Course/Competency Requirements

Lifelong Learning

12 competences satisfied by SNL and COE courses, approved transfer courses or proficiency exams.  Also included in this area are 4 one-credit hour clinical courses and a student teaching course from COE.

Liberal Learning

26 competences in 4 categories. Competences are satisfied by SNL and COE courses, equivalent transfer courses, and documented college-level learning from experience.  All Education course grades must be C or better and course grades for SNL competences must be C- or better.​

Arts & Ideas Category

3 COE courses, 5 SNL competences

Human Community Category

3 COE courses, 5 SNL competences

Scientific World Category

2 COE courses, 6 SNL competences

Advanced Elective Category

2 SNL competences

Focus Area

12 competences satisfied through 10 COE courses and a SNL competence

LL 102

L1 /LEARNING ASSESSMENT SEMINA

 

LL 250

FOUNDATIONS OF ADULT LEARNING: DEVELOPING PERSONAL, PROFESSIONAL AND EDUCATIONAL GOALS

In this required course, students use structured reflection and analysis to assess themselves as learners, write learning goals, do preliminary research in their focus area, meet with their mentor, establish an academic committee and plan the remainder of their undergraduate program. They master the notion of competence and identify ways of achieving it through prior and future learning. The course includes organizing a portfolio that will be an ongoing resource to support and document students? accomplishment of their learning goals. Students should take this course early in their program so they have a clear pathway to graduation. This course satisfies two competencies and carries four hours of tuition credit. Competencies: L2 (Foundations) and F1 (Focus Area Planning).
Prerequisites:
Status as a BA student in SNL and (LL 102 or DCM 313) are a prerequisite for this class.

LL 150

ACADEMIC WRITING FOR ADULTS

In this course, SNL students focus on writing skills associated with effective performance in a variety of settings. Students will review and practice the essentials of good writing by building on their particular strengths and improving areas of difficulty. In addition to receiving individual feedback and guidance from the instructor, students learn to give feedback on writing to one another.
Prerequisites:
LL 101 or LL 102 or DCM 313 is a prerequisite for this class.

LL 155

CRITICAL THINKING

In this course, students are introduced to the basic concepts behind the skills of effective listening, dynamic thinking, and persuasive argumentation and have an opportunity to practice these skills within an active and experiential context. Through peer and small group activities, problem-based exercises, and self-evaluation skills, students will develop effective habits of thinking that can be employed in subsequent learning experiences.

LL 205

QUANTITATIVE REASONING

This course provides an introduction to various topics in quantitative reasoning that most adults will be exposed to throughout their university course work, their careers and their daily lives and how to more effectively handle these topics. It covers different approaches to problem solving, how numbers are used in the real world, how to manage your personal finances, basic concepts in statistics and how they are applied in everyday settings and , finally, how money and populations grow and decay. Scientific calculators and the Excel spreadsheet program will be used as tools for exploring algebraic and statistical concepts. Excel spreadsheets and charts are used extensively to illustrate graphically how to display, analyze and interpret data. Using mathematical models to understand real-world phenomena and to make predictions is an important component of the course. Access to a PC and the Internet is required. Quantitative reasoning will be a large part of the class discussion.

ECE 91

CLINICAL EXPERIENCES WITH INFANTS AND TODDLERS

(1 credit) Candidates will observe and interact with infants and toddlers (25 clock hours) and attend a weekly seminar in which they will be required to reflect on their experiences in relation to the development and learning processes in infants and toddlers. Appropriate early childhood assessment and intervention methodologies will be emphasized. COREQUISITE: ECE 290.

ECE 92

CLINICAL EXPERIENCES WITH YOUNG CHILDREN AND FAMILIES

(1 credit) Candidates will observe and interact with young children and their families in family training programs, family conferences and home visits will be included in the options.(25 clock hours). COREQUISITE: ECE 302.

ECE 93

CLINICAL EXPERIENCES WITH PRE-SCHOOLERS

(1 credit) Candidates will observe and interact with preschool age children (25 clock hours) and attend a weekly seminar in which they will be required to reflect on their experiences in relation to the development and learning processes in preschool age children. Appropriate early childhood assessment and instructional methodologies will be emphasized. COREQUISITE: ECE 310.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.

