Courses

List of Courses:
  • 049 - Health and Schools Examination
    This requirement involves review of materials from human development, Beginning Block, and Intermediate Block course work to pass an objective test in school health.
  • 100 - Professional Portfolio Prep
    Completion of program portfolio and professional portfolios necessary to obtain an initial teaching certificate, begin work on a standard teaching certificate, and secure a teaching position. Portfolios are prepared to demonstrate knowledge of Illinois Professional Teaching Standards and Illinois Content Area Standards specific to a teacher candidate's certification area. Multiple opportunities are given for preparation and presentation of credentials in professional settings. Designed as part of the Principia Senior Teaching Candidate Internship. Prerequisite: EDUC 049 and successful completion of Intermediate Block courses.
  • 101 - Pathways to Success
    Give students a foundation for lifelong learning and helps them to succeed in college and beyond. Focus will be on communication, professionalism, study skills, 21st-century skills, creativity, presentation skills, time and distraction management, collaboration, critical reading and thinking skills, note taking, and effective study techniques.
  • 120 - Signs of the Times
    A liberal arts foundations course centered around a contemporary national and world issue. Using a cross-curricular approach to analysis and problem solving, students critically read current and classic material, write extensively, discuss actively, and work collaboratively with other members of the class. Students also explore the attitudes, skills, and behaviors that contribute to success in a changeable college experience. The contemporary issue that the class focuses on could change from year to year, but the purpose and process will remain the same. The title will be extended to describe the current issue. This course is designed to encourage a successful transition to the breadth and depth of college learning and living at Principia.
  • 130 - Outdoor Education
    This course is designed to give students in-depth exposure to a wide variety of skills applicable to the outdoor educator. Students gain a strong foundation in group facilitation, team building, leadership, group processing, debriefing, diversity, and Leave No Trace outdoor ethics. Hands-on skills include knot tying, fire building, camping, and ropes course work.
  • 140 - Writing for College Students
    A study of basic college reading and writing competencies. This course examines how current conventions for reading, writing, and speaking communicate meaning, as well as multiple comprehension strategies writers employ to control these conventions.
  • 170 - Environmental Education
    This course integrates ecological concepts with theories about teaching and learning. Students gain practical experience designing and delivering creative hands-on learning units. Students learn how to adapt these lessons and methods to a variety of different age groups, settings, and outcomes. Course material focuses on constructivist teaching methods, eco literacy, and "green" teaching.
  • 183 - Adolescence and Society
    Human growth and development of middle through high school age children, emphasizing the perceptions of adolescents in wider societal contexts such as government, corporate culture, literature, mass media, and cultural traditions. Includes researching and evaluating definitions of adolescence from a variety of perspectives given by the humanities and social sciences. Individual research projects include a focus on adolescent literature.
  • 184 - Children and Society
    Human growth and development from birth through late elementary-aged children, emphasizing the perceptions of children in wider societal contexts such as government, corporate culture, literature, theatre, mass media, and cultural traditions. Includes researching and evaluating definitions of childhood from a variety of perspectives given by the humanities, arts, and social sciences. Individual research projects include a focus on children's literature and the direct observation of children's behavior.
  • 218 - Education in America
    An exploration of American education through historical, philosophical, and political lenses. Students will be exposed to a variety of readings which will develop their understanding of the past, present, and future of education in America.
  • 219 - School Law
    Study of U.S. school law as it applies to the daily life of a school teacher. Emphasis is given to the rights of marginalized cultures and ethnicities in the United States as a result of race, class, gender, ability, and other differences. Prerequisite: EDUC 260.
  • 220 - Elem & Middle School Methods
    General methods of teaching at the elementary and middle school levels with emphasis on group process communication skills, organization, and development of instructional materials, planning skills, and evaluation strategies. Taught from a critical perspective rich in multicultural awareness, learning theory, historical content, and student-faculty collaboration. EDUC 221 is taken concurrently, providing a clinical practice experience in a middle school classroom. Extensive field experiences at educational sites are also included. Prerequisite: EDUC 260.
