BazookaCow19/class-info huggingface dataset:
CHIN 440: Fourth-Year Chinese I The focus of this course is on reading and discussing modern and pre-modern Chinese literary selections in Chinese. Students continue to develop dictionary, literary and writing skills begun at the advanced (305-306) levels. 3 undergraduate hours. 4 graduate hours. Prerequisite: CHIN 306 or equivalent.
CHIN 490: Readings in Chinese Lit Guided readings in Chinese literature in the vernacular with regular individual conferences and a paper. 3 undergraduate hours. 4 graduate hours. May be repeated to a maximum of 6 undergraduate hours or 8 graduate hours. Prerequisite: Reading knowledge of Chinese and consent of instructor.
CHP 395: Interdisciplinary Seminar Seminar on interdisciplinary topics in the natural sciences, social sciences, humanities, and arts. Open to Chancellor's Scholars and other honors students. May be repeated to a maximum of 6 hours if topics vary. Prerequisite: Junior standing in the Campus Honors Program.
CI 199: Undergraduate Open Seminar Approved for both letter and S/U grading. May be repeated.
CI 210: Introduction to Digital Learning Environments Surveys the field of digital environments and their capacity to support teaching and learning. Examines theories of interactivity, immersion, learning with multi-media, and digital literacies to discuss and evaluate various digital environments. Students learn to critically assess digital environments and to create original prototypes that target a specific and important learning or teaching goal. Environments that will be discussed and experimented with in class include virtual worlds, social networks, digital classrooms, interactive exhibits, video games, and tangible technologies.
CI 312: Data Literacy Introduces data literacy as a required key twenty-first century skill. Students will learn the nature of data across different domains and the concepts and skills of data visualization by understanding, questioning, and problematizing how data are generated, analyzed, and used. Students will be able to apply its concepts and skills to visualize your own data, interpret the findings, and examine the impacts of data-driven decisions.
CI 395: Independent Study Permits study of problems not considered in other courses; for students who excel in self-direction and intellectual curiosity. Approved for both letter and S/U grading. Prerequisite: Junior or senior standing; minimum GPA of 3.5; completion of Advanced Composition requirement, and consent of adviser and staff member supervising the work.
CI 402: Teaching Diverse Middle Grade Students Examines the curriculum and philosophy of teaching students in the middle grades. Students will focus on a number of related topics including teaching a diverse middle school student population, including all students in instruction, using technology for teaching middle school English, Mathematics, Science, and Social Studies and alternative means of assessing students' learning. Seminar content will be integrated with coursework in adolescent development, and special education in middle school settings. Coursework is integrated with a middle grade field experience. 3 undergraduate hours. 3 graduate hours. May be repeated up to 9 credit hours. Prerequisite: CI 401, CI 405, or CI 410.
CI 403: Teaching a Diverse High School Student Population Examines the curriculum and philosophy of teaching students in high school grades. Students will focus on a number of related topics including teaching a diverse student population, including all students in instruction, using technology for teaching high school English, Mathematics, Science, and Social Studies and alternative means of assessing students' learning. Seminar content will be integrated with coursework in instructional technology, assessment, and special education with high school students. Coursework is integrated with a high school field experience. 3 undergraduate hours. 3 graduate hours. Prerequisite: CI 401. Requires concurrent enrollment in CI/EPSY 485 and SPED 405.
CI 405: Introduction to Teaching Elementary Age Children Examines the contexts of elementary education in the public schools. Includes content on teaching as a profession and community/family contexts of education. Coursework is integrated with field experiences with elementary children. 3 undergraduate hours. 3 graduate hours. Prerequisite: Admission to the Elementary Teacher Education Program.
CI 406: Theory Practice in Elementary School Teaching I Course examines teaching in the elementary grades. Students will focus on a number of related topics, including classroom management, instructional design, personal and professional attributes of effective teachers, and multicultural perspectives. Coursework is integrated with field assignments in public elementary schools. 3 undergraduate hours. 3 graduate hours. Prerequisite: CI 405; admission to the Elementary Teacher Education Program.
CI 410: Middle School Instruction, Philosophy and Structures This course will introduce middle school concept and philosophy; cover common instructional and assessment strategies aligned with this concept, with a specific focus on curriculum integration and the use of newer communication technologies; and will review middle school organizational structures, including teaming, advisory, alternative scheduling, exploratory classes, and parental involvement. Students will connect theory and practice by incorporating their concurrent field placement (in middle level setting) into assignments and discussions. 3 undergraduate hours. 3 graduate hours.
CI 415: Language Varieties, Cultures and Learning For students in the early childhood, elementary and middle grades licensure programs. Introduces students to issues related to first- and second-language development, cultural diversity, and language variation. Addresses the above issues in terms of teaching and learning and serves as a base for subsequent courses that will extend these issues in the content areas. 3 undergraduate hours. 3 graduate hours. Prerequisite: Admission to a teacher preparation program.