ECE 94

CLINICAL EXPERIENCES IN PRIMARY GRADES

(1 credit) Candidates will observe and interact with primary age children (25 clock hours) and attend a weekly seminar in which they are required to reflect on their experiences in relation to the development and learning processes in the primary years. Appropriate assessment and instructional methodologies for children in the primary grades will be emphasized. COREQUISITE: ECE 311.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.

LL 300

RESEARCH SEMINAR

In this course students will learn to pose questions and use methods of formal inquiry to answer questions and solve problems as preparation for their Externship and Advanced Project. The instructor selects a topic around which to organize the course. The topic is broad enough to allow students to pursue research in areas of interest, while providing a common reference point for class discussion. Prerequisite: Students must complete Foundations of Adult Learning, College Writing and Critical Thinking prior to registration.
Prerequisites:
LL 250 and (LL 150 or LL 104 or LL 153 or LL 154) and (LL 155 or DCM 310 or LL 105) are a prerequisite for this class.

ECE 385

EARLY CHILDHOOD STUDENT TEACHING

(12 credits) This course requires students to participate in supervised teaching at a cooperating school, five full days per week, for an academic quarter. Part of the teaching will be in a preprimary setting and part will be in a primary setting. Feedback and discussion of issues encountered in student teaching as well as new materials and techniques of student teaching will be included. Application and approval are required. Open only to DePaul students.

LL 390

SUMMIT SEMINAR

This required course is the final requirement completed by SNL students to earn their degree. Primary purposes are to 1) bring appropriate and reflective closure on the SNL experience; 2) enable students to celebrate and share their work with others who have accomplished goals and projects; and, 3) reflect upon the overall SNL experience, its developmental effect, its contribution to lifelong learning, and the transferable skills, attitudes, etc. that were developed as a result of the SNL experience.
Prerequisites:
FA 303 and LL 302 are a prerequisite for this class.

ECE 286

ART, MUSIC, AND MOVEMENT FOR THE YOUNG CHILD

This course will focus on the theory, research, methods, and activities of art, music, and movement for young children birth through age 8. Emphasis will be on the integration of developmental domains, creative and critical thinking as developmental domains are integrated.

LSE 380

PHILOSOPHICAL ISSUES IN EDUCATION

This course is a critical inquiry to major philisophical writings in education. This course satisfies the philosophical inquiry requirement. PREREQUISITE(S): PHL 100; SCU 207 highly recommended.

EE 347

CHILDREN'S LITERATURE

This course familiarizes students with quality children's literature for infancy through young adulthood. Students will select, discuss, critique, and share books appropriate for this age span, focusing primarily on ages 5-14 years. The influences of child development, culture, technology, and education stakeholders (i.e., parents, students, teachers, administrators, and their community) on literature selection are emphasized. Students will develop skills in evaluating books, responding to books, and using literature across the curriculum.

ECE 303

HISTORY AND PHILOSOPHY OF EARLY CHILDHOOD EDUCATION

Historical, sociological, philosophical and psychological foundations of early childhood education are explored. Review of key theories and research informs the development of early childhood education goals and practices including administration, ethics and major program models including Montessori, Reggio Emilia, High Scope and Creative Curriculum. Personal reflections are applied to the field and course readings.

SCU 207

SOCIAL AND HISTORICAL ISSUES IN EDUCATION

This course examines through an interdisciplinary framework sociological and historical issues and concerns associated with the relationship between education and public life. The course analyzes education as a form of cultural power, addressing its political and ideological effects. Emphasis will be placed upon the social and historical meanings and purposes assigned to education, especially as it pertains to questions of race, gender, sexuality, and the political economy of class.

SCU 336

ADOLESCENT AND ADULT GROWTH AND DEVELOPMENT

Theories of development throughout adolescence including current issues of problems and growth crises in attaining maturation. The course also includes adult and aging life span considerations. Emphasis is placed on the role of the early childhood professional in interaction with adults in the lives of young children (i.e., parents, grandparents).