  • 221 - Elem/Middle School Beg Intern
    Opportunity to observe firsthand how educational theory and methods, as well as knowledge of human development, affect the learning experiences of students in a middle school setting. The beginning intern gains 120 hours of clinical experience while assisting a middle school teacher with the day-to-day individual and community needs of middle school students. Special attention is given to issues of school law and health education that occur every day in school. Taken concurrently with other Beginning Block courses. Prerequisite: EDUC 260.
  • 222 - Field Experiences in Education
    Students gain firsthand experiences in public, private, and alternative schools. Course will include extensive and frequent field trips to observe a variety of educators implement classroom methods and management strategies. They will also observe and reflect upon the influence of race, gender, and socioeconomic differences in the classroom. Prerequisite: EDUC 260.
  • 223 - Classroom Methods & Management
    This course will provide students with a strong foundation in best practices in education which are rooted in educational theory and cultural awareness. This includes methods of unit and lesson design, classroom management approaches, development of learning environments, and pedagogical strategies. Prerequisite: EDUC 260.
  • 235 - Outdoor Leadership
    Exploration of outdoor education in an experiential and hands-on way with an emphasis on the application of its related theories, skills, and methods. Emphasis will be on experiential, environmental, and adventure education. Core competencies of outdoor leadership will include facilitation skills, technical skills, decision-making skills, teambuilding, self awareness, safety and risk management, diversity mindfulness, and environmental stewardship. Offered on Principia abroad or field programs only. May be offered for variable credit from 2-4 semester hours. The title will be extended to reflect the specific country, region, or focus topic.
  • 250 - Educational Psychology: Majors
    Application of general principles of psychology to educational settings. Theories of teaching and learning and the study of curriculum in a critical, historical, and social context are included. Consideration of such educational issues as race, class, gender, methodology, research, evaluation, assessment, management, and learning processes are also examined. Taken as part of Beginning Block. Prerequisite: EDUC 260.
  • 251 - Educational Theory
    Addresses critical questions related to teaching and learning: What is learning? How do people learn? How do I learn best and how does that inform my practice? Through an exploration of selected educational theorists, students will explore and question their own beliefs about teaching and learning. These theories are evaluated through the lenses of cultural, racial, socioeconomic, and gender differences. Prerequisite: EDUC 260.
  • 252 - Teaching the Exceptional Child
    Study of exceptional and special needs examined in the context of mainstreaming/inclusion of all learners in regular school settings. Specific focus on 1) children and adolescents seen as gifted, physically-challenged, or learning- and emotionally disabled; 2) multicultural, class, and gender issues; 3) health care needs of school children; 4) legal and policy issues, including the use of Individual Education Program (IEP). Taken as part of Beginning Block. Prerequisite: EDUC 260.
  • 253 - Dynamic Learning Communities
    Students will research and practice communication, collaboration, and professionalism in the context of learning communities. Students will participate in complex dialogs, group interactions, decision making, and visioning. These skills will be applied to individual and group learning needs, and the design of safe and inviting learning environments. Awareness and appreciation of diversity and multiple perspectives will be included. Prerequisite: EDUC 260.
  • 254 - Child & Adolescent Development
    Study of the development of children from childhood to adolescence in diverse school contexts. Study is grounded in related development theory and school issues related to physical, social, and cognitive development. Applicable Illinois standards for middle school teachers are addressed. Prerequisite: EDUC 260.
  • 260 - Communication
    Introduces study of oral communication in large and small groups. Techniques and theories of oral communication, as well as interaction with readings, process activities, and dialogue with communication professionals form the course content. Verbal and nonverbal communication skills are developed through practiced large and small group interactions. Emphasis is given to learning about communication in a variety of social contexts, as well as cultural and ethnic awareness in communication. Public school classroom applications are introduced.
  • 270 - Sec & Middle School Methods
    General methods of teaching at the middle and secondary school levels with emphasis on group process communication skills, organization, and development of instructional materials, planning skills, and evaluation strategies. Taught from a critical perspective rich in multicultural awareness, learning theory, historical content, and student-faculty collaboration. EDUC 271 is taken concurrently, providing extensive travel to educationally related sites and field experience in a classroom. Prerequisite: EDUC 260.
  • 271 - Sec/Middle School Beg Intern
    Opportunity to observe firsthand how educational theory and methods, as well as knowledge of human development, affect the learning experiences of students in a middle school setting. The intern gains 120 hours of clinical experience while assisting a middle school teacher with day-to-day individual and community needs of middle school students. Special attention is given to issues of school law and health education that occur every day in school. Taken concurrently with other Beginning Block courses. Prerequisite: EDUC 260.
