Western Illinois University: Macomb Campus
Web Tools and Search Bar
2010-2011 Undergraduate Catalog
Educational and Interdisciplinary Studies
Office: Horrabin Hall 115
Telephone: (309) 298-1183
Fax: (309) 298-2786
E-mail: GA-Delany-Barmann@wiu.edu (Dr. Gloria Delany-Barmann, Bilingual Coordinator)
Faculty: Adams, Cody, Cohen, Davis, G. Daytner, K. Daytner, Delany-Barmann, Forney, Gunzenhauser, Hasebe, Hyde, LaPrad, Lindner, Mansfield, Miretzky, Montalvo, Paciotto, Stevens, Ternasky.
Adjunct Faculty: Bracey, Johnson.
Pre-Service Teacher Education
The Department of Educational and Interdisciplinary Studies offers the preprofessional education sequence of coursework required of teacher education candidates. The sequence includes
- EIS 201 - Educational Psychology—Human Growth and Development,
- EIS 301 - Educational Psychology—Learning and Instruction,
- EIS 302 - Multicultural and Social Foundations of Education, and
- EIS 401 - Educational Law and Policy
Preservice field experiences for most secondary programs are provided also by the department. Basic graduate support courses in history and philosophy of education, sociology of education, research, classroom management, assessment, and educational psychology are offered for students seeking teacher certification at the post-baccalaureate level.
Qualified bilingual/ESL teachers are in high demand throughout the state and nation. The Department of Educational and Interdisciplinary Studies offers an undergraduate major in Bilingual/Bicultural Education (Spanish language). Students completing the program also complete all requirements to qualify for elementary certification. Students will be granted approval for ESL through the Illinois State Board of Education.
In addition, the department offers two graduate degrees - M.S.Ed. in Educational and Interdisciplinary Studies and M.S. in College Student Personnel.
Students majoring in the bilingual program may apply for state scholarships and for tuition and stipend awards through federal and state grant funds when available. For additional information about financial assistance, contact Lisa Turke, Horrabin Hall 115, telephone (309) 298-1183.
Central advising for bilingual/elementary majors is maintained in Horrabin Hall 91. Secondary majors should consult with the secondary education adviser in Horrabin Hall 91 as well. For further information, contact Dr. Gloria Delany-Barmann, program coordinator, in the Department of Educational and Interdisciplinary Studies.
Honors Curriculum - Academically qualified students in this department are welcome to complete an honors curriculum in University Honors, Upper Division Honors, or Lower Division Honors. All Honors students must complete the one-hour honors colloquium (G H 299). Lower Division Honors includes General Honors coursework. Upper Division Honors includes honors work in the major. University Honors combines Upper and Lower Division Honors. For more information about honors curricula visit the Centennial Honors College website at www.wiu.edu/Honors .
Bachelor of Science in Education—Bilingual/Bicultural Education
Students seeking the Bachelor of Science in Education with a major in Bilingual/Bicultural Education must complete I, II, and III. The minimum semester hour requirement for the baccalaureate degree is 120 s.h.** Students will also complete dual certification requirements for elementary education.
In accordance with the Illinois State Board of Education certification rules, all candidates seeking teacher certification are required by Western Illinois University to obtain a grade of “C” or better in all directed general education courses, all core courses, and all courses in the option. Note C- is below a C.
General Education Curriculum: 44
(including ANTH 110, ARTH 180, GEOG 110, HIST 105 or 106, MUS 190, POLS 122, a Biological Science lab, a Physical Science lab
EIS 427, 430, 435, 453, 457, 458
- Additional Bilingual Field Experience: EIS 303: 2 s.h.
Bilingual Certification Requirements***: 9
SPAN 325 or 326; SPAN 327; SPAN 449
Elementary Education Certification Requirements: 49
- Choose 2-4 s.h. from C&I 403, EIS 405
- ELED 470 (3); LLA 313; KIN 360; SPED 310, 390; CS 111; IDT 285; MATH 106*, 206*, 364, 367; RDG 383†, 384†, 433; SCED 364, 464; SSED 365, 495
- Pre-Professional Education: EIS 201, 301, 302, 401: 11 s.h.
Study Abroad with minimum of 12 s.h. University credit: 0-12 s.h.
IS 361 or study abroad courses that substitute for coursework required for the major. These courses will depend upon university setting.
- Student Teaching: 12 s.h.
*3 s.h. of the sequence MATH 106/206 may count toward
the University General Education requirement.
**Because the student will be qualifying for two certificates and meeting two state approved programs, the total will exceed 120 s.h.
***Based upon proficiency level, students may need to complete additional coursework.
†RDG 383 and RDG 384 fulfill the Writing Instruction in the Discipline (WID) graduation requirement.
EDUCATIONAL AND INTERDISCIPLINARY STUDIES (EIS)
Courses transferred to Western Illinois University from other institutions need to be evaluated for equivalency. Evaluation forms are available in Horrabin Hall 99. Courses from two-year institutions are not accepted as satisfying 300/400 level courses.
201 Educational Psychology—Human Growth and Development. (3) Explores human growth and development from conception through early adulthood, emphasizes relationship of development to teaching/learning process, classroom management, motivation, and individual differences (K-12). Field experiences are required. A student must receive a grade of C or higher in the course prior to enrolling in EIS 301.