LL 102

LEARNING ASSESSMENT SEMINAR

Learning Assessment Seminar is the first of the required courses in the Lifelong Learning Area and designed to help students make educational decisions in the context of their educational and personal goals, become well-versed in SNL's philosophy and competence framework, and make concrete plans for completion of their degree.

ECE 331

BEGINNING MATH AND SCIENCE INSTRUCTION

This course explores activities, materials, methods, and theoretical principles for teaching mathematics and science in the preschool and primary grades. Candidates engage in experiences with lesson planning and exploration of different instructional and assessment strategies.Twenty (20) hours of clinical practice are required.
Prerequisites:
ECE 290 and Advanced Teacher Candidate Standing are a prerequisite for this class.for registration.

ECE 298

CHILD HEALTH SAFETY AND NUTRITION

This course focuses on the interrelationships among child, family and the areas of health, safety and nutrition. Special emphasis will be placed upon the issues of health, safety and nutrition that affect young children from the ages of birth through age 8. Understanding cultural issues and special needs of individual children are addressed, as are aspects of health and safety. Central to this course is the acquisition of knowledge and application of practices that promote good nutrition, dental health, and the physical, social and emotional well being of young children. The course includes information on common diseases and health problems.

ECE 290

CHILD GROWTH AND DEVELOPMENT

This course examines human growth and development of the child from pregnancy through age eight, including cognitive, language, physical, social, spiritual, creative, and emotional areas of development. Learning and development theories of young children including those of Freud, Piaget, Erikson, Vygotsky, Gardner, Bronfenbrenner, and others are explored. COREQUISITE: ECE 091.

ECE 302

CHILD AND FAMILY IN THE URBAN ENVIRONMENT

This course will focus on understanding the diversity of children and families in approaches to development, learning, and disability. It will examine how teachers may provide a curriculum and environments within the context of family and community that honor the families' and communities' beliefs, values, and practices. In addition, ways to develop and maintain productive and collaborative relationships between professionals and families, communities and other professionals across the range of systems are examined. Attention is given to the development of collaborative problem-solving for families with young children who have special needs.

ECE 307

SPEECH AND LANGUAGE DEVELOPMENT OF THE YOUNG CHILD

This course examines the development of speech and language in young children. The course will explore assessing children's language development, as well as providing techniques for supporting and enhancing language growth. Attention will be given to dialectal issues as these apply to growth and development of linguistic competencies through the early childhood years.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.

ECE 309

YOUNG EXCEPTIONAL CHILD

This course introduces candidates to the field of early childhood special education including the Early Intervention System. Characteristics of infants, toddlers and young children with special needs are examined. Methods of working with different disabilities during the early years will be explored. Strengths and needs of families of young children with disabilities and collaboration with family members will be emphasized in this course. Students are required to complete field assignments and 15 hours of field experience in a special education setting.

ECE 310

PREPRIMARY PROGRAMS: CURRICULUM AND STRATEGIES

Candidates will plan, implement, and evaluate activities that promote the physical, emotional, social, spiritual, cognitive, and creative development of preschool children from diverse cultural and socioeconomic backgrounds. Emphasis will be placed on creating learning environments that facilitate children's learning through play. Developmentally appropriate practices, with a particular emphasis on social studies, use of technology, and learning centers will be thoroughly investigated. COREQUISITE: ECE 093.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.

ECE 311

CURRICULUM AND INSTRUCTION IN PRIMARY GRADES

This course provides an examination of the objectives, content methods and materials used in the primary grades of elementary schools (K-3). A variety of teaching methods and classroom management strategies will be discussed and illustrated, including teacher-led and student-centered instruction. Candidates will be encouraged to reflect upon their own emerging educational philosophies and teaching styles as they take part in laboratory and clinical experiences. Many opportunities for planning, using and evaluating a variety of teaching methods will be offered. Each student will develop at least one teaching unit on a primary social studies theme. COREQUISITE: ECE 094.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.

ECE 375

EARLY CHILDHOOD ASSESSMENT

Students will study, use and evaluate early childhood assessment methods and tools that are appropriate for use with young children with diverse cultural and socioeconomic experiences. Ways of involving families in early childhood assessment will be stressed. How to observe and assess children individually, in groups and in their family systems and networking with community services will be explored.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.

