investigate educational theories and practices instituted locally, nationally and globally. The goal of this course is to assist students to both understand these systems and develop the knowledge and skills to be agents of change.

    Schedule Of Classes

  • EDUC 434 - Diagnosis and Assessment of Students with Disabilities

    EDUC 434 - Diagnosis and Assessment of Students with Disabilities

    3.00 credit hours

    Prepares students in the field of education with knowledge, skills and experience related to: 1) diagnostic and educational assessment instruments and methods; 2) administration and scoring of diagnostic and educational assessments; 3) interpretation of assessment results; 4) data-based decision making regarding placement, instructional planning and evaluation of students with disabilities; 5) communication of diagnostic and educational assessment results to colleagues and parents. Students may not receive credit for both EDUC 434 and MEDU 534.

    Schedule Of Classes

  • ENGL 122 - Children's Literature

    ENGL 122 - Children's Literature

    2.00 credit hours

    An exploration of children's genres from picture books to fiction and poetry across historical periods and nations. Students consider how these texts often foreground reading and interpretation. Students may create children's texts and evaluate their appeal.

    Schedule Of Classes

  • ENVI 141 - Introduction to Earth Science

    ENVI 141 - Introduction to Earth Science

    4.00 credit hours

    A survey of the four sub-disciplines of earth science: astronomy, geology, meteorology and oceanography. The processes and features related to the Earth's surface, interior, atmosphere, oceans and astronomical surroundings are actively investigated. Discussions of the interrelationships among the sub-disciplines are included. Laboratory required.

    Schedule Of Classes

  • HIST 120 - Chicago History

    HIST 120 - Chicago History

    4.00 credit hours

    This introduction to Chicago history explores the major events, people, and transformations of the metropolitan area from Indian Country to twenty-first century metropolis through historical texts, films, literature, visual art, and media related to Chicago's development. Particular attention will be paid to the following themes: politics and government; industrialization and technological change; reform and social change; labor; and racial and ethnic identities.

    Schedule Of Classes

  • HIST 150 - Global History and Geography

    HIST 150 - Global History and Geography

    4.00 credit hours

    An exploration of themes in World History and Geography through the study of maps and their evolution through the pre-modern and modern eras. Topics include the role of maps in representing religious, political, and ethnic identities, patterns of pilgrimage and trade, and the increasing power of science in reshaping forms of knowledge and global political and cultural relations.

    Schedule Of Classes

  • HTSC 220 - School Health and Methods of Physical Activity

    HTSC 220 - School Health and Methods of Physical Activity

    2.00 credit hours

    Introduces teacher education candidates to school-wide and classroom teaching philosophies and methods of health education and physical activity. Examination of adverse childhood experiences and the role of trauma informed practices in schools is addressed.

    Schedule Of Classes

  • MATH 106 - Mathematics for Elementary Education I

    MATH 106 - Mathematics for Elementary Education I

    2.00 credit hours

    College algebra for the prospective elementary teacher, to include linear, quadratic, and absolute value equations and inequalities, graphs and applications of linear, quadratic, rational, exponential and logarithmic functions, conic sections, and use of augmented matrices to solve systems of linear equations. Emphasis on both the procedural and conceptual nature of the material.

    Schedule Of Classes

  • MATH 107 - Mathematics for Elementary Education II

    MATH 107 - Mathematics for Elementary Education II

    2.00 credit hours

    Essentials of mathematics for the prospective elementary teacher to include cognitive reasoning, sets, logic and structure of arithmetic through the real numbers including numeration systems, fractions, and number theory. Emphasis on problem solving techniques.

    Schedule Of Classes

  • MATH 108 - Mathematics for Elementary Education III

    MATH 108 - Mathematics for Elementary Education III

    4.00 credit hours

    Continuation of MATH 107 to include Euclidean and transformational geometry, measurement and the metric system, integers, rational numbers, real numbers, decimals, percent, proportions, probability and applied statistics. Emphasis on problem solving.

    Schedule Of Classes

  • POLS 101 - The American Political System

    POLS 101 - The American Political System

    4.00 credit hours

    An introduction to the fundamental ideas, actors, and institutions that make up the American political system. We examine the legal and structural basis of our government, evaluate the institutions that carry out its day-to-day functions, and analyze the role the individual citizen can play in influencing governmental policy. For each subject, we engage with some of the leading perspectives in political science; we also incorporate current events and our personal experiences. This course also includes a community-engaged learning component, allowing students the opportunity to put into practice the theories they have learned in the classroom.

    Schedule Of Classes

  • PSYC 100 - Psychology: Science of Behavior

    PSYC 100 - Psychology: Science of Behavior

    4.00 credit hours

    An examination of the basic concepts, processes, theories and empirical findings concerning the behavior of organisms. Consideration is given to the following topics: physiological and developmental basis of behavior, sensory and perceptual processes, states of consciousness, learning and memory, and motivation and emotion, as well as personality, intellectual functioning, psychopathology, and social influences on behavior. Community engaged learning and/or an active research experience is used to further student understanding of course topics. Gateway course.

    Schedule Of Classes

  • SCIE 109 - Science Inquiry

    SCIE 109 - Science Inquiry

    4.00 credit hours

    The method of inquiry is the foundation of scientific learning. It utilizes active, conceptually oriented methods of investigation. Fundamental concepts in physical and biology sciences are explored through scientific investigation. Laboratory required.

    Schedule Of Classes

  • SCIE 110 - The Science of Energy

    SCIE 110 - The Science of Energy

    4.00 credit hours

    Physics, Earth Science, Biology and Chemistry will all be investigated with respect to what energy is, how it is generated and how it is used along with the impacts of humankind interaction with the world's resources. Laboratory required.

    Schedule Of Classes

One of the following:

  • HIST 226 - U.S. and Illinois since 1945

    HIST 226 - U.S. and Illinois since 1945

    4.00 credit hours

    An examination of major political, social and economic developments in the United States since the end of World War II to understand today's America. Early topics include the Cold War and American prosperity, Civil Rights movements by African Americans and others, and the Vietnam War. Later topics include the collapse of the New Deal coalition, conservative responses to social upheaval, the shift from an industrial economy to a service economy and America's role in the world since the Cold War's end. Special attention is given to linking the broader current of American history to Illinois.

    Schedule Of Classes

  • HIST 224 - U.S. and Illinois from 1865–1945

    HIST 224 - U.S. and Illinois from 1865–1945

    4.00 credit hours

    An examination of the major political, social and economic developments in the United States from the end of the Civil War to the end of World War II in order to understand the creation of modern America. During this critical period, the United States was transformed from a rural nation of farmers into a nation of urban-industrial workers. In the late nineteenth century, America had little involvement in foreign affairs, but by 1945, it was the world's most powerful nation. Special attention is given to linking the broader current of American history to Illinois.

    Schedule Of Classes

Special Education Courses

  • SPED 225 - Special Education, Disability Law and Policy

    SPED 225 - Special Education, Disability Law and Policy

    4.00 credit hours

    Understand the historical and legal foundations of special education. Examine current legislation, regulations, policies, litigation and ethical issues, including least restrictive environment, and due process for individuals with all types of disabilities across the age range.

    Schedule Of Classes

  • SPED 227 - Collaboration With Families, Caregivers, Professionals and Community

    SPED 227 - Collaboration With Families, Caregivers, Professionals and Community

    4.00 credit hours

    Utilizing a family-centric approach to collaboration with all stakeholders including professionals (paraprofessionals, faculty, staff, related service providers) and community (adult-service providers, employers) to maximize all planning (IEPs, transition, etc) in order to ensure optimal opportunities for teamwork. Understand how to build and maintain collaborative relationships to foster cognitive, linguistic, physical, and social-emotional development. Work as a team member with professional colleagues, students, parents/guardians and community members.

    Schedule Of Classes

  • SPED 300 - Assistive Technology for Exceptional Diverse Learners With High and Low Incidence Disabilities

    SPED 300 - Assistive Technology for Exceptional Diverse Learners With High and Low Incidence Disabilities

    2.00 credit hours

    Examine an array of assistive technology tools and products that support classroom learning and facilitate participation across educational settings for students with high and low incidence disabilities. Understand laws and processes related to assistive technology under the Individuals with Disabilities Education Act.

    Schedule Of Classes

  • SPED 308 - Social Emotional Learning Interventions for the Classroom and Individual

    SPED 308 - Social Emotional Learning Interventions for the Classroom and Individual

    4.00 credit hours

    Examine the different evidence-based person-centered behavioral interventions including Applied Behavior Analysis (ABA), Pivotal Response Treatment (PRT), Floor Time, Picture Exchange Communication System (PECS), Cognitive Behavioral Therapy (CBT) and Mindfulness for self-regulation as well as classroom evidence-based behavior management PBIS protocols including CHAMPS and Token Economy Systems. Know how to collect and analyze behavioral data. Understand how to conduct a Functional Behavior Analysis (FBA) and create a Behavior Intervention Plan (BIP).

