Educational Inquiry and Curriculum Studies

Secondary Education Alumni Highlights

Vanessa King — Wed, 24 Apr 2024 19:03:22 +0000

Secondary Education Alumni Highlights

Vanessa King Wed, 04/24/2024 - 14:03

Jacklyn N. Escamilla, M.A.T. 2020

English Language Arts, Intrinsic Schools-Belmont Campus

“When I first started at my school in 2020, I started off as one of the MS ELA pod teachers developing new curriculum and revising an old one however, I am proud to say that for the past 2 years, I have been happily leading our school's strongest and most decorated team, 7th grade, which consists of 13 teachers who I have had the pleasure of sharing all of my experience with and learning from.

Other things I do besides teaching and leadership using the education I received from NEIU is creating meaningful staff PDs on DEI related topics, serving on our Academic Council, and creating and facilitating staff circles.

Getting my Secondary Education Masters Degree from NEIU has been life changing for me and has allowed me to grow professionally and personally over the past few years as an educator. All of the course work I did at NEIU still continues to help me to this day from creating detailed and differentiated lesson plans/materials, using and trying new technology in class, implementing reading and writing strategies to increase rigor and student engagement, and creating a learning environment where students can be productive and feel safe, valued, and heard.

TEACHER HACK--The teacher life at times can be stressful so always remember to give yourself some grace and what you are doing everyday is helping to change someone's life for the better so it's all worth it in the end!”

Irving Hernandez, M.A.T. 2021

Science, Niles North High School

"As a third-year teacher I still feel like a student as there is so much to learn from other educators around me. Even while being in class at NEIU I felt like I was learning so much from my classmates as we were all soon to be teachers that are from various backgrounds in education. I knew I was in the right school when I realized I was surrounded by classmates who have the same passion in education as I did. The professors that we came across as a cohort were valuable as they carried so much experience and wisdom that made us even more excited to start our chapter of becoming educators.

To complete my M.A.T. in Secondary Science Physics with my advisor Dr. Colak's support from day one until now as a teacher is a blessing. To have a powerful community like the Noyce Scholars program at NEIU that consists of other awesome mentors, as well, is a lottery win.

After seeing the power in collaboration, I was able to create a professional development community for physics teachers that I named F.I.S.I.C.A. (Further Improving Science Instruction in Chicago Altogether) that included a two day event filled with educators from various high schools and universities ready to not just or the future of Chicago students.

As a First Generation Mexican - American from the Belmont - Cragin Neighborhood I understood the importance of education since attending Foreman High School. A school that I aim to return to serve as my duty in life is to empower my community through science education by building bridges with my bare hands that are known as: curriculum, instruction, and tons of love. I aim to demonstrate to students how to value their education as there is a purpose in learning as it will open opportunities for them to one day to reach their happiness in life as they are able to take on whichever career path they seek. For this same reason is why I continue to feel like a student coming out of NEIU as every day I wake up with purpose - I do it all for my students.

Teaching does require a lot of sacrifice as your mind, body, and soul (also patience) will be placed in a series of challenges that may seem never ending. This can feel never-ending until you get to see your own students grow and witness them walk across the stage. As an educator you need to stay strong for these students no matter how difficult life may be personally. I say that because students are facing other challenges in life that we may never understand but that doesn't mean we can’t be there for them with a massive amount of love. What is the essence of education? Nothing but Love.

TEACHER HACK– I always tell my students… “Focus on the learning… and passing will happen naturally.”
For student teachers or soon - to - be teachers, “Focus on the practice… and teaching will happen naturally.”

Secondary Education Student Testimonials

Vanessa King — Wed, 24 Apr 2024 18:03:35 +0000

Secondary Education Student Testimonials

Vanessa King Wed, 04/24/2024 - 13:03

Michael Yamashiro, M.A.T. 2024

"The community and support that the College of Education provides is unmatched. Materials, resources, and knowledge is shared between professor and student and between peers. The creation of a cohort develops community and solidarity. There is a sense of shared experiences with a group of people that you grow close with after having the same classes with each other over the required coursework. The professors are top tier and go above and beyond due to their dedication to students and education. Professors like Dr. Ru and Dr. Maglaris who made a lasting impression on what it means to be an educator. This program invigorated my passion for education and reinforced my decision to pursue a career in education."