CI 421: Principles and Practices in Early Childhood Education Studies the principles and practices of using play as an educational tool in early childhood education; reviews historical, philosophical, and psychological foundations of nursery-kindergarten methods; assesses techniques relating play to various aspects of instruction; surveys materials and equipment; and presents methods of classroom evaluation. 3 undergraduate hours. No graduate credit. Prerequisite: CI 420; admission to the Early Childhood Teacher Education Program. Concurrent enrollment in EDPR 420 and EDPR 438; credit or concurrent registration in EDPR 250, section EC.
CI 422: Families, Communities, Schools Principles and practices of building partnerships and collaboration among families, community agencies, and schools in a diverse society for early childhood professionals; covers strategies for building understanding, trust, and effective communication with all children and their families including those who have special needs, have cultural and linguistic differences, come from non-traditional family configurations, and who face poverty, health problems, and/or family dysfunction. 3 undergraduate hours. 4 graduate hours. Prerequisite: Admission to the Early Childhood Teacher Education Program or consent of the instructor.
CI 425: Early Childhood Education Instructional Planning, Assessment & Learning Environments Examines grade/age specific learning standards and how standards are deconstructed to inform and develop measurable, substantive instructional objectives. Also focuses on planning for instruction and assessment, guidance and management, and effective use of the learning environment. Analysis of assessment data to inform instructional decisions will also be included. 3 undergraduate hours. No graduate credit. Prerequisite: For students in the Early Childhood Professional Education concentration.
CI 430: Teaching Children Mathematics Examines children's learning of mathematics and meaningful instructional methods, representations and materials. Emphasis given to number and operations (including both whole and rational numbers), number theory and statistics/probability. Includes laboratory experience with supervised problem solving. 3 undergraduate hours. 3 graduate hours. Credit is not given for both CI 430 and CI 431. Prerequisite: MATH 103; admission to the Elementary Teacher Education Program.
CI 433: Foundations of Bilingual Education Analyzes historical, political, and educational influences on bilingual/ESL education in US. Theoretical foundation of bilingual and ESL programs are examined as well as the effectiveness of program models in promoting academic achievement. Meets standards and course requirements for the Illinois State Board of Education Teaching Approval and Endorsement for Bilingual and ESL teachers. Same as LLS 433. 4 undergraduate hours. 4 graduate hours.
CI 436: Technology and Mathematics Education Examines the role of technology as a learning tool in the secondary school mathematics classroom; reviews curricular materials and develops sample classroom projects using available technologies; analyzes mathematical problems using technology methods including simulations, representations, and invented algorithms. 3 undergraduate hours. 4 graduate hours.
CI 437: Educational Game Design Examines the role that physical and digital games play in learning. Focuses on how people learn through play and how game structures support educational outcomes. Principles of game design are described and students apply them to the design of original games with a specified educational objective. Students learn to prototype, playtest, and evaluate the educational content of games. Surveys and samples games in the areas of serious games, persuasive games, games for impact, etc. 3 undergraduate hours. 4 graduate hours. Prerequisite: Junior standing or consent of instructor.
CI 441: Math Content for Early Childhood Education (PK-2) Supports current and future early childhood teachers in building conceptual understandings of early childhood mathematics and in exploring the ways that mathematical ideas are interconnected and develop over time for children from birth through second grade, and just beyond. In parallel, early childhood teachers will engage with mathematics themselves and investigate what mathematical engagement and thinking looks like for their young students. 3 undergraduate hours. No graduate credit. Prerequisite: Credit or concurrent enrollment in CI 443. For students in the Early Childhood Professional Education concentration.
CI 443: Mathematics in Early Childhood Education Focuses on the teaching of foundational mathematical concepts in prekindergarten, kindergarten, and the primary grades. Pre-service teachers will learn the value of "mathematizing" the worlds of children and creating authentic experiences through which children learn key mathematics concepts. 3 undergraduate hours. 3 graduate hours. Prerequisite: Completed or concurrent enrollment in general education requirements in mathematics or equivalent, admission to the Early Childhood Teacher Education Program.
CI 446: Culture in the Classroom Explores cultural, political, and social factors that affect learning and teaching. Introduces students to the fields of educational anthropology and multicultural education and to the application of cultural information to curriculum development and classroom practice. The 3-hour undergraduate version and 4-hour graduate version meet the Cross-Cultural Studies for Teaching Limited-English-Proficient Students requirement for Bilingual and/or ESL Teaching Approval or Endorsement from the Illinois State Board of Education. 3 undergraduate hours. 2 or 4 graduate hours.