    Schedule Of Classes

  • SPED 340 - Teaching and Communication, Reading and Writing to Exceptional Culturally Diverse Learners

    SPED 340 - Teaching and Communication, Reading and Writing to Exceptional Culturally Diverse Learners

    4.00 credit hours

    Examine language development among English Language Learners and Limited English Proficiency as well as language-based developmental delay. Understand how disability may affect the acquisition of communication, reading and writing skills. Understand how to utilize curriculum-based measurement (CBM) to assess and use evidence-based protocols and curricula to teach communication, reading and writing to exceptional diverse learners. Differentiate instruction and assessment. Create a culturally competent learning environment in which ELL/LEP exceptional diverse learners develop communication, reading and writing skills.

    Schedule Of Classes

  • SPED 345 - Teaching Math to Exceptional Diverse Learners

    SPED 345 - Teaching Math to Exceptional Diverse Learners

    4.00 credit hours

    Evaluate methods, assessment strategies and adaptations, modifications and interventions in math for exceptional diverse learners. Design effective instruction and utilize evidence-based strategies for teaching math to exceptional diverse learners. Examine how to identify math learning disability and dyscalculia. Understand neurological differences that affect mathematics learning as well as other factors that impact math learning including gender, cultural background, language proficiency and socio-economic status, as well as other variables.

    Schedule Of Classes

  • SPED 450 - Teaching Exceptional Diverse Learners with High Incidence Disabilities

    SPED 450 - Teaching Exceptional Diverse Learners with High Incidence Disabilities

    4.00 credit hours

    Evaluate methodologies and strategies, for teaching exceptional diverse learners with mild to moderate high incidence disabilities. Through a cross-categorical lens, understand the characteristics of mid-to-moderate disabilities and how to accommodate and modify curriculum. Understand curriculum-based measurement (CBM) for assessment. Examine motivation in the context of cultural, linguistic and exceptional diverse learners.

    Schedule Of Classes

  • SPED 455 - Teaching Exceptional Learners with Moderate to Severe Low Incidence Disabilities

    SPED 455 - Teaching Exceptional Learners with Moderate to Severe Low Incidence Disabilities

    4.00 credit hours

    Examine the characteristics and development exceptional learners with moderate to severe low incidence disabilities. Understand personalized curricula development, instructional methods, alternative assessment and create instructional and related services support to advocate for and facilitate learning equity across environmental and educational settings. Evaluate the roles of federal, state and local education agencies in providing services.

    Schedule Of Classes

  • SPED 466 - Transition to Postsecondary Options

    SPED 466 - Transition to Postsecondary Options

    4.00 credit hours

    Plans and implements transition programs appropriate to the age and skill level of the student. Evaluates best practices for post-secondary transition to higher education, work or community options with an emphasis on self-determined, person-centered transition. Understands and implements extant curricula and effective collaboration with all stakeholders. With knowledge of issues and trends in special education across the life span, collaborates with the student, family, adult services and other stakeholders to expertly create a path to transition through IEP transition SMART goals.

    Schedule Of Classes

Special Education Field Experiences

Education Residency

  • EDUC 494 - Residency Seminar

    EDUC 494 - Residency Seminar

    4.00 credit hours

    This seminar engages students to expand their knowledge and skills in topics such as engaging instruction, effective assessment, data driven decision-making, parent communication and analysis and reflection on instruction. Focus is given to all tasks of the Teacher Performance Assessment (TPA). Additionally, attention is given to aspects of professional development, professional service and community involvement.

    Schedule Of Classes

  • EDUC 496 - Student Teaching Residency

    EDUC 496 - Student Teaching Residency

    8.00 credit hours

    A five-day per week, full day student teaching experience in an elementary, MS or HS classroom. Candidates assume all of the responsibilities of teaching (planning, instruction, assessment, record keeping, etc.) using a co-teaching model building up to full responsibility. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

    Schedule Of Classes

Students must demonstrate elementary competence in a foreign language. For more information, see the B.A. Degree Requirements within the Academic Regulations section of this catalog.

English Language Learner Minor

Teacher candidates earning an initial teaching license at North Central College may elect to add a minor in English Language Learning leading to an endorsement by taking an additional six courses. Adding the English as a Second Language endorsement allows candidates to teach in ESL programs in grades Kindergarten through 12. Electing to add the ELL minor may require a student to take more than 128 credit hours at NCC.

For additional programs and courses in this department, see Education.

  • EDUC 383 - Methods and Materials to Teach English Language Learners

    EDUC 383 - Methods and Materials to Teach English Language Learners

    4.00 credit hours

    Focuses on methods, approaches and materials used in the teaching of English as a second language. Methods of teaching different language skills as well as theories and practices to differentiate instruction to respond to K-12 English language learners' needs are introduced. Students are engaged in developing, implementing and evaluating lesson plans and materials.

    Schedule Of Classes

  • EDUC 384 - Practicum in Teaching English Language Learners

    EDUC 384 - Practicum in Teaching English Language Learners

    1.00 credit hours

    Designed to provide students with an extended supervised field experience in an elementary, middle, or secondary school classroom with an emphasis on teaching English language learners. Students observe, assist and teach several lessons under the joint supervision of a cooperating teacher in the school and a supervisor from NCC. Required: 50 field experience hours. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

    Schedule Of Classes

  • EDUC 385 - Assessment of English Language Learners and Bilingual Students

    EDUC 385 - Assessment of English Language Learners and Bilingual Students

    2.00 credit hours

    Provides a comprehensive understanding of using assessment data to make informed decisions for the education of English language learners (ELLs). It allows the participants to become aware of critical issues related to the assessment of culturally and linguistically diverse learners. Required: 25 field experience hours.

    Schedule Of Classes

  • ENGL 270 - Foundations of Language Study

    ENGL 270 - Foundations of Language Study

    4.00 credit hours

    An introduction to linguistic principles through a study of modern English. Students examine approaches to language and linguistics: morphology, syntax, phonetics and phonology and semantics. Child language acquisition, adult second language acquisition and recent developments in neuroscience and computer science are also introduced.

    Schedule Of Classes

  • LANG 380 - Theoretical and Methodological Foundations for Teaching ELLs

    LANG 380 - Theoretical and Methodological Foundations for Teaching ELLs

    4.00 credit hours

    An overview of the theoretical foundations of ESL and bilingual education. Students are introduced to the historical, philosophical, political, social and educational issues that have contributed to models serving language minority students. A focus on second language acquisition and its impact on learning is provided. Historical trends and legal issues related to second language learning and bilingual education in the United States are discussed. Taught in English.

    Schedule Of Classes

  • LANG 382 - Cross-Cultural Studies for Teaching English Language Learners

    LANG 382 - Cross-Cultural Studies for Teaching English Language Learners

    2.00 credit hours

    Develops awareness and understanding of various cultural and linguistic factors that are important in addressing the needs of English language learners. Based on theories of cultural studies and intercultural communication, students examine and analyze behavioral expectations and learning styles of learners from different cultural backgrounds and their impact on cross-cultural teaching and learning. Includes 25 hours of clinical experience. Taught in English.

    Schedule Of Classes

    • Any foreign language course at 100-level or above (high school equivalency may not be used for this requirement)

Learning Behavior Specialist I Endorsement

Teacher candidates earning an initial teaching license at North Central College may elect to add a Learning Behavior Specialist 1 (LBS1) endorsement by taking an additional 3 courses. Adding the endorsement allows candidates to teach in special education programs at the developmental level of their initial license. Electing to add the LBS1 endorsement may require a student to take more than 128 credit hours at NCC.

For additional programs and courses in this department, see Education.

  • EDUC 432 - Characteristics of Students with Disabilities

    EDUC 432 - Characteristics of Students with Disabilities

    3.00 credit hours

    Examines the identifying characteristics of students with physical and neurological disabilities as defined under the federal Individuals with Disabilities Education Act and Section 504 of the Vocational Rehabilitation Act. Multi-Tiered Systems of Support (MTSS) and Universal Design for Learning (UDL) are studied along with the definitions of different disabilities and incidence rates. Students may not receive credit for both EDUC 432 and MEDU 532.

    Schedule Of Classes

  • EDUC 433 - Methods for Teaching Students with Disabilities

    EDUC 433 - Methods for Teaching Students with Disabilities

    3.00 credit hours

    Effective instructional methods, strategies, accommodations and modifications, in multiple content areas, as they relate to teaching K-12 students with high incidence disabilities in inclusive settings. Strategies to collaborate with colleagues and with parents/families of students with disabilities are also covered, including co-teaching, family-educator conferences and working effectively with paraprofessionals. Students may not receive credit for both EDUC 433 and MEDU 533.

