Intro to Psych Services Overview of professional degrees, sites, and various populations in psychological services. Introduction to the most common mental disorders and counseling fundamentals used in clinical mental health careers.
HDPS 222
Career Development: Theory and Counseling The process of career development and its relation to the world or work. Discussion of career development theories. Focus on self-assessment; decision-making skills; educational, occupational, and community information; and job-seeking skills.
HDPS 301
Counseling Theory and Practice Overview of counseling theories, techiniques, client systems, and service settings.
HDPS 302
Human Personality Classic and contemporary psychological approaches to personality; understanding the whole person in his or her sociatal and historical context. Emphasis on both theory and research.
HDPS 311
Group Dynamics Theory and research in the social psychology of groups and social systems. Small-and large-group dynamics; intergroup relations. Participation in a weekend group relations conference.
HDPS 340
Marriage 101 The intricacies and problems of close, committed, interpersonal relationships, especially marriage.
HDPS 351
Psychodynamic Viewpoints
HDPS 351
Group & Org Dynamics Seniors only
Social psychology of groups and social systems focusing on group dynamics and intergroup relations. Application to decision-making groups, educational groups, and human-service delivery groups and systems. Participation in a weekend group relations conference.
HDPS 351
Transition to Adulthood
HDPS 351
Cross Cultural Approaches to Development This course will focus on the various societal and cultural contexts in which child development is embedded. Particular emphasis will be given to the interaction between culture and family in their influence on child development. Furthermore, the active nature of children will be emphasized by examining how children construct the meaning of the world in which they live. The role of processes such as socialization, acculturation and enculturation in the construction of this meaning will be explored. For example, the dynamics of acculturation will be explored in the context of adaptation of children from immigrant families.
This course is designed for upper-level undergraduate students. Some background course work in human development or developmental psychology, research design and introductory statistics is recommended but not required. This class will be conducted primarily as a seminar although some lectures will also be given. The class format requires regular attendance and active participation. In addition to weekly whole-group discussions, there will be frequent in-class activities, small group projects and occasional in-class writing assignments. Critical thinking, reflection and discussion on readings, class material, films, and activities are essential for students’ success in this class.
LOC 211
Introduction to Organizational Theory Introduction to Organization Theory and Practice is an introductory course
taught within the context of the School of Education and Social Policy as
part of its Learning and Organizational Change (LOC) concentration. A basic
premise of the course is that a fundamental process for improving people's
lives and the institutions in which they live and work is the creation and
sharing of knowledge. Learning is mediated by the context in which it
occurs. This course pays special attention to organizations as a context
and analyzes this context through different lenses of organizational theory.
Throughout the course students will learn multiple frameworks for observing
and analyzing organizations. Using these frameworks, the course will
provide students with social science tools needed to analyze organizational
problems and influence the actions of individuals, groups and organizations.
Students will begin to understand how to best organize and motivate the
human capital of the firm, manage social networks and alliances, and execute
strategic change. This will be accomplished through knowledge of
competitive decision-making, reward system design, team building, strategic
negotiation, political dynamics and corporate culture.
LOC 211
Transition to Adulthood Major organizational behavior theories are introduced; students have opportunities to examine these theories and practice through organizational analysis.
LOC 212
Learning and Understanding Framework for learning in all aspects of life: traditional school subjects, professional training, creative and performing arts, personal health, basic survival skills. Students are encouraged to draw from their own experiences.
LOC 301
Macrocognition How people learn to understand, reason, and solve problems; knowledge representation, expertise, transfer, and metacognition; study of distributor congnition.
LOC 306
Studies in Org Change Theories and methods of organizational changes are examined through analysis of organizational adaptaions using theories from learning sciences and organizational behavior.
LOC 310
Learning Orgs for Complex Environments Major change factors, including technology, globalization, and demographics, and their impact on organizations; how organizations are creating and responding to these changes through organizational design, learning systems, and human resource changes.
LOC 311
Tools for Studying Organizations Understanding cause-and-effect relationships pertaining to organizational behavior and performance.
LOC 391
Org Planning & Analysis Culminating academic experience in which students apply knowledge and skills to analysis of real-world learning and organizational change problems and to the design and analysis of solutions. 1. Seniors only. 2. Learning and organizational change seniors only.
SESP 195
Service Learning: First Year Discussion
SESP 201
Childhood & Adolescence Personal, social, and cognitive development, birth through adolescence. Interplay of biological and experiential factors on linguistic and conceptual development, ego, and personality.