Andjela Vukosavljevic, M.A.T. 2024

“The program is structured in cohorts, which creates a strong sense of community. NEIU does an excellent job of allowing students the opportunity to share their ideas and experiences across disciplines while also ensuring that students are well-prepared to teach in their specific content area. In addition, the faculty and staff are involved and extremely dedicated to student success.”

Zeba Mohammad Arif, M.A.T. 2023

“In addition to developing my work ethic and problem-solving skills, I also gained leadership and time management, as well as the knowledge and flexibility to use a range of instructional strategies. NEIU prepares students to become a successful teachers in Elementary, Middle and High Schools. NEIU offered me a high-quality teaching strategy and methods. I feel confident in my role as a social science teacher at high school.”

Maryum Hernandez, M.A.T. 2023

"My time spent as an undergraduate and graduate student at 91Porn will always be cherished memories. I acquired an abundance of knowledge on strategies to implement in my classroom, including creating and maintaining classroom management from the NEIU MAT program."

K-12 Education Post-Baccalaureate Programs

Vanessa King — Mon, 04 Apr 2022 14:55:36 +0000

K-12 Education Post-Baccalaureate Programs

Vanessa King Mon, 04/04/2022 - 09:55

Introduction

The Teacher Licensure Program (TLP) is non-degree program designed for returning students who already hold a degree in a field other than education and wish to obtain their K-12 initial Professional Educator License (PEL) for one the following subjects:

Visual Art Education
Music Education
Spanish Education

Combine TLP and Master's Degree Programs

The education coursework of the K-12 TLP consists of a mixture of graduate and undergraduate level courses and does not lead to a master’s degree on their own. There are options for combining or adding programs with a master’s degree. Some programs to consider combining with the TLP include:

Contact the College of Graduate Studies and Research for more details and other program options.

K-12 TLP ADMISSION REQUIREMENTS

Bachelor’s degree from a regionally accredited college or university.
Minimum undergraduate GPA of 2.75 (4.0 scale). Students with an advanced degree from a regionally accredited university are excused from this requirement.
Evaluation of content coursework for admission. In order to meet all Illinois state license requirements, 32 or more semester credit hours are required in one of the subject areas above to be licensed to teach it. Additional content area courses may be required before program completion and licensure entitlement.

Course Sequence and Licensing Requirements

The Illinois State Board of Education requires all students enrolled in teacher certification programs to complete 100 hours of clinical experience in a recognized elementary or secondary school prior to student teaching. The professional education requirements are structured in Blocks and in addition to any needed content area courses. They education courses are as follows:

BLOCK 1

EDFN 405 3 Credit Hours: Development of Educational Thought
EDFN 406 3 Credit Hours: Human Development & Learning

For Spanish Education only and in addition to EDFN 405 and 406:

WLC 302 3 Credit Hours: Introduction to Teaching Foreign Languages or equivalent
SPAN 319 3 Credit Hours: Applied Spanish Linguistics or equivalent

BLOCK 2

EDFN 407 3 Credit Hours: Learning Theories & Educational Practice
SCED 311 3 Credit Hours: Writing Intensive Program: School Curriculum
LTCY 301 3 Credit Hours: Teaching Literacy in Junior and Senior High Schools

Block 2 Prerequisites

Complete Block 1
SCED 311 requires 21+ credit hours completed in content area
2.75 GPA in education coursework
LTCY 301 not required for Music Education

BLOCK 3

Art Education only:

SCED 303A 3 Credit Hours: Methods of Teaching Art
SCED 304A 1 Credit Hour: Clinical Experience Art and Seminar

Music Education only:

SCED 303I 3 Credit Hours: Methods of Teaching Instruments
SCED 303V 3 Credit Hours: Methods of Teaching Voice
MUS 393L 2 Credit Hours: Clinical Field Experience and Seminar

Spanish Education only:

SCED 303F 3 Credit Hours: Methods of Teaching Spanish
SCED 304J 1 Credit Hours: Clinical Experience and Seminar

All Clinical Experiences require 100 clock hours of field experience with a cooperating teacher in the appropriate subject at a local school