  • 275 - Pedagogy of Place
    Place-based education uses the community, cultural heritage, environment, landscapes, geography, economics, sustainability, and current issues to immerse students in authentic experiences that foster connections between the environmental and human forces that shape a region. This interdisciplinary approach builds ecological and cultural literacy. Title will be extended to describe the current topic. May be repeated once provided the topics differ.
  • 278 - Child & Adolescent Literature
    An introductory study of literature for children and adolescents ranging from picture books through adolescent literature. The course includes study of literary themes and forms, the genre, and ethnically and culturally diverse authors and their literature. The course may be interesting to prospective teachers, librarians, and parents as well as English majors. Students can expect to discuss and critique themes and issues found in children's literature. Plot, setting, characterization, and the other literary elements are considered as rich criteria for literary analysis. Applicable Illinois standards for elementary and middle school teachers will be addressed.
  • 285 - Foundations in Experiential Ed
    Provides a framework for understanding the history, theories, philosophies, current trends, best practices, and pedagogical approaches in experiential and outdoor education. Students will explore the connections between experience, knowledge, and learning processes. Research methods, scholarly works, and sub-categories such as service learning, cooperative learning, and project-based learning will be studied in relation to this topic.
  • 287 - Character Education
    Exploration of philosophical and practical theory and issues about character growth focused by approaches to character education at The Principia. What is character education in today's contemporary culture? Special historical, social, political, religious emphasis, based on Mary Kimball Morgan's writings, as well as a wide array of readings on related moral theorists.
  • 295 - Wilderness Literacy
    Outdoor educators have many opportunities to facilitate the exploration of wilderness through discussions, readings, and field experiences. Methods associated with teaching and learning about attitudes and beliefs regarding wilderness will be modeled and taught through the study of writers, philosophers, poets, and their relationship to the Wilderness Act, land conservation, and the establishment of the National Park System.
  • 298C - Higher Education Practicum
  • 300 - Exper Ed Prog Design Practicum
    Students will creatively demonstrate a mature understanding of experiential teaching and learning by designing original curriculum in the form of an expedition, course, or program. The design may include budget considerations, safety precautions, lesson plans, equipment and staffing needs, risk management considerations, identification and application of learning theory and best practices, and a personal philosophy of experiential teaching and learning. Prerequisites: EDUC 130 and EDUC 285.
  • 310 - Global Education
    Explores historical and contemporary issues in educational systems around the world. Course will examine international education through political, social, and cultural lenses. Students will compare and evaluate the progress of education on a global scale.
  • 312 - Teacher as Leader
    Teachers with effective leadership skills are needed in a variety of educational settings. This course will focus on learning about and developing positive teacher dispositions and associated character traits applicable to classroom and administrative settings. Students will participate in an in-depth exploration of leaders in the field of education.
  • 318E - Adv Methods of Teaching: Engl
    A course for prospective middle or high school English/Language Arts teachers offering an in-depth look at teaching English, including methods, material, schooling practices, curriculum design, and classroom management. Consideration of concepts used to think about teaching English curriculum, including theory and practice of teaching and learning grammar, writing, reading, and literature. The course looks at how teachers assess and account for content, school climate, student needs, skills, interests, and special language problems. Attention is also given to the social and cultural diversity of the public classroom today. Individual projects include focus on adolescent literature. Prerequisites: EDUC 219, EDUC 250, EDUC 252, and either EDUC 220 and EDUC 221 or EDUC 270 and EDUC 271 (with a grade no lower than C in each course).
  • 318F - Methods of Teaching a 2nd Lang
    Theory and practice of teaching a second language. Language acquisition and applied linguistics; traditional and contemporary methodologies and practical techniques; curriculum, proficiency development and testing; class observations at the college, middle and high school level; demonstration classes and microteaching experience. Individual projects include focus on children's literature appropriate to the language taught. Taught in English. Prerequisites: EDUC 219, EDUC 250, EDUC 252, and either EDUC 220 and EDUC 221 or EDUC 270 and EDUC 271 (with a grade no lower than C in each course).