SESP 202
Community Development Historical and contemporary community building efforts, focusing on Chicago's neighborhoods. Community development strategies: the settlement house, community organizing, and community economic development.
SESP 203
Adulthood & Aging Psychological, sociological, and biological factors influencing socialization and development from young and middle adutlhood through old age. Influences of family, school, and work on the individual.
SESP 210
Intro to Stats & Research Definitions and classifications of terms used in quantitative methods; measures of typical and maximum performance, reliability, and validity checks; reporting and displaying data; interpreting results.
SESP 295
Service Learning: Second Year Discussion
SESP 298
Innovative School Reform Sick of hearing about bad schools?
Think you can do it better?
Now its your turn to try your hand a designing a school and get Credit for doing it.
Innovative Urban School Reform:
Designing a Charter School for the City of Evanston
in the
School of Education and Social Policy
We will explore best practices, meet with experts and ultimately draft a plan for a new public school for the City of Evanston that covers things like administration, teachers, and curriculum, but also goes beyond that to incorporate some adventurous ideas that could revolutionize the way schools are run in the future. Our goal is to get you thinking creatively about how to improve schools. We certainly don't have the answer to what makes a good school, but we hope that through this journey, each of us gets an idea of some of the important elements that in time we can apply to the schools and communities we positively impact after graduation.
SESP 298
Guatemalan Civil War Students initiate courses supervised by sponsoring faculty to explore topics not covered in other courses. Consulting with a faculty sponsor, students prepare a seminar plan and submit it to the assistant dean for student affairs before the middle of the quarter preceding the quarter in which the seminar is to be held. The plan includes a topic description, reading list, specifications, and meeting schedule. All proposals are formally reviewed and approved before the seminar is offered. Enrollment is allowed in only one Student-Organized Seminar per quarter and must be on the pass/no credit basis. Consult with the assistant dean for further details.
SESP 298
Freshman Urban Program Students initiate courses supervised by sponsoring faculty to explore topics not covered in other courses. Consulting with a faculty sponsor, students prepare a seminar plan and submit it to the assistant dean for student affairs before the middle of the quarter preceding the quarter in which the seminar is to be held. The plan includes a topic description, reading list, specifications, and meeting schedule. All proposals are formally reviewed and approved before the seminar is offered. Enrollment is allowed in only one Student-Organized Seminar per quarter and must be on the pass/no credit basis. Consult with the assistant dean for further details.
SESP 298
Alternative Spring Break Students initiate courses supervised by sponsoring faculty to explore topics not covered in other courses. Consulting with a faculty sponsor, students prepare a seminar plan and submit it to the assistant dean for student affairs before the middle of the quarter preceding the quarter in which the seminar is to be held. The plan includes a topic description, reading list, specifications, and meeting schedule. All proposals are formally reviewed and approved before the seminar is offered. Enrollment is allowed in only one Student-Organized Seminar per quarter and must be on the pass/no credit basis. Consult with the assistant dean for further details.
SESP 298
Student Engagement for Global Health Equity Students initiate courses supervised by sponsoring faculty to explore topics not covered in other courses. Consulting with a faculty sponsor, students prepare a seminar plan and submit it to the assistant dean for student affairs before the middle of the quarter preceding the quarter in which the seminar is to be held. The plan includes a topic description, reading list, specifications, and meeting schedule. All proposals are formally reviewed and approved before the seminar is offered. Enrollment is allowed in only one Student-Organized Seminar per quarter and must be on the pass/no credit basis. Consult with the assistant dean for further details.
SESP 298 sec 21
Prison & the Rd. Ahead: Issues in Sentencing... The goal of this class is to make participants aware of the challenges faced by individuals with disabilities and the services available to aid them in overcoming these challenges. By the end of the course, students should understand the importance of promoting tolerance for people with disabilities, providing education for people with disabilities and protecting the rights of people with disabilities. The goal is for participants to use the knowledge acquired in this course and the experience on the service learning trip that follows, to develop a passion and ability to advocate for, and provide support to people with disabilities in the future. The service learning experience will be a week-long trip to New Orleans, where students will have the opportunity to work with people with disabilities and learn about the services available to them in that area.
SESP 298 sec 22
Urban Ed. & Reform: Paving the Pathway to Equality
China’s rural-urban migration is the largest peacetime population movement in history, often estimated by researchers at 140-220 million people.Some say that the issue of Chinese rural-urban migration serves as a meeting point for tensions in Chinese society resulting from modernization, the contradictions in maintaining a ‘socialist market economy,’ uneven economic development, and the process of political reform.By studying China’s internal migration, we hope to reveal the interconnectedness of these issues; in another words, we will use the study of China’s internal migration as a window to gain a better understanding of Chinese society.