    Schedule Of Classes

  • EDUC 434 - Diagnosis and Assessment of Students with Disabilities

    EDUC 434 - Diagnosis and Assessment of Students with Disabilities

    3.00 credit hours

    Prepares students in the field of education with knowledge, skills and experience related to: 1) diagnostic and educational assessment instruments and methods; 2) administration and scoring of diagnostic and educational assessments; 3) interpretation of assessment results; 4) data-based decision making regarding placement, instructional planning and evaluation of students with disabilities; 5) communication of diagnostic and educational assessment results to colleagues and parents. Students may not receive credit for both EDUC 434 and MEDU 534.

    Schedule Of Classes

Education Studies, Elementary, B.A.

The Education Department provides a path to a Bachelor of Arts degree with a major in Education Studies for students who seek to work in education settings that do not require Illinois State Board   of Education licensure. In many cases, students will seek the B.A. in Education Studies when indicators are that licensure is no longer attainable or desirable. Others may seek the B.A. as a career path to working with children and young adults in education-related careers.

Like the B.A. in Education, the B.A. in Education Studies is an experience-oriented program based on the liberal arts. The faculty of the education department is committed to the serious study of education and the promotion of professional standards to foster innovation in professional preparation. This commitment encompasses social issues such as equity and capacity-based learning.

For additional programs and courses in this department, see Education.

Professional Education Courses

Core Courses

  • EDUC 101 - Foundations of Teaching and Learning

    EDUC 101 - Foundations of Teaching and Learning

    4.00 credit hours

    Examination of the structures and processes that frame the work of teaching and learning in schools with an emphasis on equity and culturally relevant and sustainable practice. Emphasis on the impact of curricular learning standards and development of children and adolescents on teaching, learning and decision making. An overview of the profession, the Danielson Framework for Teaching, the Illinois Professional Teaching Standards, Common Core Standards and the expectations of the North Central College Teacher Education Program are introduced in this gateway course. Required: 15 field experience hours must be completed at North Central College. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks.

    Schedule Of Classes

  • EDUC 228 - Elementary Methods: Social Studies

    EDUC 228 - Elementary Methods: Social Studies

    4.00 credit hours

    Introduction to methods of teaching social studies in the elementary and middle grades classroom including instructional and assessment strategies. Emphasis on direct teaching, interactive instructional strategies and assessment strategies that develop the skills and processes needed to help elementary and middle grades students acquire foundational, conceptual and procedural knowledge.

    Schedule Of Classes

  • EDUC 235 - Educational Technology in K-12 Classroom

    EDUC 235 - Educational Technology in K-12 Classroom

    2.00 credit hours

    Introduces preservice teachers to curricular uses of computers and related technologies and applications for teaching and learning in grades K-12.

    Schedule Of Classes

  • EDUC 260 - Elementary Methods: Literacy I

    EDUC 260 - Elementary Methods: Literacy I

    4.00 credit hours

    Provides a foundational understanding of literacy and its related components. Teacher candidates are introduced to various reading and learning theories, as well as effective use of children's literature within literacy instruction. Candidates develop techniques to support students in applying their developing literacy skills to different situations, materials and ideas.

    Schedule Of Classes

  • EDUC 291 - Elementary Field Experience I

    EDUC 291 - Elementary Field Experience I

    1.00 credit hours

    Introductory experience in directed observation and participation at selected attendance centers (50 clock hours). This course is graded pass/no pass. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

    Schedule Of Classes

  • EDUC 320 - Equitable Learning Environments: Elementary

    EDUC 320 - Equitable Learning Environments: Elementary

    4.00 credit hours

    Examination of management models and strategies, as well as school policy related to discipline. There is an emphasis on teaching for equity and change. Approaches to making classrooms, curricula and instructional strategies culturally responsive are studied.

    Schedule Of Classes

  • EDUC 324 - Elementary Methods: Mathematics

    EDUC 324 - Elementary Methods: Mathematics

    4.00 credit hours

    A foundational course on the guiding principles and learning theories of teaching mathematics at the elementary and middle school levels. Emphasis is on the application of research-based instructional strategies that facilitate students' conceptual understanding, procedural fluency and mathematical reasoning skills in the mathematics classroom.

    Schedule Of Classes

  • EDUC 326 - Elementary Methods: Science

    EDUC 326 - Elementary Methods: Science

    4.00 credit hours

    Introduction to methods for teaching science in elementary and middle grades classrooms including instruction and assessment strategies. Emphasis on differentiated instruction, indirect teaching methods and teaching and assessment strategies that facilitate high level learning.

    Schedule Of Classes

  • EDUC 330 - Teaching Students With Disabilities

    EDUC 330 - Teaching Students With Disabilities

    4.00 credit hours

    Examines issues and current trends within inclusive and special education as well asoverviews the characteristics of persons with disabilities including multi-cultural perspectives and legal issues. Explores instructional models and methods that have empirical support for their effectiveness in addressing the learning needs of students at-risk for or with identified disabilities. Emphasis is placed on the importance and challenges associated with the role of general educator within inclusive classrooms. Candidates also explores the selection, adaptation and development of instructional supports related to lesson design, presentation, materials, assignments and assessment/evaluation. This course includes 15 hours of required field experience.

    Schedule Of Classes

  • EDUC 460 - Elementary Methods-Literacy II

    EDUC 460 - Elementary Methods-Literacy II

    4.00 credit hours

    Prepares teacher candidates to know, understand, and use concepts from reading, language and child development to teach various literacy skills to students in elementary and middle grades. Candidates will develop techniques to support students in applying their developing literacy skills to different situations, materials and ideas. This includes a focus on writing, speaking and listening skills within the literacy curriculum.

    Schedule Of Classes

  • EDUC 391 - Elementary Field Experience II

    EDUC 391 - Elementary Field Experience II

    1.00 credit hours

    Directed observation and participation experience at selected attendance centers (50 clock hours). Focus on individual, small group and whole group teaching. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

    Schedule Of Classes

  • EDUC 401 - Elementary Assessment of Learning

    EDUC 401 - Elementary Assessment of Learning

    4.00 credit hours

    Principles, methods and techniques of assessing learning of elementary school students that communicates progress and achievement to students and parents and informs teacher decision-making.

    Schedule Of Classes

  • EDUC 411 - Equity and Access in Systems of Education

    EDUC 411 - Equity and Access in Systems of Education

    4.00 credit hours

    Students examine and analyze their role as an advocate for equity in systems of education. Drawing from leadership perspectives, students investigate educational theories and practices instituted locally, nationally and globally. The goal of this course is to assist students to both understand these systems and develop the knowledge and skills to be agents of change.

    Schedule Of Classes

  • EDUC 491 - Elementary Field Experience III

    EDUC 491 - Elementary Field Experience III

    1.00 credit hours

    Provides students with an extended field experience in elementary school classroom. Students complete 75 hours of supervised field work applying research-based methods and techniques to actual teaching situations under the joint supervision of the cooperating classroom teacher and the NCC supervisor. While 75 hours are required for this field experience, candidates will complete 20-25 hours in placements prior to the start of NCC's academic term in order to experience start of school activities. This course is graded pass/no pass. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

    Schedule Of Classes

  • PSYC 100 - Psychology: Science of Behavior

    PSYC 100 - Psychology: Science of Behavior

    4.00 credit hours

    An examination of the basic concepts, processes, theories and empirical findings concerning the behavior of organisms. Consideration is given to the following topics: physiological and developmental basis of behavior, sensory and perceptual processes, states of consciousness, learning and memory, and motivation and emotion, as well as personality, intellectual functioning, psychopathology, and social influences on behavior. Community engaged learning and/or an active research experience is used to further student understanding of course topics. Gateway course.

    Schedule Of Classes

Eight credits from one of the following:

  • EDUC 496 - Student Teaching Residency

    EDUC 496 - Student Teaching Residency

    8.00 credit hours

    A five-day per week, full day student teaching experience in an elementary, MS or HS classroom. Candidates assume all of the responsibilities of teaching (planning, instruction, assessment, record keeping, etc.) using a co-teaching model building up to full responsibility. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

    Schedule Of Classes

  • EDUC 498 - Internship

    EDUC 498 - Internship

    0.00-12.00 credit hours

    Directed internship experience in educational settings.

    Schedule Of Classes

  • EDUC 499 - Independent Study

    EDUC 499 - Independent Study

    1.00-12.00 credit hours

    Directed study under faculty supervision on topics and projects related to education.

    Schedule Of Classes

Content Preparation Courses

Science

  • ENVI 141 - Introduction to Earth Science

    ENVI 141 - Introduction to Earth Science

    4.00 credit hours

    A survey of the four sub-disciplines of earth science: astronomy, geology, meteorology and oceanography. The processes and features related to the Earth's surface, interior, atmosphere, oceans and astronomical surroundings are actively investigated. Discussions of the interrelationships among the sub-disciplines are included. Laboratory required.