Block 3 Prerequisites

Complete Blocks 1-2 with the exception of LTCY 301.
Oral Proficiency Interview (OPI) for Spanish Education
Piano Proficiency Exam for Music Education
Application for Clinical Experience

BLOCK 4

SCED 305 9 Credit Hours: Student Teaching and Seminar (Art, Spanish, or Music sections available)

Block 4 Prerequisites

Complete Blocks 1-3 with B grades or better
Passing score on ILTS Content Area Exam
2.75 GPA in content major and education coursework
Application for Student Teaching

Required for program completion and state entitlement

Completion of required content area courses.
Completion of all requirements in Blocks 1-4.
Completion of SCED-305 Student teaching with a B or better.
Passing score on edTPA.
Overall grade point of 2.75 or better in professional education sequence courses.

Notes: No professional education course may be taken more than twice to achieve an acceptable grade.

All students must consult with both the Content Area advisor and the K-12 Education advisor while progressing through the professional sequence coursework in pursuit of teacher licensure.

News and Events

Vanessa King — Fri, 18 Feb 2022 17:25:39 +0000

News and Events

Vanessa King Fri, 02/18/2022 - 11:25

Announcements

All core program courses will be offered remotely. The weekly courses will meet virtually and synchronously. There may be required course assignments or program requirements (such as meetings, orientations, ceremonies, informal gatherings, presentations, etc.), which will need to be conducted face to face and in person. However, these will be few, and students will be notified in advance. We cannot promise that all electives, particularly those outside of the program, will be offered remotely.

Newsletters

ALumni Awardees

We are very proud of our alumni who continue to take the extra and often challenging efforts to make important, positive changes in their community. The following MACTL students have received distinguished NEIU Alumni Awards:

Jessie Fuentes: Community Leadership Award 2021

B.A. 2013 Justice Studies; M.A. 2018 Community and Teacher Leaders

Jessie has done work around empowering young people in the community, the release of Oscar Lopez Rivera, anti-gentrification work, education reform, and work around the independence of Puerto Rico.

Jessie began her political work as the director of a youth organization in Humboldt Park called the Batey Urbano. She is now the Director of Policy and Youth Advocacy for the Puerto Rican Cultural Center. Through her social justice work, Jessie strives to create a more just world through policy and grassroots organizing.

David Robertson: Outstanding GOLD Alumni Award 2020

B.A. 2016 Nontraditional Degree Programs; M.A. 2018 Community and Teacher Leaders

David is the Founder and Executive Director of the Hope Is Foundation, an organization that supports local communities, education organizations, by creating mobile technology mental health and SEL curriculum, research, products and programs for youth and young adults.

Robertson’s background is a qualitative courage researcher. He combines his wealth of knowledge about trauma-informed practices with contemporary methods like restorative practices and wellness writing to support organizations in creating shared experiences that foster belonging and connection. He has partnered with and consulted University of Chicago, AmfAR, Berkeley City College, First 5 Alameda, Chicago Department of Public Health, the AIDS Healthcare Foundation, The Department on Aging, among other organizations to enhance the impact of their work with employees and other stakeholders.

Berhane Hailemichael: Community Leadership Award 2020

B.A. 2014 Justice Studies; M.A. 2017 Community and Teacher Leaders

Berhane's dream is to advocate for people's social and justice issues. He believes education and hard work can beat poverty. He wants to share his experience with his community and to participate in their daily lives and activities. Since 2016, he continues to advocate for justice and equality as well as expanding education and developmental programs in his community.

As part of his ambition, in 2017, he became an active member in establishing the Eritrean Assistance Organization in Chicago and Environs (EAOC). He currently working as board member. In addition, to accomplish his passion, he has been voluntarily teaching his mother language of Tigrinya to Eritrean children with other church members at an Eritrean church (St. Mary Chicago) since 2018. Hailemichael believes that to maintain connection, to transfer and to save Eritrean values, culture, and identity, to live in harmony with others, the community must teach and invest in their children's future.

Course Sequence

Anonymous — Tue, 26 Nov 2019 01:37:15 +0000

Course Sequence

Anonymous (not verified) Mon, 11/25/2019 - 19:37

M.A. in Community and Teacher Leaders Courses

The M.A. in Community and Teacher Leaders consists of seven core courses and three elective courses for both Community Leader and Teacher Leader concentrations. Electives can be taken from across University offerings and are determined in consultation with a candidate's academic program advisor.