CI 450: Teaching Elementary Science I Course is the first of two, 3-hour science methods courses in the elementary education program, which will examine elementary science content, learning theory, and the teaching of science in the elementary school. 3 undergraduate hours. 3 graduate hours. Prerequisite: Admission to the Elementary Teacher Education Program.
CI 452: Social Studies as Action and Inquiry This course continues the application of methods and content knowledge from CI 448 and will use an inquiry approach to study classrooms and school communities. Students will learn about teacher action research and begin planning an implement classroom inquiry in their teaching, first as a small pilot project and then a more extensive study connected with EdTPA assignments. The continuing themes of active citizenship, diversity, equity, and professional practices will guide learning and action research planning. 3 undergraduate hours. 4 graduate hours. Prerequisite: Admission to the Elementary Teacher Education Program.
CI 454: Professional Learning Community II This course, taken concurrently with student teaching, focuses on supporting all young children and their families in early childhood programs, through a highly interactive class that emphasizes skill development, brainstorming, and problem solving. Students will discuss issues raised and experiences encountered in student teaching, and how these relate to the broader experience of teaching young children. 2 undergraduate hours. No graduate credit. Prerequisite: Concurrent enrollment in EDPR 432 required. For students in the Early Childhood Professional Education concentration.
CI 455: Fundamentals of Trauma-Informed Education Examines the foundational information needed to understand and support individuals who are impacted by exposure to trauma and chronic stress and to interrupt systemic causes of trauma within our sphere of influence. The course will focus on the causes of trauma; the brain science that underlies trauma exposure; the potential manifestation of trauma in classrooms; equity-centered, trauma-informed practices; and self-care for educators. 3 undergraduate hours. 4 graduate hours. This course will be a blended online course with both asynchronous and synchronous components. Prerequisite: Restricted to students admitted to the EdM program in Curriculum and Instruction with a concentration in Trauma-Informed Practices and Pedagogy or permission of the instructor.
CI 465: Language Literacy in Early Childhood Education I Basic principles, techniques, and materials for the emergent literacy in infancy through preschool. Emphasizes linguistic and cultural factors in culturally diverse settings. 3 undergraduate hours. 3 graduate hours. Prerequisite: Admission to the Early Childhood Teacher Education Program.
CI 467: Principles in Teaching Literature to Children and Youth Examines literature written for children and youth and the uses of literature in the school curriculum. 3 undergraduate hours. 3 graduate hours. Credit is not given for both CI 467 and LIS 403. Prerequisite: One college course in literature; admission to a teacher educator preparation program.
CI 471: Principles and Practices to Foster Independence in Reading Emphasizes reading comprehension and reading to learn in content fields in grades K-8. Includes focus on teaching reading to students from diverse cultural and linguistic backgrounds, including dialect speakers and English learners. 3 undergraduate hours. 4 graduate hours.
CI 476: Teaching Elementary and Middle Grade Language Arts Second of a two-course sequence that examines the basic theories, issues, methods, and materials for a developmental K-8 language arts program. It continues to emphasize the need to integrate the four language arts (reading, writing, speaking, and listening) as tools for learning across the curriculum. This second course, however, places a relatively greater emphasis on writing than on reading, speaking, and listening. Continues to address cultural diversity in language arts instruction, with emphasis on linguistic diversity. 3 undergraduate hours. 3 graduate hours. Prerequisite: CI 467 and CI 475 or CI 471; admission to the middle grades major, elementary major, or consent of instructor.
CI 480: Introduction to Computer Science for CS Teachers This course introduces the core concepts of computer science and computer programming for students to gain experience creating programs using text-based programming languages. It also provides opportunities for students to reflect on how they experience learning those concepts and how this might impact teaching high school students. Students will learn about the fundamentals of how programs are executed and how to store and process data using computers. They will be introduced to the concepts of algorithms, algorithm execution time, and the core concepts of object-oriented programming. 4 undergraduate hours. 4 graduate hours. Prerequisite: Students are required to have successfully completed CI 438.
CI 483: Computer Systems for CS Teachers This course teaches the fundamentals of how computers represent data and execute programs. It introduces assembly programming languages and how computers execute instructions. It discusses how computers manage inputs and outputs and how computers can communicate together via networks. It is designed to teach those concepts while addressing the needs to better understand how computers works when teaching high school computer programming courses. 2 undergraduate hours. 2 graduate hours. Prerequisite: Students are required to have successfully completed CI 480 or an equivalent introduction to computer science class.
CI 485: Assessing Student Performance Same as EPSY 485. See EPSY 485.
CI 492: Discrete Mathematics for CS Teachers Introduces fundamental mathematical concepts used for computations. It provides an overview of logic, mathematical proofs, number theory, counting, sets, relations, recursion, graphs and trees. It is designed to teach those concepts while addressing the needs to understand the mathematical formalism behind computation when teaching high school computer programming courses. 2 undergraduate hours. 2 graduate hours.