203 Clinical Observations in Human Growth and Development. (1) Clinical observations in educational settings as applied to human growth and development principles, classroom management, and motivation. Only for transfer students. C or above grade is required. Prerequisite: an accepted transfer course in human growth and development and permission of department chairperson.
301 Educational Psychology—Learning and Instruction. (3) An introduction to the state of knowledge in contemporary educational psychology including particular concepts related to middle school. Topics include cognitive processing, human motivation, instructional planning, instructional strategies, assessment and evaluation, standardized testing, and teacher-based assessments. A grade of C or above must be achieved in EIS 301 for teacher certification. Prerequisite: A grade of C or above in EIS 201 or the equivalent transfer course.
302 Multicultural and Social Foundations of Education. (3) A study of the social and cultural factors that affect the educational process including those ethnic and multicultural aspects that play a role in American education. Field experience—10 hours required. A grade of C or above must be earned in the field experience component and in the course for teacher certification.
303 Field Work in Educational and Interdisciplinary Studies. (1 – 2, repeatable to 3) Supervised practicum in off-campus education situations (public, private, or title programs) as part of professional preparation in teacher education. C grade or above is required. Prerequisite: 2.50 cumulative and major GPAs or recommendation of major department; EIS 301 with a grade of C or better; and satisfactory compliance of a fingerprint background investigation prior to the start of the field experience. (See EIS 301 above for additional prerequisites.)
304 Field Work in Educational and Interdisciplinary Studies. (1, repeatable to 2) The second supervised practicum in off-campus PK-12 educational settings as part of professional preparation in teacher education. C grade or above is required. Prerequisites: Full acceptance to the Teacher Education Program and must have completed EIS 303 with a grade of C or better. Candidates are required to have already completed a methods course or be concurrently enrolled in a methods course at the time of enrollment n EIS 304.
Study Abroad. (1-12) Field study project in
international setting. The student submits a written report and fulfills other
requirements set up by the instructor. Prerequisite:
Bilingual/Bicultural Education major.
401 Educational Law and Policy. (2) An analysis of formal legal and ethical problems that will allow students to critique contemporary debates in educational policy, law, and ethics. The course will examine the tension between competing philosophical theories and the construction and function of educational policy. A grade of C or above must be earned for teacher certification. Prerequisite: full acceptance into teacher education program; a grade of C or better in EIS 301.
405 Classroom Management. (2) Study of classroom management models applied to educational settings. Organization and management to facilitate learning. Legal policies, procedures and strategies for dealing with behavior, disruption, and conflict resolution. Prerequisites: prior or concurrent prestudent teaching instructional field experience, concurrent student teaching, or graduate status.
427 Foundations of Education for Culturally and Linguistically Diverse Populations. (3) An introduction to the historical, political, social, and educational issues that have contributed to policy regarding public school services for language minority populations. Clinical experience of 15 hours required.
430 Methods and Materials for Teaching in Bilingual Programs. (3) Acquaints students with methodology and materials, with instruction in the preparation of audio and visual teaching aids, lesson plans, behavioral objectives, and the inquiry teaching methods for the bilingual/ESL classroom. Portion of content presented in Spanish. Clinical experience—15 hours required. A grade of C or higher must be earned for teacher certification.
435 Cultural Studies of Second Language Learners in the Classroom. (3) The study of historical and contemporary social and cultural issues affecting selected ethnic groups, with particular emphasis on the impact of culture, learning, and schooling on second language learners in U.S. schools. Clinical experience—15 hours required.
440 Sociolinguistics. (3) Exploration of foundational work in the field of sociolinguistics and current issues in the field. This course will emphasize the culture-language interface at the level of social relationships with special emphasis on educational settings. Prerequisite: ANTH 110 or EIS 302 or equivalent.
453 Assessment of Bilingual and ESL Students. (3) Selection, administration, and interpretation of measurement instruments. Description of testing: multicultural, bilingual, ESL, language competency tests; language proficiency/achievement testing; linguistic/cultural aspects of intelligence testing; assessment in classroom. Clinical experience of 20 hours required.
457 Methods and Materials of Teaching English Language Learners. (3) Analysis of language learning processes of bilingual children. The appropriate order for learning basic skills in two languages will be discussed and techniques of teaching English as a second language will be introduced and practiced. Clinical experience—15 hours required. A grade of C or higher must be earned for teacher certification.
458 Linguistics for the Teacher of English Language Learners. (3) The study of linguistics applied to teaching limited-English-speaking students. Includes English and non-English phonology, syntax, analysis, and application of linguistic theory. Clinical experience - 20 hours required.
499 Special Problems in Education. (1 – 4, repeatable with no maximum) An independent study of a theoretical or applied problem in education. An opportunity for the undergraduate to broaden understanding and skills in the profession through research and experience.
COLLEGE STUDENT PERSONNEL (CSP)
445 The University and the Student. (2) Studies the mores, membership influence, commitment, expression, and governance of the college community, characteristics of a college student and the relationship of these to personal, social, and intellectual development.
450 Workshop in Residence Student Development. (2) Examines factors affecting student growth and development in the university community, current problems facing students, and the use of group processes and leadership training in solving problems and facilitating community awareness.