    Schedule Of Classes

One of the following:

  • BIOL 104 - Human Biology

    BIOL 104 - Human Biology

    4.00 credit hours

    An introduction to the fundamental concepts in biology through the study of human beings. Connects human biology to relevant topics such as diet and nutrition, cardiovascular health, addiction, etc. Intended for students not majoring in the laboratory sciences. Includes integrated laboratory experience.

    Schedule Of Classes

  • BIOL 195 - Investigating Biology

    BIOL 195 - Investigating Biology

    4.00 credit hours

    Students and faculty work as a team to conduct an authentic course-based undergraduate research project in an area of current importance. Course content is selected to support the research project and introduces students to concepts, techniques and skills of modern biology. Class activities move fluidly among lecture, laboratory, fieldwork, discussion and problem-solving modes. Gateway to the major.

    Schedule Of Classes

  • SCIE 109 - Science Inquiry

    SCIE 109 - Science Inquiry

    4.00 credit hours

    The method of inquiry is the foundation of scientific learning. It utilizes active, conceptually oriented methods of investigation. Fundamental concepts in physical and biology sciences are explored through scientific investigation. Laboratory required.

    Schedule Of Classes

One of the following:

  • CHEM 100 - Chemistry Today

    CHEM 100 - Chemistry Today

    4.00 credit hours

    A chemistry course for non-science majors. A quest for understanding those facets of chemistry that most directly affect daily existence through a study of selected topics in inorganic, organic and biological chemistry. Does not count toward a chemistry major. May not be taken after any higher-level chemistry course. Laboratory required.

    Schedule Of Classes

  • CHEM 121 - General Chemistry I

    CHEM 121 - General Chemistry I

    4.00 credit hours

    A discussion of chemical principles through examples from the chemistry of carbon compounds and the molecules found in living systems. Major topics include atomic and electronic structure, ions, molecules, Lewis structures, VSEPR, hybridization, intermolecular forces, chromatography, equilibria, kinetics, stereochemistry and polymer chemistry. Laboratory required.

    Schedule Of Classes

  • SCIE 110 - The Science of Energy

    SCIE 110 - The Science of Energy

    4.00 credit hours

    Physics, Earth Science, Biology and Chemistry will all be investigated with respect to what energy is, how it is generated and how it is used along with the impacts of humankind interaction with the world's resources. Laboratory required.

    Schedule Of Classes

Mathematics

  • MATH 108 - Mathematics for Elementary Education III

    MATH 108 - Mathematics for Elementary Education III

    4.00 credit hours

    Continuation of MATH 107 to include Euclidean and transformational geometry, measurement and the metric system, integers, rational numbers, real numbers, decimals, percent, proportions, probability and applied statistics. Emphasis on problem solving.

    Schedule Of Classes

Social Science

  • HIST 120 - Chicago History

    HIST 120 - Chicago History

    4.00 credit hours

    This introduction to Chicago history explores the major events, people, and transformations of the metropolitan area from Indian Country to twenty-first century metropolis through historical texts, films, literature, visual art, and media related to Chicago's development. Particular attention will be paid to the following themes: politics and government; industrialization and technological change; reform and social change; labor; and racial and ethnic identities.

    Schedule Of Classes

  • HIST 150 - Global History and Geography

    HIST 150 - Global History and Geography

    4.00 credit hours

    An exploration of themes in World History and Geography through the study of maps and their evolution through the pre-modern and modern eras. Topics include the role of maps in representing religious, political, and ethnic identities, patterns of pilgrimage and trade, and the increasing power of science in reshaping forms of knowledge and global political and cultural relations.

    Schedule Of Classes

  • POLS 101 - The American Political System

    POLS 101 - The American Political System

    4.00 credit hours

    An introduction to the fundamental ideas, actors, and institutions that make up the American political system. We examine the legal and structural basis of our government, evaluate the institutions that carry out its day-to-day functions, and analyze the role the individual citizen can play in influencing governmental policy. For each subject, we engage with some of the leading perspectives in political science; we also incorporate current events and our personal experiences. This course also includes a community-engaged learning component, allowing students the opportunity to put into practice the theories they have learned in the classroom.

    Schedule Of Classes

One of the following:

  • HIST 222 - U.S. and Illinois to 1865

    HIST 222 - U.S. and Illinois to 1865

    4.00 credit hours

    An examination of the development of American society from the colonial era to the end of the Civil War. Attention to the political, social, cultural and intellectual life during the colonial period, the revolutionary era, the Early Republic and the Civil War. Special attention is given to linking the broader current of American history to Illinois.

    Schedule Of Classes

  • HIST 224 - U.S. and Illinois from 1865–1945

    HIST 224 - U.S. and Illinois from 1865–1945

    4.00 credit hours

    An examination of the major political, social and economic developments in the United States from the end of the Civil War to the end of World War II in order to understand the creation of modern America. During this critical period, the United States was transformed from a rural nation of farmers into a nation of urban-industrial workers. In the late nineteenth century, America had little involvement in foreign affairs, but by 1945, it was the world's most powerful nation. Special attention is given to linking the broader current of American history to Illinois.

    Schedule Of Classes

  • HIST 226 - U.S. and Illinois since 1945

    HIST 226 - U.S. and Illinois since 1945

    4.00 credit hours

    An examination of major political, social and economic developments in the United States since the end of World War II to understand today's America. Early topics include the Cold War and American prosperity, Civil Rights movements by African Americans and others, and the Vietnam War. Later topics include the collapse of the New Deal coalition, conservative responses to social upheaval, the shift from an industrial economy to a service economy and America's role in the world since the Cold War's end. Special attention is given to linking the broader current of American history to Illinois.

    Schedule Of Classes

Health Education

  • HTSC 220 - School Health and Methods of Physical Activity

    HTSC 220 - School Health and Methods of Physical Activity

    2.00 credit hours

    Introduces teacher education candidates to school-wide and classroom teaching philosophies and methods of health education and physical activity. Examination of adverse childhood experiences and the role of trauma informed practices in schools is addressed.

    Schedule Of Classes

The Department of Education has established the following Progression Points as ways for department faculty to ensure students are undertaking experiences needed to prepare them for the profession of teaching. Each checklist is designed to be met by teacher candidates at important points along their journey to becoming a teacher. Once all experiences of a Progression Point are met, a teacher candidate is ready to move forward in the program.

Progression Point 1: Admission to the Teacher Education Program

Course Requirements:

  • Complete EDUC 101, PSYC 100, EDUC 228, 260, and EDUC 235 with a grade of C- or above
  • Complete EDUC 291 with a grade of P

GPA Requirements: 

For full admission to the Teacher Education Program:

  • Have earned an overall cumulative GPA of 2.75 or better in all coursework taken at and transferred to North Central College
  • Have earned a GPA of 2.75 or better in all coursework taken for and transferred to the Elementary Education major

For conditional admission to the Teacher Education Program:

Conditional Admission to the Teacher Education Program allows candidates to progress in their plan of study while taking advantage of systems of support provided by the department to help ensure academic success in the Teacher Education Program.

  • Have earned an overall cumulative GPA of 2.25-2.749 in all coursework taken at and transferred to North Central College
  • Have earned a GPA of 2.25-2.749 in all coursework taken for and transferred in to the Elementary Education major

Evaluation Requirements:

Dispositions:

  • Recommendation from candidate's EDUC 101 instructor
  • Dispositions Recommendation from candidate's EDUC 228 and EDUC 260 instructor
  • Self-Assessment of dispositions at time of application to TEP

Field Experiences:

  • Field Experience Recommendation from EDUC 101
  • Mentor Teacher Recommendation from EDUC 291
  • Supervisor Recommendation from EDUC 291

Note: Teacher candidates must be admitted to the Teacher Education Program (TEP) to take EDUC courses at the 300- or 400-level.

Progression Point 2: Progression to Student Teaching Residency

Course Requirements:

  • Complete of all professional education courses for the Elementary Education major with a grade of C- or better with the exception of EDUC 494 and 496, the Student Teaching Residency course package

GPA Requirements:

Full Admission to Student Teaching Residency:

  • Have earned an overall cumulative GPA of 2.75 or greater in all courses taken at and transferred to North Central College
  • Have earned a GPA of 3.00 or better in all courses taken for and transferred in to the Elementary Education major

For conditional admission to Student Teaching Residency:

Conditional Admission to Student Teaching allows candidates to progress to student teaching while taking advantage of systems of support provided by the department to help ensure success.