SESP 299
Service Learning - Capstone Independent study courses leading to the completion of a capstone project for the Service Learning Certificate Program.
SESP 303 sec 20
Program Development and Implementation Intervention strategies in the areas of human development, education, psychological well-being, and social welfare within a social-ecological framework. Emphasis on long-term change in people and social environments.
SESP 316
Moral Development & Human Values Moral development of the individual from several perspectives: age-development differences, cross-cultural and gender differences, relationship between moral reasoning and moral behavior.
SESP 317
Gender and the Life Course How age and sex serve as a basis for the social construction of men's and women's lives. How social forces operate to create contrasting life trajectories, role patterns, and transitions; the role of social policies. Comparative view of different societies and periods in recent history.
SESP 318
Adult Development and Work Careers Adult development and careers from the perspectives of psychology, sociology, and organizational behavior. Individual career-development strategies and alternative career systems.
SESP 319
Family Development in a Changing Society Societal changes and their effects on the family.
SESP 351
Community Leadership The purpose of this course is to help the students complete an outstanding capstone project for the Certificate in Service Learning. In order to achieve this purpose two course objectives need to be fulfilled. First students need to experience and reflect on community capacity building. Second, students need to practice and reflect on community consulting processes.
SESP 351
SESP Topics: Human Rights, Advocacy, and Action In this course, we will study issues and dilemmas in the area of human rights, including torture, war, genocide, immigration, trafficking, humanitarian assistance, as well as the global involvement of the United Nations and non-governmental organizations (e.g., Amnesty). We will take an interdisciplinary approach, focusing particularly on the role of psychological constructs such as prejudice, obedience to authority, altruism, and community research and action. This knowledge will help in our actual use of grassroots strategies to bring about policy change. As individuals, subgroups, and an overall team, we will attempt to get the US to ratify three conventions of the United Nations: on the elimination of discrimination against women, on the rights of the child, and on the rights of persons with disabilities. We will use various methods to build partnerships, communicate to broader sets of stakeholders, and document/evaluate our social change efforts.
SESP 351
Civic Engagement Overview of the course:
During the last two decades, interest in civic engagement has mushroomed. Barack Obama's presidential campaign and his pre-inaugural call for Americans to engage in volunteer activities has highlighted the increased attention. Numerous commentators have expressed concern about the decline in Americans' willingness to engage in activities that promote community well being. Scholars, policy makers, and program planners have devoted time and energy to studying civic engagement and thinking about how to address it. This course attempts to chart what is meant by civic engagement and how it has changed over time. In particular, we will examine questions such as these: What does civic engagement mean? Why does it matter? To what extent and in what ways has civic engagement changed over time? Has there been an "Obama effect" such that young people have become increasingly interested in civic and political engagement or has that interest been present for some time? Has civic engagement changed in different ways for different groups in the population? What are the implications of a civically engaged population - for people of different ages -- especially, for the larger community, and for the nation? How can we situate civic engagement theoretically, academically, and programmatically? What are the unanswered research questions that need to be addressed in this area? That is, what are we sure we really know, and what do we need to know?
Evaluation:
The student's grade for this course will be based on attendance, class participation, oral presentation, a mid-term exam, and a term paper.
SESP 372
Methods of Observing Human Behavior Guided practice in systematic and participant observation of human behavior. Observer bias, field notes, unobtrusive measures.
SESP 372
Methods of Observing Human Behavior This course is designed to introduce students to basic methods for studying
human behavior in non-laboratory settings - that is, in the "wild," and when
the observer may have little more than a pencil and paper to aid their
research. Such methods are generally considered to be "qualitative,"
although their content can also be subject to quantitative analysis. We will
cover the basic philosophy and theory underlying human observation
techniques, as well as methods for collecting observational data (including
interviews). Working in collaborative teams, students will learn to
formulate research questions, will engage in field data collection, and will
analyze and write up the data they collect. These skills (and successful
completion of this course with a grade of C- or higher) is required before
SESP students begin their practicum.
SESP 383/385
Practicum: HDPS (383) Intensive, supervised participant observation of interpersonal relationships, especially those of professional and client, and the effects of institutional structure and policy on both professionals and clients. (385) Analysis seminar uses small-group meetings to analyze SESP 383 practicum experiences, organize student perceptions of their internships, and share them with other class members. Taken concurrently. Prerequisite: 372 and consent of program director.