  • 318M - Adv Methods of Teaching: Math
    A course for prospective middle and high school math teachers, offering an in-depth training at teaching math, including methods, materials, the teacher's role, schooling practices, and curriculum design. Students' needs, skills, interests, and special learning problems as they relate to learning math are addressed. Attention is also given to the social and cultural diversity of the public classroom today. Taken as part of Intermediate Block. Prerequisites: EDUC 219, EDUC 250, EDUC 252, and either EDUC 220 and EDUC 221 or EDUC 270 and EDUC 271 (with a grade no lower than C in each course).
  • 320 - Reading in Elem & Middle Schl
    This course promotes an understanding of reading and language development in the context of the whole school curriculum. Includes a study of what reading is, how it occurs, and how it is taught, including approaches to reading instruction, language arts, methodology, informal assessment, and evaluation. Special attention given to learning needs and the social and cultural diversity of public classrooms. Individual research projects include focus on children's literature. Taken as part of Intermediate Block with EDUC 321 and EDUC 330. Prerequisites: EDUC 219, EDUC 250, EDUC 252, and either EDUC 220 and EDUC 221 or EDUC 270 and EDUC 271 (with a grade no lower than C in each course).
  • 321 - Elem School Intermed Intern
    During this 120-hour internship, teacher candidates engage in clinical practice across the whole range of teaching/learning content in an elementary school classroom. In addition to assisting a teacher, interns practice approaches to teaching subjects appropriate to elementary content areas. Special attention is given to issues of school law and health education that occur every day in school. Taken as part of Intermediate Block. Prerequisites: EDUC 219, EDUC 250, EDUC 252, and either EDUC 220 and EDUC 221 or EDUC 270 and EDUC 271 (with a grade no lower than C in each course).
  • 325 - Literacy Across the Curriculum
    Reading and writing instruction and methods in the context of all content areas. Includes a study of what literacy is, how it occurs, and different philosophies of how it can be taught. This course uses a student-centered approach where students examine their own experiences in literacy training and their own literacy traits.
  • 330 - Math for Elem/Mid Sch Teachers
    This course focuses on understanding mathematical thinking and best current practices through experiencing math. Considers methodology, materials, integration with total curriculum. Special attention given to special learning needs and the social and cultural diversity of public classrooms.
  • 345 - Sci/Soc Science Methods: K-9
    This course focuses on understanding elementary science and social science concepts through study of the human and physical geography of the Mississippi River Valley (e.g., settlement patterns, transport routes, river processes, human management, intervention). Also considers methodology, materials, and integration of science and social science content within the elementary/middle school curriculum described by national and state standards for science and social science instruction.
  • 352 - Inclusive Learning Environment
    Instructional theory and methodology focused on establishing classroom environments that include all students. Strategies for curriculum, instruction, and management modifications for students with differing learning needs are taught in accord with Illinois Professional Teaching Standards in special education for all Illinois schoolteachers. Topics include identification and remediation of the most common special needs that affect students; responsibility of classroom teachers to structure learning environments where exceptional students can be valued and successful; relationships between special para-educators, school administrators, families, and classroom teachers that help exceptional children; legislation at federal and state levels that governs special education; analysis of how exceptional students learn in a variety of academic settings; examination of multicultural and linguistic differences in learning. Prerequisites: EDUC 320, EDUC 321, EDUC 330, EDUC 345 (with a grade no lower than C in each course).
  • 370 - Reading in Sec & Middle School
    This course promotes an understanding of reading and language development in the context of the whole school curriculum. Includes a study of what reading is, how it occurs, and how it is taught, including approaches to reading instruction, language arts, methodology, informal assessment, evaluation. Special attention given to special learning needs and the social and cultural diversity of public classrooms. Individual research projects include focus on adolescent literature. Taken as part of Intermediate Block with EDUC 318 and EDUC 371. Prerequisites: EDUC 219, EDUC 250, EDUC 252, and either EDUC 220 and EDUC 221 or EDUC 270 and EDUC 271 (with a grade no lower than C in each course).