  • Have earned an overall cumulative GPA of 2.25-2.749 in all coursework taken at and transferred to North Central College
  • Have earned a GPA of 2.50-2.999 in all coursework taken for and transferred in to the Elementary Education major

Recommendation Requirements:

  • Mentor Teacher Recommendations from EDUC 391 and 491
  • Supervisor Recommendations from EDUC 391 and 491
  • Practitioner Interview Recommendation (e.g., teachers and administrators)
  • Receive a recommendation from the Department of Education for Student Teaching Residency

Additional Requirements:

  • Complete the practice edTPA as required for EDUC 460 Elementary Methods-Literacy II and EDUC 401 Elementary Assessment of Learning
  • *Earn a passing Score on the ILTS Elementary content test #305

Progression Point 3: Licensure

  • *Pass EDUC 494 Student Teaching Residency Seminar and EDUC 496 Student Teaching Residency with a grade of C- or better
  • *Earn a passing Score on the edTPA teacher performance assessment
  • *Complete all other necessary requirements to earn a bachelor's degree

* Illinois State Board of Education requirement enforced by North Central College

Students must demonstrate elementary competence in a foreign language. For more information, see the B.A. Degree Requirements within the Academic Regulations section of this catalog.

Education Studies, Secondary, B.A.

The Education Department provides a path to a Bachelor of Arts degree with a major in Education Studies for students who seek to work in education settings that do not require Illinois State Board of Education licensure. In many cases, students will seek the B.A. in Education Studies when indicators are that licensure is no longer attainable or desirable. Others may seek the B.A. as a career path to working with children and young adults in education-related careers.

Like the B.A. in Education, the B.A. in Education Studies is an experience-oriented program based on the liberal arts. The faculty of the education department is committed to the serious study of education and the promotion of professional standards to foster innovation in professional preparation. This commitment encompasses social issues such as equity and capacity-based learning.

For additional programs and courses in this department, see Education.

Core Courses

  • EDUC 101 - Foundations of Teaching and Learning

    EDUC 101 - Foundations of Teaching and Learning

    4.00 credit hours

    Examination of the structures and processes that frame the work of teaching and learning in schools with an emphasis on equity and culturally relevant and sustainable practice. Emphasis on the impact of curricular learning standards and development of children and adolescents on teaching, learning and decision making. An overview of the profession, the Danielson Framework for Teaching, the Illinois Professional Teaching Standards, Common Core Standards and the expectations of the North Central College Teacher Education Program are introduced in this gateway course. Required: 15 field experience hours must be completed at North Central College. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks.

    Schedule Of Classes

  • EDUC 200 - Introduction to HS/MS/K12 Teaching

    EDUC 200 - Introduction to HS/MS/K12 Teaching

    4.00 credit hours

    Introduction to HS/MS/K12 instructional and assessment strategies. Emphasis on lesson planning and strategies that develop the skills and processes needed to help high school, middle school, and K-12 students acquire foundational, conceptual and procedural knowledge. Includes instruction in appropriate use of technology in high school, middle school, and K-12 classrooms.

    Schedule Of Classes

  • EDUC 290 - HS/MS/K12 Field Experience I

    EDUC 290 - HS/MS/K12 Field Experience I

    1.00 credit hours

    Introductory experience in directed observation and participation at selected attendance centers (50 clock hours). This course is graded pass/no pass. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

    Schedule Of Classes

  • EDUC 322 - Equitable Learning Environments: HS/MS

    EDUC 322 - Equitable Learning Environments: HS/MS

    2.00 credit hours

    Examination of management models and strategies, as well as school policy related to discipline. There is an emphasis on teaching for equity and change. Approaches to making classrooms, curricula and instructional strategies culturally responsive are studied.

    Schedule Of Classes

  • EDUC 330 - Teaching Students With Disabilities

    EDUC 330 - Teaching Students With Disabilities

    4.00 credit hours

    Examines issues and current trends within inclusive and special education as well asoverviews the characteristics of persons with disabilities including multi-cultural perspectives and legal issues. Explores instructional models and methods that have empirical support for their effectiveness in addressing the learning needs of students at-risk for or with identified disabilities. Emphasis is placed on the importance and challenges associated with the role of general educator within inclusive classrooms. Candidates also explores the selection, adaptation and development of instructional supports related to lesson design, presentation, materials, assignments and assessment/evaluation. This course includes 15 hours of required field experience.

    Schedule Of Classes

  • EDUC 360 - HS/MS Content Area Literacies

    EDUC 360 - HS/MS Content Area Literacies

    4.00 credit hours

    Examines the current research, curricular goals and methods of effectively teaching literacy learning in 6-12 classrooms. Preservice teachers develop an understanding of the reading process, demands of academic literacies and characteristics of adolescent learners. Students are exposed to targeted reading instructions for struggling adolescent readers as well as readers from linguistic and culturally diverse backgrounds and apply strategies for teaching reading within their specific disciplines.

    Schedule Of Classes

  • EDUC 390 - HS/MS/K12 Field Experience II

    EDUC 390 - HS/MS/K12 Field Experience II

    1.00 credit hours

    Directed observation and participation experience at selected attendance centers (50 clock hours). Focus on individual, small group and whole group teaching. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

    Schedule Of Classes

  • EDUC 403 - HS/MS Assessment of Learning

    EDUC 403 - HS/MS Assessment of Learning

    2.00 credit hours

    Principles, methods and techniques of assessing learning of High School and Middle School students that communicates progress and achievement to students and parents as well as informs teacher decision making.

    Schedule Of Classes

  • EDUC 411 - Equity and Access in Systems of Education

    EDUC 411 - Equity and Access in Systems of Education

    4.00 credit hours

    Students examine and analyze their role as an advocate for equity in systems of education. Drawing from leadership perspectives, students investigate educational theories and practices instituted locally, nationally and globally. The goal of this course is to assist students to both understand these systems and develop the knowledge and skills to be agents of change.

    Schedule Of Classes

  • EDUC 490 - HS/MS/K12 Field Experience III

    EDUC 490 - HS/MS/K12 Field Experience III

    1.00 credit hours

    Provides students with an extended field experience in a MS or HS classroom in the student's major content area (art, English, foreign language, mathematics, music, science, or social studies). Students complete 75 hours of supervised field work applying research-based methods and techniques to actual teaching situations under the joint supervision of the cooperating classroom teacher and the NCC supervisor. While 75 hours are required for this field experience, candidates will complete 20-25 hours in placements prior to the start of NCC's academic term in order to experience start of school activities. This course is graded pass/no pass. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

    Schedule Of Classes

  • PSYC 100 - Psychology: Science of Behavior

    PSYC 100 - Psychology: Science of Behavior

    4.00 credit hours

    An examination of the basic concepts, processes, theories and empirical findings concerning the behavior of organisms. Consideration is given to the following topics: physiological and developmental basis of behavior, sensory and perceptual processes, states of consciousness, learning and memory, and motivation and emotion, as well as personality, intellectual functioning, psychopathology, and social influences on behavior. Community engaged learning and/or an active research experience is used to further student understanding of course topics. Gateway course.

    Schedule Of Classes

One of the following:

  • EDUC 438 - HS/MS Methods: Art

    EDUC 438 - HS/MS Methods: Art

    4.00 credit hours

    Current research and methods of teaching visual arts at the HS and MS level are explored. Postmodern principles, multiple media and technological processes are applied to content areas. Art education students develop interdisciplinary lesson plans that improve students' expressive and analytical capacities.

    Schedule Of Classes

  • EDUC 440 - HS/MS Methods: English

    EDUC 440 - HS/MS Methods: English

    4.00 credit hours

    Current research and methods of teaching English (literature, composition and language) at the high school and middle school level are explored. Consideration is given to such issues as instructional planning in a multicultural setting, teaching reading in the content areas and writing across the curriculum.

    Schedule Of Classes

  • EDUC 442 - K12 Methods: World Languages

    EDUC 442 - K12 Methods: World Languages

    4.00 credit hours

    Current research and methods of teaching foreign languages at the HS, MS and elementary school levels are explored.

    Schedule Of Classes

  • EDUC 444 - HS/MS Methods: Mathematics

    EDUC 444 - HS/MS Methods: Mathematics

    4.00 credit hours

    Current research and methods of teaching mathematics at the HS and MS level are explored. Consideration is given to such issues as instructional planning in a multicultural setting, teaching reading in the content areas and writing across the curriculum.

    Schedule Of Classes

  • EDUC 446 - HS/MS Methods: Science

    EDUC 446 - HS/MS Methods: Science

    4.00 credit hours

    Current research and methods of teaching science (biology, chemistry and physics) at the HS and MS level are explored.

    Schedule Of Classes

  • EDUC 448 - HS/MS Methods: Social Studies

    EDUC 448 - HS/MS Methods: Social Studies

    4.00 credit hours

    Current research and methods of teaching social studies at the HS and MS level are explored.

    Schedule Of Classes

Additional Requirements

Eight credits from one of the following:

  • EDUC 496 - Student Teaching Residency

    EDUC 496 - Student Teaching Residency

    8.00 credit hours

    A five-day per week, full day student teaching experience in an elementary, MS or HS classroom. Candidates assume all of the responsibilities of teaching (planning, instruction, assessment, record keeping, etc.) using a co-teaching model building up to full responsibility. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

    Schedule Of Classes

  • EDUC 498 - Internship

    EDUC 498 - Internship

    0.00-12.00 credit hours

    Directed internship experience in educational settings.