SESP 383/385
Practicum: Social Policy (383) Intensive, supervised participant observation of interpersonal relationships, especially those of professional and client, and the effects of institutional structure and policy on both professionals and clients. (385) Analysis seminar uses small-group meetings to analyze SESP 383 practicum experiences, organize student perceptions of their internships, and share them with other class members. Taken concurrently. Prerequisite: 372 and consent of program director.
SESP 383/385
Practicum: LOC (383) Intensive, supervised participant observation of interpersonal relationships, especially those of professional and client, and the effects of institutional structure and policy on both professionals and clients. (385) Analysis seminar uses small-group meetings to analyze SESP 383 practicum experiences, organize student perceptions of their internships, and share them with other class members. Taken concurrently. Prerequisite: 372 and consent of program director.
SESP 390
Research Apprenticeship Opportunity for undergraduates to apprentice with faculty mentors engaged in research projects centering on questions of learning and human development and the organizational arrangements in which these processes occur. Prerequisites: consent of instructor directing the research project and assisstant dean. (Students wishing to register must first complete the Request for Independent Study/Special Courses Form available in the SESP Office of Student Affairs.)
SESP 391
Advanced Research Methods Overview of research methods that may be used in the design and implementation of the honors thesis.
SESP 398
Honors Thesis (3 units) Research experience in which students develop, design, implement, and evaluate a research project under the guidance of a faculty advisor. Prerequisites: senior status; a cumulative grade point average of 3.5 by the end of winter quarter of the junior year; recommendation for the honors program by SESP 391 instructor(s); and consent of program director.
SESP 399
Independent Study Under the direction of faculty members, students pursue special topics not covered in regular courses around the questions of learning and human development and the organizational arrangements in which these processes occur. Prerequisites: consent of instructor directing the study and of the assistant dean. (Students wishing to register must first complete the Request for Independent Study/Special Courses Form available in the SESP Office of Student Affairs.)
Soc Pol 201
Introduction to Social Policy Social policy formulation: the substance of major American social policies, the agenda-setting process, and the manner in which the American political system shapes social policy in this country.
Soc Pol 304
Social Policy & Human Services Development of social policy for human services in the United States. Human service policies for education, mental health, physical health, income, and aging.
Soc Pol 305
Law & Social Policy Use and influence of the legal system in and on social institutions and policy.
Soc Pol 306
Contemporary Issues in Education Policyr Through exploration of current K-12 education policy issues, students gain an understanding of the major debates arising in education and build a skill set that enables them to be critical consumers of policy. Specific topics vary by year.
Soc Pol 307
Educational Policy Conflict between societal imperative for selecting and preparing youth for future careers and offering youth opportunity; how society and schools address this conflict; various approaches to policy reform.
Soc Pol 310
Legal Aspects of Education Legal Aspects of Education
Course Description
The United States Supreme Court decides cases that affect us all but few people understand how the Court operates or how these decisions are implemented. This course will examine some of the most significant Supreme Court decisions covering K-12 public education and look at how the Court’s decisions help shape education policy. Students will have the opportunity to conduct a policy review of their own high school’s student handbook. Students will also participate in simulated Supreme Court oral argument based on a current education case.
Soc Pol 330
Economics of Social Policy How economists view social policy issues. Economic models of household decision making. How economists account for costs and benefits of public and private programs and decisions. Prerequisite: ECON 201, 202, or consent of instructor.
This is a class designed for seniors who have been engaged in civic
activities in their time at Northwestern and want to reflect on and analyze
that experience. the questions of how positive social change comes about
has no simple answer. changes in our political and economic institutions
leaves us in uncharted waters in prescribing how to improve the lives of
people in this globalized world. Building on the case studies students
develop in the class we will create frameworks for assessing civic
engagement in both domestic and international settings. students will write
research papers combining their experiences with scholarly analysis in those
fields.
Soc Pol 351
Health Policy This course will introduce the student to the health care delivery system in the United States through a review of US health policy issues. A construct for review of major health policy issues will be introduced and current health policy issues will be examined through this lens. Special attention will be paid to health disparities for low-income and minority populations; and how policy decisions exacerbate or relieve these disparities. Interactive lecture, focused discussions and student exploration and presentation will be the format for the course.
