Department: Curriculum and Instruction
Interim Head of Department: Sarah McCarthey
311 Education Building, 1310 South Sixth, Champaign, (217) 244-8286
For the Degree of Bachelor of Science in Elementary Education
Curriculum Preparatory to Elementary School Teaching
This program prepares teachers for grades one through six. A minimum of 120 semester hours is necessary for graduation1.
Illinois law and Council on Teacher Education policy require that all candidates for admission to a teacher preparation program pass the Illinois Licensure Testing System Test of Academic Proficiency (TAP) prior to admission. The Illinois State Board of Education has determined the ACT Plus Writing/SAT scores can be used in lieu of a passing score on the Test of Academic Proficiency (formerly known as the Illinois Test of Basic Skills). See information on the details.
Students pursuing teacher licensure programs in the College of Education (COE) must meet requirements in a series of sequential gateways. Included in the gateway requirements are successful completion of specified coursework, achievement of appropriate grade point averages, requirements for clinical experiences, and appropriate tests for the licensure area. Meeting all Gateway requirements leads to degree and licensure completion.
In order to be recommended for licensure, candidates are required to maintain University of Illinois at Urbana-Champaign, cumulative, content area, and professional education grade point averages of 2.5 (A=4.0). Grades in courses of C- or lower may not be used for State of Illinois licensure, endorsements, or approvals. Candidates should consult their adviser or the Council on Teacher Education for the list of courses used to compute these grade point averages. For teacher education licensure requirements applicable to all curricula, see the Council on Teacher Education
Licensure requirements are subject to change without notice as a result of new mandates from the Illinois State Board of Education or the Illinois General Assembly.
|EDUC 101||Education Orientation Seminar||1|
|Natural Sciences and Technology 2|
|Physical science (mathematics not acceptable)||3-4|
|Cultural Studies 3|
|Social/Behavioral Sciences 3|
|Two courses from the approved Social and Behavioral Sciences general education course list.||6-8|
|Quantitative Reasoning 4|
|MATH 103||Theory of Arithmetic||4|
|MATH 117||Elementary Mathematics||3-4|
|or STAT 100||Statistics|
|Two courses from the approved Humanities and the Arts general education course list.||6|
|Language Other Than English|
|Three years of one language other than English in high school or completion of the third semester of college level language.||0-12|
|Health and Physical Development|
|KIN 268||Children's Movement||3|
|Elective Courses (if needed to complete the 120 hour graduation requirement) 1||8|
& EDUC 202
|Identity and Difference in Edu|
and Social Justice Sch & Society (Or program approved equivalent courses)
|EPSY 201||Educational Psychology 6||3|
|EDPR 250||School & Community Experiences 7||4|
|EDPR 432||Ed Prac in EC & ELED||12|
|SPED 405||Gen Educator's Role in SPED||3|
|CI 415||Language Varieties, Cultures and Learning||3|
|CI 405||Introduction to Teaching Elementary Age Children||3|
|CI 406||Theory Practice in Elementary School Teaching I||4|
|CI 407||Theory Practice in Elementary School Teaching II||3|
|CI 430||Teaching Children Mathematics||3|
|CI 432||Invest Approach Elem Math Inst||3|
|CI 448||Tchg Elem Social Studies||3|
|CI 450||Teaching Elementary Science I||3|
|CI 451||Teaching Elementary Science II||3|
|CI 467||Princ Tchg Lit to Child Youth||3|
|CI 475||Teaching Elementary Reading and Language Arts I||3|
|CI 476||Teaching Elementary and Middle Grade Language Arts||3|
|FAA 202||Artsful Teaching through Integ||3|
|CI 452||Soc Stu as Action and Inquiry||3|
TOTAL minimum hours include general education and professional education credits.5
Six hours of ROTC upper level courses (300 level or above) can count toward the degree as free electives.
Exclusions apply including, but not limited to: Horticulture, Dance and Urban Planning. Must be a science rubric. Consult with advisers for further information.
Across these gen-ed categories, students will need to take courses that include at least four different rubrics from the following: ANTH, ECON, GEOG, GLBL, HIST, PS, PSYC, SOC to meet the ISBE Social Science requirement.
ISBE standards require demonstration of proficiency in algebra and statistics. Consult with adviser for further information.
The total hours required for the degree may be higher for students who have not already completed the language other than English requirement and/or the ISBE algebra requirement.
PYSC 100 is a prerequisite for EPSY 201.
Students will register for EDPR 250 during their spring term of the year one professional education sequence year for zero credit hours and register for EDPR 250 again their fall term of the year two professional education sequence for four credit hours.
Informational orientation seminar for Education majors to enhance their understanding of college life and the field of education as a profession.
Provides an introduction to critical issues in education with focus on selected contemporary issues in the field; emphasis is on critical analysis and reflection on relationships between teachers, schools, and society.
Focuses on the role of identity in schooling and the way in which identity is socially constructed. Examine how power and privilege impact equity and opportunities based on socially constructed identities such as race, social class, gender, sexual identity, language, (dis)ability, and nationalism. Explore asset-based frameworks that are identity affirming and counter deficit-based perspectives. This course is designed for students interested in reflecting on their own experiences as learners by critically examining their socially constructed identities and "ways of knowing" and the societal implications of these experiences. It is also for those considering careers in teaching, and anyone interested in reflecting on how issues of inclusion, exclusion, power, and privilege play out in education. (Graduate candidates may take this course or approved graduate-level College of Education Educational Policy Studies Foundations Requirement course; undergraduates may take this or program-approved equivalent coursework).
This course satisfies the General Education Criteria for:
Cultural Studies - US Minority
Examines the nature of justice and the dynamics of a pluralistic society to derive a conception of social justice. Working with this conception, it asks how schools function to perpetuate and/or remediate social injustice. The course will consider the history and nature of schooling, issues of access and tracking, and notions of the public and the common. The course is designed for students interested in reflecting on their own educational histories, for those considering careers in teaching, and for all future parents and citizens needing to be able to reflect critically on justice, school, and society. (Graduate candidates may take this course or approved graduate-level College of Education Educational Policy Studies Foundation Requirement course; undergraduates may take this or program-approved equivalent coursework).
This course satisfies the General Education Criteria for:
Humanities - Hist & Phil
This course will serve as a foundation for your education abroad experience. The class will center on the experience of travel as it relates to education - your own education, the education systems and policies you encounter, as well as your prospective role as a future educator. This course will introduce comparative education inquiry and provide space to consider the cultural, political, and ethical implications of engaging in education travel and research in cross-cultural, global contexts. 0 to 3 undergraduate hours. 0 to 4 graduate hours. Approved for Letter and S/U grading. May be repeated if topics vary.