    Schedule Of Classes

  • EDUC 499 - Independent Study

    EDUC 499 - Independent Study

    1.00-12.00 credit hours

    Directed study under faculty supervision on topics and projects related to education.

    Schedule Of Classes

The Department of Education has established the following Progression Points as ways for department faculty to ensure students are undertaking experiences needed to prepare them for the profession of teaching. Each checklist is designed to be met by teacher candidates at important points along their journey to becoming a teacher. Once all experiences of a Progression Point are met, a teacher candidate is ready to move forward in the program.

Progression Point 1: Admission to the Teacher Education Program

Course Requirements:

  • Complete EDUC 101, PSYC 100 and EDUC 200 with a grade of C- or above
  • Complete EDUC 290 with a grade of P

GPA Requirements: 

For full admission to the Teacher Education Program:

  • Have earned an overall cumulative GPA of 2.75 or better in all coursework taken at and transferred to North Central College
  • Have earned a GPA of 2.75 or better in all coursework taken for and transferred in to the Secondary Education major
  • Have earned a GPA of 2.50 or better in all coursework taken for and transferred in to the content area major (min. 16 credit hours)

For conditional admission to the Teacher Education Program:

Conditional Admission to the Teacher Education Program allows candidates to progress in their plan of study while taking advantage of systems of support provided by the department to help ensure academic success in the Teacher Education Program.

  • Have earned an overall cumulative GPA of 2.25-2.749 in all coursework taken at and transferred to North Central College
  • Have earned a GPA of 2.25-2.749 in all coursework taken for and transferred in to the Secondary Education major
  • Have earned a GPA of 2.00-2.50 in all coursework taken for and transferred in to the content area major (min. 16 credit hours)

Evaluation Requirements:

Dispositions:

  • Recommendation from candidate's EDUC 101 instructor
  • Dispositions Recommendation from full-time faculty member in candidate's content major
  • Self-assessment of dispositions at time of application to TEP

Field Experiences:

  • Field Experience Recommendation from EDUC 101
  • Mentor Teacher Recommendation from EDUC 290
  • Supervisor Recommendation from EDUC 290

Progression Point 2: Progression to Student Teaching Residency

Course Requirements:

  • Complete of all professional education courses for the Secondary Education major with a grade of C- or better with the exception of EDUC 494 and 496, the Student Teaching Residency course package
  • Complete all courses for the content area major

GPA Requirements:

For full admission to Student Teaching Residency:

  • Have earned an overall cumulative GPA of 2.75 or greater in all coursework taken at and transferred to North Central College
  • Have earned a GPA of 3.00 or better in all coursework taken for and transferred in to the Secondary Education major
  • Have earned a GPA of 2.50 or better in all coursework taken for and transferred in to the content area major

For conditional admission to Student Teaching Residency:

Conditional Admission to Student Teaching allows candidates to progress to student teaching while taking advantage of systems of support provided by the department to help ensure success.

  • Have earned an overall cumulative GPA of 2.25-2.749 in all coursework taken at and transferred to North Central College
  • Have earned a GPA of 2.50-2.999 in all coursework taken for and transferred in to the Secondary Education major
  • Have earned a GPA of 2.00-2.499 in all coursework taken for and transferred in to the content area major (min. 16 credit hours)

Recommendation Requirements:

  • Mentor Teacher Recommendations from EDUC 390 and 490
  • Supervisor Recommendations from EDUC 390 and 490
  • Practitioner Interview Recommendation, if assigned
  • Receive a recommendation from the Department of Education for Student Teaching Residency

Additional Requirements:

  • Complete the practice edTPA as required for EDUC 4XX HS/MS Methods:<Content Area> and EDUC 403 HS/MS Assessment of Learning
  • *Earn a passing Score on the appropriate ILTS content test
    (ENGL: 207; MATH: 208; BIOL: 105 or 239; CHEM: 106 or 240; PHYSICS: 116 or 243; HIST: 246; CHIN: 126 or 251; FREN: 252, GERM: 253; SPAN 260).

Progression Point 3: Licensure

  • *Pass EDUC 494 Student Teaching Residency Seminar, and EDUC 496 Student Teaching Residency with a grade of C- or better
  • *Earn a passing Score on the edTPA teacher performance assessment
  • *Complete all other necessary requirements to earn a bachelor's degree

* Illinois State Board of Education requirement enforced by North Central College

Students must demonstrate elementary competence in a foreign language. For more information, see the B.A. Degree Requirements within the Academic Regulations section of this catalog.

NOTE: This page contains all of the regular course descriptions for this discipline or program. Academic credit for each course is noted in parenthesis after the course title. Prerequisites (if any) and the general education requirements, both Core and All-College Requirements (ACRs), which each course fulfills (if any) are noted following each course description. Not all courses are offered every year. Check Merlin, our searchable course schedule, to see which courses are being offered in upcoming semesters.

EDUC 101 - Foundations of Teaching and Learning

4.00 credit hours

Examination of the structures and processes that frame the work of teaching and learning in schools with an emphasis on equity and culturally relevant and sustainable practice. Emphasis on the impact of curricular learning standards and development of children and adolescents on teaching, learning and decision making. An overview of the profession, the Danielson Framework for Teaching, the Illinois Professional Teaching Standards, Common Core Standards and the expectations of the North Central College Teacher Education Program are introduced in this gateway course. Required: 15 field experience hours must be completed at North Central College. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks.

Prerequisite(s): Background check and Tuberculosis test.

Cardinal Directions Designation(s): Social Science, U.S. Power Structures, Community Engaged Learning.
iCon(s): Challenging Inequity.

EDUC 196 - Foundational Field Experience

0.00 credit hours

Directed field experience in educational settings for students transferring in EDUC 101 equivalent. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

Prerequisite(s): EDUC 101 or concurrent enrollment.

EDUC 200 - Introduction to HS/MS/K12 Teaching

4.00 credit hours

Introduction to teaching methods including instructional and assessment strategies. Emphasis on direct teaching, interactive instructional strategies and assessment strategies that develop the skills and processes needed to help K-12 students acquire foundational, conceptual and procedural knowledge.

Prerequisite(s): EDUC 101 or EDUC 196; PSYC 100. Concurrent enrollment in EDUC 290.

EDUC 228 - Elementary Methods: Social Studies

4.00 credit hours

Introduction to methods of teaching social studies in the elementary classroom including instructional and assessment strategies. Emphasis on direct teaching, interactive instructional strategies and assessment strategies that develop the skills and processes needed to help elementary students acquire foundational, conceptual and procedural knowledge.

Prerequisite(s): EDUC 101 or EDUC 196; PSYC 100 and a U.S. History course. Concurrent enrollment in EDUC 260 and EDUC 291.

EDUC 235 - Educational Technology in K-12 Classroom

2.00 credit hours

Introduces preservice teachers to curricular uses of computers and related technologies and applications for teaching and learning in grades K-12.

Prerequisite(s): EDUC 101 or concurrent enrollment.

EDUC 260 - Elementary Methods: Literacy I

4.00 credit hours

Provides a foundational understanding of literacy and its related components. Teacher candidates are introduced to various reading and learning theories, as well as effective use of children’s literature within literacy instruction. Candidates develop techniques to support students in applying their developing literacy skills to different situations, materials and ideas.

Prerequisite(s): EDUC 101 or EDUC 196; PSYC 100. Concurrent enrollment in EDUC 228 and EDUC 291.

EDUC 290 - HS/MS/K12 Field Experience I

1.00 credit hours

Introductory experience in directed observation and participation at selected attendance centers (50 clock hours). This course is graded pass/no pass. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

Prerequisite(s): Concurrent enrollment in EDUC 200.

EDUC 291 - Elementary Field Experience I

1.00 credit hours

Introductory experience in directed observation and participation at selected attendance centers (50 clock hours). This course is graded pass/no pass. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

Concurrent enrollment in EDUC 228 and EDUC 260 or MUED 351.

EDUC 297 - Internship

0.00-12.00 credit hours

Directed internship experience in educational settings.

EDUC 299 - Independent Study

1.00-12.00 credit hours

Directed study under faculty supervision on topics and projects related to education.

EDUC 320 - Equitable Learning Environments: Elementary

4.00 credit hours

Examination of management models and strategies, as well as school policy related to discipline. There is an emphasis on teaching for equity and change. Approaches to making classrooms, curricula and instructional strategies culturally responsive are studied.

Prerequisite(s): Education majors: Admission to the Teacher Education Program. Concurrent enrollment in EDUC 324, EDUC 326 and EDUC 391. Non-Education majors: Junior Standing.

Cardinal Directions Designation(s): Ethical Dimensions, U.S. Power Structures.
iCon(s): Challenging Inequity.

EDUC 322 - Equitable Learning Environments: HS/MS

4.00 credit hours

Examination of management models and strategies, as well as school policy related to discipline. There is an emphasis on teaching for equity and change. Approaches to making classrooms, curricula and instructional strategies culturally responsive are studied.