Soc Pol 351
Social Policy Capstone
Soc Pol 351
Supreme Court Justice Stephen Breyer has noted that more high school students know the names of the Three Stooges than the names of three members of the Supreme Court. Why do most citizens know so little about an institution that exerts such enormous influence over our lives? What should citizens know about the history and operation of the Supreme Court?
This class will ask students to answer these questions. Students will use a variety of sources to learn about the Court and then examine the Court from the perspectives of lawyers, political scientists, and journalists. In addition, students will learn about Supreme Court procedures by following an education case from its inception to its final resolution in the “court of last resort.” Finally, students will conduct research that will assist the National School Boards Association (NSBA) in its amicus project in which the NSBA files supporting briefs in education cases before the Court.
Students will also have the opportunity to visit the Supreme Court itself. During this visit to DC, students will observe an oral argument, tour the Court building, and meet with legal counsel at the National School Boards Association to learn about how their organization helps local school board members develop education policy.
The trip to DC is tentatively scheduled for April 26-27, 2009. This class will be limited to nine students and instructor approval is required. Students who wish to enroll should submit a short statement describing their interest in taking the class, their GPA, and identifying past law-related courses that they have taken at Northwestern. Submit this information to Professor Conlon (conlon@charter.net) .
Teach Ed 302
Social Contents of Education How social contexts such as families, schools and the workplace shape individuals; how individual's intellectual and interpersonal capactities, preferences, and goals are shpaed by their social contexts. Societal structures that organize, supply, and channel individual learning experiences and how they provide the formal and informal settings in which social interaction takes place. How participation in these socialization settings molds the development of individuals' capacities and form their goals.
Teach Ed 304
Schooling & Communities The goal of this course is to prepare prospective teachers and others interested in community-based education initiatives to interact meaningfully with community organizations that engage young people. Teaching andlearning occurs throughout adolescents lives; often we can learn about effective teaching by looking outside of schools before we investigate pedagogy within classrooms. An on-site field experience,readings, and guest speakers will enrich this course as participants
explore community organizations, structures for working with schools
and teachers, and teaching in nontraditional settings.
Action research methods - including observation/field notes, interviewing, and artifact analysis - as means to understanding how schools work and how theory and practice relate. Includes 40 hours of field experience. Students seeking certification must take the Illinois Basic Skills Test before the end of the quarter of enrollment in TEACH ED 304.
Teach Ed 313
Philosophy of Education (seniors only) Classical and mordern philosophies of education. Text interpretation, anlysis of ideas, argument construction; relationship of philosophy to educational issues. Students develop their own philosophy of education.
Teach Ed 324
Foundations of Reading/Language Cognitive foundations of reading comprehension processes and their influences on methods of instruction and assessment. Interrelationships among reading processes and language learning and their implications for instruction and assessment.
Teach Ed 325
Foundations of Writing Cognitive and sociocultural foundations of writing processes and their implications for instruction and assessment. Includes supervised field experience.
Teach Ed 327
Educating Exceptional Children Students with disablilities, including learning disabilities resulting from human development and/or accidents; understanding and application of approved emergency, educational, and rehabilitative activities; interrelationships with medical, health, and educational personnel.
Teach Ed 328
Dynamics of Middle School Identifying and understanding the effects of middle school dynamics (such as principles, structures, and practices) on classroom learning and instruction. This course is required for middle school endorsement and enrollment in type-10 programs.
Teach Ed 329
Health & Physical Development Interaction and interdependence of physical well-being, mental and emotional health, and the surrounding social environment. Topical areas covered for secondary education studetns completing state certification requirements.
TEACH ED 351
Race and Education This course will examine the conceptual underpinnings of the construct of
race and how conceptions of race have influenced the course of education
within the United States. The course will examine the education of
racialized groups historically in the U.S., including more contemporary
studies of how racialization plays out in opportunities to learn. The
course will examine contemporary issues through the lens of theories of
learning and human development as well as analyses of organizational
structure and public policy.
Teach Ed 351
Designing Holocaust Education This new interdisciplinary seminar focuses on students' responses to various types of
Holocaust education about and for children, teenagers, and young adults. Students
will analyze - and consider how to educate about - the art of children in the Holocaust
and a selection of Holocaust novels and films created for young audiences.
The course includes a trip to the new Illinois Holocaust Museum & Education Center
and a meeting with a Holocaust Survivor artist.
Students choose their own paper topics and seminar presentations based on the
readings, films, and other activities.
