Mar 29, 2024  
2011-2012 Undergraduate Catalog 
    
2011-2012 Undergraduate Catalog [NOTE!!!! THIS IS AN ARCHIVED CATALOG. FOR THE CURRENT CATALOG, GO TO CATALOG.NIU.EDU]

Teaching and Learning (TL–)


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Admission to the major in elementary education and to the interdisciplinary major in early childhood studies is limited. See “Limited Admissions and Limited Retention Requirements” in this catalog.


The Department of Teaching and Learning offers the B.S. degree with an interdisciplinary major in early childhood studies, the B.S.Ed. degree with a major in elementary education and with a major in special education, and undergraduate course work in early childhood education, elementary education, middle-grades education, outdoor teacher education, secondary education, and special education. State of Illinois approved and NCATE accredited programs leading to certification are offered in early childhood education, elementary education, and special education. Viewing teaching both as an art and a science, learning as a reciprocal process, and service as a responsibility, the department provides curriculum and instruction grounded in theory, research, and best practice.

The B.S. degree in early childhood studies is offered jointly by the Department of Teaching and Learning and the School of Family, Consumer, and Nutrition Sciences.

The B.S.Ed. degree in elementary education qualifies students for an Illinois Elementary Teacher’s Certificate which enables them to teach in kindergarten through ninth grade. The elementary education program is approved by the Illinois State Board of Education and is designed to help preservice teachers learn theoretical constructs and practice appropriate role functions in the classroom with children. Students may also earn middle grades endorsement by successfully completing EPS 419 and TLCI 422. Transfer students who wish to major in elementary education should plan their program of study during their scheduled orientation session with an elementary education adviser.

The B.S.Ed. degree in special education is designed for those who plan to teach students with disabilities at the elementary, intermediate, and secondary level, leading to Type 10 Standard Special certification. Completion of department and appropriate emphasis requirements leads to certification by entitlement for teaching individuals with disabilities, either as Emphasis 1. Learning Behavior Specialist I, or Emphasis 2. Vision Impairments.

As part of teacher certification, students must pass two competency examinations required by the Illinois State Board of Education, one in basic skills and one in the subject-matter knowledge that corresponds most closely to the Illinois field for which they are seeking certification (e.g., early childhood education, elementary education, special education). Additional tests may be required before applying for Illinois teacher certification.

Advisement services are provided the student from freshman year through graduation. Students are responsible for utilizing these services by responding to the periodic posted notices of deadlines for professional semester applications and schedules for advance registration advisement. A permit to register for the first and second professional semesters of the elementary education program must be secured from the department.

Teaching and Learning Faculty

Helen Brantley, Ph.D., Columbia University at New York, professor, chair
Erika Blood, Ph.D., University of Washington, assistant professor
Jeffrey Chan, Ph.D., University of Texas at Austin, assistant professor
Lynette K. Chandler, Ph.D., University of Kansas, professor
Gregory Conderman, Ed.D., University of Northern Colorado, associate professor
Meryl Domina, Ph.D., University of Illinois at Chicago, assistant professor
Maylan Dunn-Kenney, Ph.D., University of Oklahoma, associate professor
Joseph Flynn, Ph.D., Michigan State University, assistant professor
Paula Hartman, Ph.D., The University of Texas at Austin, assistant professor
Laura Hedin, Ph.D., University of Illinois at Champaign-Urbana, assistant professor
Mary Beth Henning, Ph.D., Pennsylvania State University, associate professor
Jesse W. Johnson, Ed.D., Northern Illinois University, associate professor
Sarah Johnston-Rodriguez, Ph.D., University of Wisconsin at Madison, associate professor
Myoungwhon Jung, Ph.D., Indiana University, assistant professor
Gaylen G. Kapperman, Ed.D., University of Northern Colorado, professor
Paul Kelter, Ph.D., University of Nebraska at Lincoln, professor
Moses Mutuku, Ed.D., Indiana University of Pennsylvania, associate professor
William Penrod, Ed.D., University of Louisville, assistant professor
La Vonne I. Neal, Ph.D., University of Texas, Austin, professor
Eui-Kyung Shin, Ph.D., University of South Carolina, associate professor
Toni VanLaarhoven, Ed.D., Northern Illinois University, associate professor
Elizabeth Wilkins, Ph.D., Southern Illinois University, professor
C. Sheldon Woods, Ph.D., Kansas State University, associate professor 

 

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