Prerequisite(s): Education majors: Admission to the Teacher Education Program. Concurrent enrollment in EDUC 360 and EDUC 390. Non-Education majors: Junior standing.

Cardinal Directions Designation(s): Ethical Dimensions, U.S. Power Structures.
iCon(s): Challenging Inequity.

EDUC 324 - Elementary Methods: Mathematics

4.00 credit hours

A foundational course on the guiding principles and learning theories of teaching mathematics at the elementary and MS levels. Emphasis is on the application of research-based instructional strategies that facilitate students’ conceptual understanding, procedural fluency and mathematical reasoning skills in the mathematics classroom.

Prerequisite(s): MATH 108. Concurrent enrollment in EDUC 320, EDUC 326 and EDUC 391.

EDUC 326 - Elementary Methods: Science

4.00 credit hours

Introduction to methods for teaching science in elementary school classrooms including instruction and assessment strategies. Emphasis on differentiated instruction, indirect teaching methods and teaching and assessment strategies that facilitate high level learning.

Prerequisite(s): Admission to the Teacher Education Program and one laboratory science. Concurrent enrollment in EDUC 320, EDUC 324 and EDUC 391.

EDUC 330 - Teaching Students With Disabilities

4.00 credit hours

Examines issues and current trends within inclusive and special education as well asoverviews the characteristics of persons with disabilities including multi-cultural perspectives and legal issues. Explores instructional models and methods that have empirical support for their effectiveness in addressing the learning needs of students at-risk for or with identified disabilities. Emphasis is placed on the importance and challenges associated with the role of general educator within inclusive classrooms. Candidates also explores the selection, adaptation and development of instructional supports related to lesson design, presentation, materials, assignments and assessment/evaluation. This course includes 15 hours of required field experience.

Prerequisite(s): Admission to the Teacher Education Program.

EDUC 331 - Elementary Methods: Art

4.00 credit hours

An interactive study of art education issues and practices for the elementary portion of K-12 Art Teacher certification. Through discussion, observation and modeling, students use state goals and curricula to develop a meaningful, integrated art program. The focus is on sequential skill building, expressive content lessons and teaching strategies based on the physical, social and emotional needs of the grades 1-6 student.

Prerequisite(s): Admission to the Teacher Education Program, ARTD 107,  ARTD 120 and ARTD 160. Concurrent enrollment in EDUC 332.

EDUC 332 - Elementary Field Experience: Art

1.00 credit hours

Provides students with an extended field experience in an elementary school art classroom supervised jointly by an NCC supervisor and the classroom teacher. Students complete 50 hours of supervised field work, applying research-based methods to actual teaching situations in the elementary school setting. At least twice during the term, an NCC supervisor observes the students as they conduct lessons and conducts a follow up conference in which the student and supervisor evaluate and discuss the lesson. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

Prerequisite(s): Admission to the Teacher Education Program. Concurrent enrollment in EDUC 331.

EDUC 338 - HS/MS Methods: Art

4.00 credit hours

Current research and methods of teaching visual arts at the HS and MS level are explored. Postmodern principles, multiple media and technological processes are applied to content areas. Art education students develop interdisciplinary lesson plans that improve students’ expressive and analytical capacities.

Prerequisite(s): Admission to the Teacher Education Program, EDUC 322 and EDUC 360. Concurrent enrollment in EDUC 403 and EDUC 490.
Cardinal Directions Designation(s): Arts, Writing Intensive.

EDUC 340 - HS/MS Methods: English

4.00 credit hours

Current research and methods of teaching English (literature, composition and language) at the high school and middle school level are explored. Consideration is given to such issues as instructional planning in a multicultural setting, teaching reading in the content areas and writing across the curriculum.

Prerequisite(s): Admission to the Teacher Education Program, EDUC 322 and EDUC 360. Concurrent enrollment in EDUC 403 and EDUC 490.
Cardinal Directions Designation(s): Arts, Writing Intensive.

EDUC 342 - K12 Methods: World Languages

4.00 credit hours

Current research and methods of teaching foreign languages at the HS, MS and elementary school levels are explored.

Prerequisite(s): Admission to the Teacher Education Program, EDUC 322 and EDUC 360. Concurrent enrollment in EDUC 403 and EDUC 490.
Cardinal Directions Designation(s): Writing Intensive.

EDUC 344 - HS/MS Methods: Mathematics

4.00 credit hours

Current research and methods of teaching mathematics at the HS and MS level are explored. Consideration is given to such issues as instructional planning in a multicultural setting, teaching reading in the content areas and writing across the curriculum.

Prerequisite(s): Admission to the Teacher Education Program, EDUC 322 and EDUC 360. Concurrent enrollment in EDUC 403 and EDUC 490.
Cardinal Directions Designation(s): Writing Intensive.

EDUC 346 - HS/MS Methods: Science

4.00 credit hours

Current research and methods of teaching science (biology, chemistry and physics) at the HS and MS level are explored.

Prerequisite(s): Admission to the Teacher Education Program, EDUC 322 and EDUC 360. Concurrent enrollment in EDUC 403 and EDUC 490.
Cardinal Directions Designation(s): Writing Intensive.

EDUC 348 - HS/MS Methods: Social Studies

4.00 credit hours

Current research and methods of teaching social studies at the HS and MS level are explored.

Prerequisite(s): Admission to the Teacher Education Program, EDUC 322 and EDUC 360. Concurrent enrollment in EDUC 403 and EDUC 490.
Cardinal Directions Designation(s): Writing Intensive.

EDUC 360 - HS/MS Content Area Literacies

4.00 credit hours

Examines the current research, curricular goals and methods of effectively teaching literacy learning in 6-12 classrooms. Preservice teachers develop an understanding of the reading process, demands of academic literacies and characteristics of adolescent learners. Students are exposed to targeted reading instructions for struggling adolescent readers as well as readers from linguistic and culturally diverse backgrounds and apply strategies for teaching reading within their specific disciplines.

Prerequisite(s): Admission to the Teacher Education Program. Concurrent enrollment in EDUC 322 and EDUC 390.
iCon(s): Being Human.

EDUC 362 - Elementary Methods-Literacy II

4 credit hours

Prepares teacher candidates to know, understand and use concepts from reading, language and child development to teach various literacy skills to students in elementary grades. Candidates will develop techniques to support students in applying their developing literacy skills to different situations, materials and ideas. This includes a focus on writing, speaking and listening skills within the literacy curriculum.

Prerequisite(s): Admission to the Teacher Education Program, EDUC 320, EDUC 324 and EDUC 326. Concurrent enrollment in EDUC 401 and EDUC 491. 
Cardinal Directions Designation(s): Writing Intensive.

EDUC 372 - Writing Related to Reading

4.00 credit hours

Focuses on the connection between reading and writing. Writing is viewed as both a product and a process.

Prerequisite(s): EDUC 260.

EDUC 383 - Methods and Materials to Teach English Language Learners

4.00 credit hours

Focuses on methods, approaches and materials used in the teaching of English as a second language. Methods of teaching different language skills as well as theories and practices to differentiate instruction to respond to K-12 English language learners’ needs are introduced. Students are engaged in developing, implementing and evaluating lesson plans and materials.

Prerequisite(s): LANG 380. Concurrent enrollment in EDUC 384.

EDUC 384 - Practicum in Teaching English Language Learners

1.00 credit hours

Designed to provide students with an extended supervised field experience in an elementary, middle, or secondary school classroom with an emphasis on teaching English language learners. Students observe, assist and teach several lessons under the joint supervision of a cooperating teacher in the school and a supervisor from NCC. Req: 50 field experience hours. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

Prerequisite(s): Admission to the Teacher Education Program. Concurrent Enrollment in EDUC 383.

EDUC 385 - Assessment of English Language Learners and Bilingual Students

2.00 credit hours

Provides a comprehensive understanding of using assessment data to make informed decisions for the education of English language learners (ELLs). It allows the participants to become aware of critical issues related to the assessment of culturally and linguistically diverse learners. Req.: 25-hour field experience.

Prerequisite(s): Admission to the Teacher Education Program.

EDUC 386 - Methods and Materials for Teaching in Bilingual Classrooms

4.00 credit hours

Focuses on language teaching methods and classroom materials for use with English Language Learners (ELLs) in K-12 Bilingual classrooms. Methods of teaching listening, speaking, reading and writing are presented and practiced. Methods for integrating the teaching of language and academic content are introduced and practiced. Sheltering and scaffolding instruction is emphasized, and students select and critically analyze materials for use in the Bilingual classroom.

Prerequisite(s): Admission to the Teacher Education Program and LANG 380.

EDUC 390 - HS/MS/K12 Field Experience II

1.00 credit hours

Directed observation and participation experience at selected attendance centers (50 clock hours). Focus on individual, small group and whole group teaching. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

Prerequisite(s): Admission to the Teacher Education Program. Concurrent enrollment in EDUC 322 and EDUC 360.