ECE 306

UNDERSTANDING YOUNG CHILDREN'S BEHAVIOR

This course focuses on understanding children's observable behaviors and environmental and biological factors that affect young children's behaviors (ages birth through 8). The course will provide candidates with techniques to identify and effectively address negative behaviors in young children through using principles of Applied Behavior Analysis and Functional Behavior Assessment and Analysis (FBA). General classroom management techniques will also be examined. Students will complete field assignments using FBA in addressing challenging behaviors of a child with or without special needs.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.

ECE 384

EARLY CHILDHOOD EDUCATION CAPSTONE

The senior capstone course is designed to help Candidates integrate the central emphases of their liberal learning studies curriculum with their professional behavior. It will provide prospective early childhood educators with opportunities to engage in activities requiring them to be reflective, to consider value commitments, to use critical and creative thinking, and to examine their practice from a multicultural perspective as they discuss issues specific to early childhood education. Candidates will develop a professional portfolio that reflects the standards of the various guiding professional organizations. The course is grounded in the School of Education's framework for an Urban Professional Multicultural Educator, which also reflects the goals of the Liberal Studies program. This course is taken before student teaching.

EE 324

READING/LANGUAGE ARTS IN THE EARLY YEARS

This course focuses on the curriculum content and sequence, instructional and assessment strategies as well as considerations integral to the creation of authentic, effective emergent literacy environments and engagements for pre-kindergarten through third grade. Theory and practice principles are woven into course assignments and required field experiences designed to observe, teach, and reflect upon instructional decisions made for individual as well as groups of children. Prevailing curricular and instructional models (e.g., code-based, meaning-oriented, balanced) and their histories are compared and contrasted. The influences of development, home language(s) and dialect(s) (especially those of U.S. metropolitan areas), and educational settings are studied and applied to candidate instructional planning and teaching. Case studies and lesson planning facilitate the application of course content.
Prerequisites:
(EE 281 or ECE 290) and status as an Advanced Teacher Candidate is a prerequisite for this class.

ECE 381

INTERNSHIP IN PRESCHOOL SETTING (75 CLOCK HOURS OF SUPERVISED EXPERIENCE)

Candidates conduct 75 hours of intense supervised field work in preschool during the winter quarter. The internship is designed for advanced ECE candidates to be taken before student teaching. Candidates taking this internship have taken ECE 310: Preprimary Programs: Curriculum and Strategy.

ECE 382

INTERNSHIP IN PRIMARY SETTING (75 CLOCK HOURS OF SUPERVISED EXPERIENCE)

Candidates conduct 75 hours of intense supervised field work a primary grade (K-3) during the spring quarter. The internship is designed for advanced ECE candidates to be taken before student teaching. Candidates taking this internship have taken ECE 311: Curriculum and Instruction in Primary Grades.
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ECE 387

CAPSTONE SEMINAR IN EARLY CHILDHOOD EDUCATION

This course is designed to help candidates integrate the central emphases of their Liberal Studies curriculum with their professional knowledge and behavior. It provides opportunities and activities to prospective educators that engage them in being analytic and reflective upon their major and related disciplines; guide them in further considering their value commitments and how they relate to their chosen profession; apply critical and creative thinking in addressing 'real-time' professional issues and needs; and examine extant practices from multicultural perspectives. Candidates develop a professional teaching portfolio that reflects the standards of the various guiding professional organizations and the Illinois State Board of Education (ISBE). The course is grounded in the College of Education's framework for an Urban Professional Multicultural Educator as well as the goals of the Liberal Studies program. The course is taken simultaneously with student teaching. COREQUISITE(S): ECE 385.

ECE 280

INTERNSHIP WITH INFANTS AND TODDLERS

Candidates conduct 75 hours of intense supervised fieldwork in an infant/toddler center where they are observing and documenting behavior and interactions, planning activities, and assessing development in children ages birth to 3. Candidates will also participate in a twice a quarter, hour and a half, seminar to reflect and discuss aspects of infant/toddler development and care, making connections between theory and practice. Onsite meetings with groups of candidates will be held weekly for supervision and reflection on practice. Co-requisite ECE 290.