  • 371 - Secondary Sch Intermed Intern
    During this 120-hour internship, teacher candidates engage in clinical practice across the whole range of teaching/learning activities in a secondary school classroom. In addition to assisting a teacher, interns practice approaches to teaching subjects appropriate to their content areas. Special attention is given to issues of school law and health education that occur every day in school. Prerequisites: EDUC 219, EDUC 250, EDUC 252, and either EDUC 220 and EDUC 221 or EDUC 270 and EDUC 271 (with a grade no lower than C in each course).
  • 383 - Adolescent Development
    Human growth and development of children of middle through high school age, emphasizing the impact of wider societal contexts on social, moral, intellectual, and language development. Includes researching and evaluating definitions of adolescence from a variety of social science perspectives including the perspective of educational theory. Examines how adolescence is a component in contemporary school and society issues.
  • 388 - Philosophy of Education
    Study of classic and contemporary philosophies of education. A beginning, personal philosophy of education is produced.
  • 420 - Capstone in Education
    Students will independently design and present a project that includes application of theory and reflects their interest area in education. Projects may be portfolios, case studies, research projects, or field work. Proposals must be approved and supervised by the Education department faculty. May be offered for variable credit from two to three semester hours. Prerequisite: EDUC 260.
  • 440 - El/Mid Stu Teach: Instr & Mgt
    This course emerges from 10 to 13 weeks of student teaching in an elementary or middle school. Emphasizes planning, implementing, reflecting, and assessing teaching and teaching products. Teaching products incorporate a variety of instructional strategies, including information technology, that enable all students to learn the elementary and middle school content specified in the Illinois Learning Standards. Also emphasizes the ability to manage the classroom to ensure orderly, constructive atmosphere that supports learning for all students. Prerequisites: EDUC 049 (with a grade no lower than C) and successful completion of Intermediate Block education courses.
  • 441 - El/Mid St Tch: Learning Commun
    Building and sustaining a learning community that enables diverse students to be comfortable, valued, engaged, and challenged in the context of 10 to 13 weeks of teaching in an elementary or middle school classroom. The following communication skills are evident and develop within the learning community: listening, receiving and giving feedback, collaboration, problem solving, planning, risk taking, and building trust. Prerequisites: EDUC 049 (with a grade no lower than C) and successful completion of Intermediate Block education courses.
  • 442 - El/Mid St Tch:Hum Div & Lrn Th
    Application of general learning theory and cultural knowledge of ethnic, gender, ability, and style difference in an elementary or middle school classroom. All instructional activities and assessments are justified by educational theory and are culturally sensitive to all members of the learning community. Instructional strategies and assessments are adapted to the needs of students with individualized education plans. All instruction occurs in the context of a 10 to 13 week student teaching period. Prerequisites: EDUC 049 (with a grade no lower than C) and successful completion of Intermediate Block education courses.
  • 490 - Sec/Mid Stu Teach: Instr & Mgt
    The course of study emerges from 10 to 13 weeks of student teaching in a secondary or middle school. Emphasizes planning, implementing, reflecting, and assessing teaching and teaching products. Teaching products incorporate a variety of instructional strategies, including information technology, that enable all students to learn the middle school and secondary content area curriculum specified in the Illinois Learning Standards. Also emphasizes the ability to manage the classroom to ensure an orderly, constructive atmosphere that supports learning for all students. Prerequisites: EDUC 049 (with a grade no lower than C) and successful completion of Intermediate Block education courses.
  • 491 - Sec/Mid St Tch:Learning Commun
    Building and sustaining a learning community that enables diverse students to be comfortable, valued, engaged, and challenged in the context of 10 to 13 weeks of teaching in a secondary or middle school classroom. The following communication skills are evident and developing within the learning community: listening, receiving and giving feedback, collaboration, problem solving, planning, risk taking, and building trust. Prerequisites: EDUC 049 (with a grade no lower than C) and successful completion of Intermediate Block education courses.
  • 492 - Sec/Mi St Tch:Hum Div & Lrn Th
    Application of general learning theory and cultural knowledge of ethnic, gender, ability, and style differences in a secondary or middle school classroom. All instructional activities and assessments are justified by educational theory and are culturally sensitive to all members of the learning community. Instructional strategies and assessments are adapted to the needs of students with individualized education plans. All instruction occurs in the context of a 10 to 13 week student teaching period. Prerequisites: EDUC 049 (with a grade no lower than C) and successful completion of Intermediate Block education courses.