The following courses at Elmhurst College are eligible for vouchers through the College's Cooperating Teacher Free Course Voucher Program.
Spring 2013 Courses: February 4 – May 17
ENG 511-51 Topics in Rhetoric
Recognizing that rhetoric is the oldest discipline in the academic tradition, this course examines the principles and practices of rhetoric as the theoretical framework for all communication and, thus, the production and analysis of all forms of discourse: oral, written and electronic. Students will explore aspects of the 3,000-year history of rhetoric, as well as investigate applications to multiple forms of contemporary communication. Primary and significant secondary texts will be investigated. Discussion, motivated by considerable written responses, will guide the inquiry. The course will culminate in an independent research project. Prerequisite: Teachers must have a major or minor in English.
MTL 517-53 ESL Teaching Methodology (hybrid)
This course emphasizes the translation of theory into practice by focusing on the effective use of English language development methodologies. Teachers will examine the issues related to second language development, culture, and conceptual processes. The focus of this course is placed on developing and designing lessons for English as a Second Language (ESL) learners by utilizing theories and practices of second language acquisition and by incorporating specific language teaching methodologies.
MTL 536 Linking Assessment, Learning and Curriculum (hybrid)
In this course, teachers will examine the major types of assessments used for diagnosing and evaluating student learning in schools. Assessments will be designed and analyzed that effectively link learning objectives and learner outcomes with current research on differentiation. Teachers will learn how to effectively and ethically develop, implement, and interpret multiple assessment tools and practices by adapting them to the contexts in which they are used.
MTL 530 Special Topics: Promoting Professional Development for School Improvement (hybrid)
In this course, teachers examine how different models of professional development impact student learning. They research and evaluate models of effective professional development in education designed to meet teaching and learning needs. Teachers learn how to observe instruction and provide coaching, mentoring, and professional development to colleagues. Readings and assignments are aligned with the Professional Learning Domain of the Teacher Leader Model Standards.
Summer 2013 Courses: June 10 – August 3
ENG 521-46 Current Issues in Writing
Writing in various contexts is examined, from idea invention to final product, with an emphasis on the processes writers use in specific types of academic and professional writing such as creative, journalistic, literary response, writing across the curriculum and the personal essay. Graduate students will explore the theoretical underpinnings, pedagogical approaches and stylistic features regarding a variety of written genres. Prerequisite: Teachers must have a major or minor in English.
ENG 532-46 Studies in Literary Theory
This course investigates methods by which literature has been read, interpreted, analyzed and understood in the Western critical tradition. Graduate students analyze and apply literary theories that challenge how one reads and thinks about notions of reader, text, writer, context, language, culture, genre and history. Through writing, oral presentations and projects, students will become familiar with and be able to use both enduring and contemporary theoretical approaches and questions that have shaped texts, external influences on texts, and the reading process itself. Prerequisite: Teachers must have a major or minor in English.
MTL 522-10 Integrating Literacy Across the Content Areas (hybrid)
This course is an in-depth examination of research-based literacy practices and strategies (reading and writing) across the content areas in grades K-12. Through reflection, scholarly research and the practical application of best practices in literacy, teachers will broaden their understanding of how best to meet the need of their students to become independent readers and writers.
MTL 528-10 Examining Issues and Trends in Teacher Leadership (hybrid)
Teachers will research, analyze, synthesize, and evaluate the meaning of “teacher leadership” through investigating the current professional literature and their professional practice. The primary goal of the course is for teachers to enhance their understanding of teacher leadership, increase their leadership actions, and to learn how their actions can be a form of advocacy for improving education.
MTL 544-20 Cross-cultural Studies for Teaching English Language Learners (hybrid)
This course is designed for teachers to examine the relationship among culture, classroom practices, and policy and how this relationship influences the education of the English language learners. Teachers begin by first examining their own culture and their cultural assumptions and biases and how those influence teaching and learning in the classroom. Issues of equity, access and cross-cultural understandings are examined as well. Teachers will evaluate and design content materials and methods for implementing a multicultural approach to curriculum in the classroom.
Fall 2013 Courses: August 26 – December 6
MTL 521 Building Professional and Community Relationships through Collaboration (hybrid)
This course involves the study of the collaborative processes and skills necessary for effective interaction among educational professionals, paraprofessionals, parents, and students. Course topics include communication processes, problem-solving strategies, establishing positive collaborative relationships, as well as the management and assessment of collaboration. An additional focus will be on the process and the collaboration necessary for successful transitions throughout life.
MTL 538 Improving School Climate and Classroom Learning Environments (hybrid)
Teachers will explore controversial issues and best practices influencing positive school and classroom climates. They will analyze research-based practices and strategies to evaluate the essential qualities of schools and classrooms that optimize learning and socio-emotional development for students as well as support the retention of high quality faculty. Through application and self-evaluation of new practices for improving school and classroom climate, teachers will broaden their understanding and skills for meeting the needs of their students and set goals for moving to a higher-level of professional practice.
MTL 591 Applying Action Research in Education (hybrid)
A purpose of this course is to take the classroom practitioner from theory to practice. With professor supervision, teachers will learn how to use action research methods as a means of collecting data that can inform and improve practice as well as be applied in their graduate research projects. Topics will reflect current educational issues and areas of research.
MTL 539 Assessment of Students with Limited English Proficiencies (hybrid)
This course will provide an overview of the current assessments in second language education. Teachers will examine and apply instruments and techniques for initial, monitoring, and exiting placement and decisions for second language students. Teachers will learn to identify language needs and how to differentiate them from developmental needs.
MTL 561 Understanding the Middle Level Learner
An intensive study of the stages of adolescence development as presented through theory, research, and practical applications. Students will examine a number of specific aspects of adolescent development including the following: the transitions of adolescence (cognitive, social, biological); the ways in which adolescents function within the many contexts of our society (peer groups, family, school); psychosocial development (personal identity, sexuality, autonomy); and the many issues and problems facing young adolescents in today’s world (substance abuse, bullying, depression, and suicide).
For course schedules and more information, contact Dr. Debra Meyer at (630) 617-3773 or firstname.lastname@example.org.