CI 499: Issues and Development in Education Seminar course on topics not treated by regularly scheduled courses; requests for initiation may be made by students or faculty member. 2 to 4 undergraduate hours. 2 to 4 graduate hours. Approved for both letter and S/U grading. May be repeated to a maximum of 8 hours. Prerequisite: Junior standing.
CI 501: Curriculum Development for the 21st Century Examines a variety of definitions of curriculum development, from past to present. Course activities use theories and research to frame discussions of substantive issues in the field: how learning is influenced by the stated goals of education; the cultural background of diverse learners; structure of the school setting; competencies of teachers; means of student assessment; and approaches to incorporating technology and 21st Century skills into classrooms. 4 graduate hours. No professional credit.
CI 507: Problems & Trends in Special Fields Intensive examination of problems and trends in the subject fields. 4 graduate hours. No professional credit. May be repeated in separate terms to a maximum of 8 hours.
CI 508: Urban Schools and Schooling This course is for anyone interested in issues of education in urban settings. It provides an overview of sociopolitical perspectives on teaching and learning for Latina/o, African American, American Indian, English learners, and other marginalized youth. The course explores how issues of identity and power are negotiated by students, communities, and teachers. Participants in the course will develop an understanding on how racism, classism, and the politics of language operate within urban schools. An emphasis of the course is on solutions that address social justice.
CI 512: Multicultural Education and Global Perspectives Examines important topics in the area of multicultural education in the United States and around the world. Engages students in the critical exploration of theories and literature that interrogate traditional views of multicultural education. Analyzes issues of race, class, gender, religion, nationality, xenophobia, homophobia, and ability in the contexts of classrooms and other educational settings. Course work focuses on an emancipatory curriculum and pedagogy for transformation and social justice education. Same as AFST 555.
CI 513: Collaborative Learning in Classrooms The focus on this course is on implementing collaborative learning in classrooms. The course will cover theory and practical elements of using collaborative learning in your teaching. The course will work through a series of assignments to support the application of the content being learned and result in a lesson plan for using collaborative learning in your teaching context. 4 graduate hours. No professional credit. Approved for Letter and S/U grading. Prerequisite: Restricted to graduate students.
CI 522: Arts in Early Childhood and Elementary: Curriculum in Context Role of dance, drama, music, literature, and the visual arts in early childhood and elementary education, focusing on production/performance, appreciation, history, and aesthetics. Interrelationships among curriculum, notions of child development, cultural contexts, and unique traditions of different arts disciplines. Current art education practices in the United States and other countries. Requires attendance at performances and visits to an art museum. 4 graduate hours. No professional credit. Prerequisite: Graduate status.
CI 535: Teaching and Learning Algebra This course examines perspectives about the teaching and learning of algebra in middle school and high school. Topics include an examination of historical perspectives on algebra in the school curriculum, a study of the nature of algebra and algebraic thinking, an analysis of teaching strategies for teaching algebra, an examination of documents on algebraic reasoning, and explorations of the use of technological tools to support the teaching and learning of algebra. Prerequisite: Acceptance into a graduate program.
CI 536: Curriculum and Instruction Proseminar Provides an introduction to doctoral studies, research, and careers in education. Focus is on development of an identity as a researcher. Topics include a basic orientation to research in education, doctoral program navigation toward a research identity in a chosen field and career path, writing in academic genres, and education research funding. The course is designed for all CI doctoral students. Topics, readings, and assignments may vary. The course is designed for students at the beginning of their doctoral program. However, advanced students may take the course as they progress in their program. 2 or 4 graduate hours. No professional credit. May be repeated to a maximum of 8 hours in separate semesters.
CI 538: Qualitative Analysis of Video Data Attends to the special affordances of video data and the key decision points and criteria to justify claims from video. Discussions will emphasize the relevant theoretical, methodological, and ethical considerations for each of those decision points. Students will analyze a selection of video data of their choosing to build and support a claim and justify their methodological choices. 4 graduate hours. No professional credit. Approved for Letter and S/U grading. Prerequisite: A basic qualitative methods course (CI 509, CI 519, EPOL 585, EPSY 577, or EPSY 578), or equivalent graduate-level introductory qualitative methods course, or permission of instructor.
CI 550: Methods of Educational Inquiry Offers a graduate-level introduction to research in education, including quantitative, qualitative and mixed methods designs and approaches. Key concepts include: identifying a research problem, reviewing the literature, design and analysis, communicating evidence, and the ethics of research. Students should gain the ability to effectively evaluate and critique design/methods sections of research publications; plan and design research studies; and organize a presentation of research to an audience of peers. Same as EPSY 550, ERAM 550, and SPED 550. 4 graduate hours. No professional credit.
CI 555: Advanced Educational Technologies for Engagement and Interactive Learning Same as EPSY 555 and INFO 555. See EPSY 555.