Instructors:
Professor Phyllis Lassner (The Writing Program, Jewish Studies, Gender Studies)
and Danny Cohen (PhD Candidate, Learning Sciences, SESP)
Who?
This course is suitable for undergraduates interested in one or more of the following:
-- Educating about the Holocaust in the classroom and beyond
-- Designing learning environments
-- Developing writing skills
-- Holocaust studies
When and where?
Spring 2009 MWF 1-1:50PM 3622 East Tower, Library
Occasional Film Showings on Tuesdays at 6:30PM, Video Theater, Library 2nd floor
This course is cross-listed. Enroll with either
TEACH-ED 351-0 'Designing Holocaust Education'
or ENG 205-0 'Writing and Teaching About Children and The Holocaust'
For more information, please contact:
Professor Phyllis Lassner: phyllisl@northwestern.edu
Danny Cohen: dannymcohen@u.northwestern.edu
Teach Ed 351
Cognitive Foundations of Learning How does a student make sense of words on a page? How does mathematical knowledge
grow? How do students' ideas about history and science change over time? This class will
engage students with cognitive perspectives on learning that will help illuminate answers to
questions like these. Each class will focus on a different cognitive perspective, such as the
transfer of knowledge from one setting to another, conceptual change, and the difference
between expert and novice knowledge. While issues of cognition can seem abstract and
theoretical at times, this course will guide students through practical application of cognitive
theory in different content areas for student learning.
Teach Ed 355
Methods: Language These methods courses analyze the literature and research related to the subject area and teaching methodology. In addition, they examine the development of learning experiences, methods, and educational techniques appropriate to the middle and high school levels. Concurrent registration in 341 and 378 or 379 required.
Teach Ed 356
Methods: English These methods courses analyze the literature and research related to the subject area and teaching methodology. In addition, they examine the development of learning experiences, methods, and educational techniques appropriate to the middle and high school levels. Concurrent registration in 341 and 378 or 379 required.
Teach Ed 357
Methods: Secondary Math These methods courses analyze the literature and research related to the subject area and teaching methodology. In addition, they examine the development of learning experiences, methods, and educational techniques appropriate to the middle and high school levels. Concurrent registration in 341 and 378 or 379 required.
Teach Ed 358
Methods: Science These methods courses analyze the literature and research related to the subject area and teaching methodology. In addition, they examine the development of learning experiences, methods, and educational techniques appropriate to the middle and high school levels. Concurrent registration in 341 and 378 or 379 required.
Teach Ed 359
Methods: Social Science These methods courses analyze the literature and research related to the subject area and teaching methodology. In addition, they examine the development of learning experiences, methods, and educational techniques appropriate to the middle and high school levels. Concurrent registration in 341 and 378 or 379 required.
Teach Ed 378
Practicum: Humanities Students complete a practicum that required a minimum of 10 hours per week for the whole quarter observing and assisting in a school approved by the director of undergraduate teacher education. Concurrent registration in 341 and the applicable methods and teachniques course (354-59) required. Prerequisites: 304 and passing score on the Illinois Basic Skills Test.
Teach Ed 379
Practicum: Math & Science Students complete a practicum that required a minimum of 10 hours per week for the whole quarter observing and assisting in a school approved by the director of undergraduate teacher education. Concurrent registration in 341 and the applicable methods and teachniques course (354-59) required. Prerequisites: 304 and passing score on the Illinois Basic Skills Test.
Teach Ed 388
Student Teaching: Humanities (4 units) This seminar and accompanying intership, which lasts the entire quarter, helps develop teaching methodologies through an intensive clinical experience and teaching under the supervision of master teachers in the teacher-training schools. Increasingly sophisticated teaching responsibilities and, finally, primary responsiblity for teaching a group of a class. Prerequistites: 341; 378 or 379; the applicable methods and techniques course (354-59); successful completion of the practium experience; and approved contract for the intership experience; consent of the director of undergraduate teacher education; and passing score on the Illinois subject-area test.
Teach Ed 389
Student Teaching: Math & Science (4 units) This seminar and accompanying intership, which lasts the entire quarter, helps develop teaching methodologies through an intensive clinical experience and teaching under the supervision of master teachers in the teacher-training schools. Increasingly sophisticated teaching responsibilities and, finally, primary responsiblity for teaching a group of a class. Prerequistites: 341; 378 or 379; the applicable methods and techniques course (354-59); successful completion of the practium experience; and approved contract for the intership experience; consent of the director of undergraduate teacher education; and passing score on the Illinois subject-area test.