EDUC 391 - Elementary Field Experience II

1.00 credit hours

Directed observation and participation experience at selected attendance centers (50 clockhours). Focus on individual, small group and whole group teaching. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

Prerequisite(s): Admission to the Teacher Education Program. Concurrent enrollment in EDUC 320, EDUC 324 and EDUC 326.

EDUC 397 - Internship

0.00-12.00 credit hours

Directed internship experience in educational settings.

EDUC 399 - Independent Study

1.00-12.00 credit hours

Directed study under faculty supervision on topics and projects related to education.

EDUC 401 - Elementary Assessment of Learning

4.00 credit hours

Principles, methods and techniques of assessing learning of elementary school students that communicates progress and achievement to students and parents and informs teacher decision making.

Prerequisite(s): Admission to the Teacher Education Program, EDUC 320, EDUC 324 and EDUC 326. Concurrent enrollment in EDUC 362 and EDUC 491.

EDUC 403 - HS/MS Assessment of Learning

4.00 credit hours

Principles, methods and techniques of assessing learning of HS and MS students that communicates progress and achievement to students and parents as well as informs teacher decision making.

Prerequisite(s): Admission to the Teacher Education Program, EDUC 322 and EDUC 360. Concurrent enrollment in EDUC 338, EDUC 340, EDUC 342, EDUC 344, EDUC 346, EDUC 348 or MUED 353; EDUC 490.

EDUC 411 - Equity and Access in Systems of Education

4.00 credit hours

Students examine and analyze their role as an advocate for equity in systems of education. Drawing from leadership perspectives, students investigate educational theories and practices instituted locally, nationally and globally. The goal of this course is to assist students to both understand these systems and develop the knowledge and skills to be agents of change.

Prerequisite(s): Education Majors: EDUC 320 or EDUC 322; Non-Education Majors: Junior standing.
Cardinal Directions Designation(s): Ethical Dimensions, U.S. Power Structures.
iCon(s): Engaging Civic Life, Experiencing Place.
 

EDUC 432 - Characteristics of Students with Disabilities

3.00 credit hours

Effective instructional methods, strategies, accommodations and modifications, in multiple content areas, as they relate to teaching K-12 students with high incidence disabilities in inclusive settings. Strategies to collaborate with colleagues and with parents/families of students with disabilities are also covered, including co-teaching, family-educator conferences and working effectively with paraprofessionals. Students may not receive credit for both EDUC 432 and MEDU 532.

Prerequisite(s): EDUC 330.

EDUC 433 - Methods for Teaching Students withDisabilities

3 credit hours

Effective instructional methods, strategies, accommodations and modifications, in multiple content areas, as they relate to teaching K-12 students with high incidence disabilities in inclusive settings. Strategies to collaborate with colleagues and with parents/families of students with disabilities are also covered, including co-teaching, family-educator conferences and working effectively with paraprofessionals. Students may not receive credit for both EDUC 433 and MEDU 533.

Prerequisite or Co-requisite: EDUC 432.

EDUC 434 - Diagnosis and Assessment of Students with Disabilities

3.00 credit hours

Prepares students in the field of education with knowledge, skills and experience related to: 1) diagnostic and educational assessment instruments and methods; 2) administration and scoring of diagnostic and educational assessments; 3) interpretation of assessment results; 4) data-based decision making regarding placement, instructional planning and evaluation of students with disabilities; 5) communication of diagnostic and educational assessment results to colleagues and parents. Students may not receive credit for both EDUC 434 and MEDU 534.

Prerequisite(s): EDUC 432 and EDUC 433.

EDUC 462 - Reading Assessment Tools and Strategies

4.00 credit hours

Students are introduced to an examination of the nature of the reading process and the tools and strategies used to evaluate reading development. Emphasis is placed on the use of assessment to strengthen and extend the reading abilities of MS students. Students may not receive credit for both EDUC 462 and MEDU 562.

Prerequisite(s): EDUC 362.

EDUC 463 - Diagnostic Reading Instruction

4.00 credit hours

Students are introduced to the nature of literacy development and the learning difficulties children may face as they develop as readers. The focus of the course is on the interactive view of reading ability and disability, which suggests that reading is the process of constructing meaning through interaction between the reader, the text and the context of the reading situation. Students are exposed to a variety of alternative teaching strategies and materials to help students solve their problems with reading. Emphasis is placed on a holistic and ongoing approach to the diagnostic process and the relationship between diagnostic assessment and instructional planning. Students may not receive credit for both EDUC 463 and MEDU 563.

Prerequisite(s): EDUC 462. Concurrent enrollment in EDUC 464.

EDUC 464 - Diagnostic Reading Practicum

1.00 credit hours

Students use a variety of alternative teaching strategies and materials while working with elementary/MS students in a supervised practicum setting. Students conduct a multifaceted diagnostic assessment to identify individual reading abilities and difficulties and develop a plan for intervention based on assessment results. Emphasis is placed on applying techniques learned in EDUC 462/MEDU 562 and EDUC 463 /MEDU 563. Students may not receive credit for both EDUC 464 and MEDU 564.

Prerequisite(s): EDUC 462. Concurrent enrollment in EDUC 463.

EDUC 490 - HS/MS/K12 Field Experience III

1.00 credit hours

Provides students with an extended field experience in a MS or HS classroom in the student’s major content area (art, English, foreign language, mathematics, music, science, or social studies). Students complete 75 hours of supervised field work applying research-based methods and techniques to actual teaching situations under the joint supervision of the cooperating classroom teacher and the NCC supervisor. While 75 hours are required for this field experience, candidates will complete 20-25 hours in placements prior to the start of NCC’s academic term in order to experience start of school activities. Graded P/NP. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

Prerequisite(s): Concurrent enrollment in EDUC 338, EDUC 340, EDUC 342, EDUC 344, EDUC 346, EDUC 348 or MUED 353;EDUC 403.

EDUC 491 - Elementary Field Experience III

1.00 credit hours

Provides students with an extended field experience in elementary school classroom. Students complete 75 hours of supervised field work applying research-based methods and techniques to actual teaching situations under the joint supervision of the cooperating classroom teacher and the NCC supervisor. While 75 hours are required for this field experience, candidates will complete 20-25 hours in placements prior to the start of NCC’s academic term in order to experience start of school activities. Graded P/NP. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

Prerequisite(s): Concurrent enrollment in EDUC 362 and EDUC 401.

EDUC 494 - Residency Seminar

4.00 credit hours

This seminar engages students to expand their knowledge and skills in topics such as engaging instruction, effective assessment, data driven decision-making, parent communication and analysis and reflection on instruction. Focus is given to all tasks of the Teacher Performance Assessment, edTPA. Additionally, attention is given to aspects of professional development, professional service and community involvement.

Prerequisite(s): Admission to the Teacher Education Program; completion of all professional education coursework; passing score(s) in the Illinois Licensure Testing System required content test(s). Concurrent enrollment in EDUC 492 and EDUC 496.
Cardinal Directions Designation(s): Social Sciences, Community Engaged Learning.
iCon(s): Experiencing Place.

EDUC 496 - Student Teaching Residency

8.00 credit hours

A five-day per week, full day student teaching experience in an elementary, MS or HS classroom. Candidates assume all of the responsibilities of teaching (planning, instruction, assessment, record keeping, etc.) using a co-teaching model building up to full responsibility. Students are required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

Prerequisite(s): Admission to the Teacher Education Program; completion of all professional education coursework; passing score(s) in the Illinois Licensure Testing System required content test(s). Concurrent enrollment in EDUC 492 and EDUC 496.

EDUC 498 - Internship

0.00-12.00 credit hours

Directed internship experience in educational settings.

EDUC 499 - Independent Study

1.00-12.00 credit hours

Directed study under faculty supervision on topics and projects related to education.

Faculty Emeriti

Rebecca Clemente, Ph.D.
Professor of Education Emerita
B.A., Ashland University, 1971; M.Ed., 1988, Ph.D., 1992, Kent State University 
rclemente@noctrl.edu

Sheryl Finkle, Ph.D.
Professor of Education Emerita
B.S., 1975, M.S., 1981, Illinois State University; Ph.D., 1990, Ohio State University
slfinkle@noctrl.edu

Nancy Keiser, Ed.D.
Professor of Education Emerita
B.A., Luther College, 1976; M.S., 1981, Ed.D., 1997, Northern Illinois University 
njkeiser@noctrl.edu

Maureen Kincaid, Ed.D.
Professor of Education Emerita
B.A., 1984, M.S.Ed., 1987, Ed.D., 1997, Northern Illinois University

Winifred M. Makowski, Ed.D.
Associate Professor of Education Emerita
B.S., Chicago Teachers College North, 1963; M.Ed., 1969, Ed.D., 1988, Loyola University 
wmmakowski@noctrl.edu