Teacher leader endorsement only

This option consists of the first five core courses and no electives. Students must have a current Illinois professional educator license and hold a graduate degree.

The core courses are:

EDFN-410 Education as a Social Institution
EDFN-411B Leadership in Communities and School
EDFN-413 Power, Communities and Change
EDFN-441 Digital Literacy: Learning and Leadership
EDFN-497 Critical Race Theory
EDFN-455A Seminar I
EDFN-455B Seminar I

The MACTL Course Sequence

Semester 1 (fall semester)

EDFN-410 Education as a Social Institution
EDFN-411B Leadership in Communities and School

SEMESTer 2 (spring semester)

EDFN-413 Power, Communities and Change
EDFN-455A Seminar I

semester 3 (summer term)

EDFN-497 Critical Race Theory in Education
ELECTIVE

semester 4 (fall semester)

EDFN-455B Seminar II
EDFN-441 Digital Literacy: Learning and Leadership

Semester 5 (spring semester)

ELECTIVE
ELECTIVE

MACTL Core Course Descriptions

EDFN-410 Education as a Social Institution - 3 Hours

Study of the school as a social system and as an institution which influences and is shaped by other institutions of society. Particular attention is given to urban education. Laboratory experiences are expected.

edfn-411b lEADERSHIP IN COMMUNITIES AND SCHOOLS

This course provides the student with an opportunity to analyze and examine leadership as a theoretical process with consideration of practical applications. Leadership models will be used to plan, evaluate, implement and facilitate positive change in and among schools and communities.

EDFN-413 power, communities and change - 3 hours

The purpose of this course is to provide a forum for community and school leaders to increase their understanding of school-community relations while enhancing their ability to implement effective programs and act as change agents. Participants will deepen their understanding of salient and clinical global and local policy issues and develop skills to actively and participate in the public life of their communities. Course involves out of class time activities and community engagement.

edfn-441 Digital literacy: Learning and leadership - 3 hours

The course is intended to foster digital literacy among participants as it applies to education and leadership. Course content will emphasize contemporary issues and utilize authentic learning experiences to improves participants' digital technology knowledge and skills. Through the improvement of technology knowledge and skills, participants' leadership capacity will be developed or enhanced so that they may be able to use technology effectively as schools leaders or community leaders.

edfn-497 critical race theory in education - 3 hours

The purpose of this course is to provide an introduction to the tenets of Critical Race Theory (CRT) in legal scholarship and education as a means to interpret education in school and community contexts. Incorporating legal, historical, policy analysis and sociological approaches, this class develops analysis and praxis through CRT in the examination of educational concerns. Through the incorporation of various segments of critical (e.g. post-modern, post-structural, post-colonial, critical feminism, etc.) the class seeks to place CRT in the realm of education for social justice. This course is reading and writing intensive.

edfn-455a seminar I - 3 hours

This seminar provides an opportunity for students to synthesize educational, intellectual and experiential interests. Students apply relevant research to their area of inquiry and utilize this research to write a master's level research paper. This process will involve both intensive individual work and significant engagement with peer's projects creating an interdisciplinary learning community through interaction and collaboration. Students are expected to follow a prescribed procedure under the direct guidance and supervision of the instructor that will produce a research proposal.

edfn-455b seminar ii - 3 hours

Admission Requirements

Anonymous — Thu, 21 Nov 2019 20:57:34 +0000

Admission Requirements

Anonymous (not verified) Thu, 11/21/2019 - 14:57

M.A. in Community leader Track (30 hrs.)

Student must have and undergraduate degree from a regionally-accredited college or university or recognized international college or university. This track does not lead to a teaching endorsement.

M.A. in Teacher leader track (30 hrs.)

Students must have a valid license to teach in Illinois. Must have an undergraduate degree from a regionally-accredited college or university or recognized international college or university. This track leads to a Teacher Leader Endorsement recognized by the Illinois State Board of Education.

Teacher Leader Endorsement only (15 hrs.)

Students must have a master's degree and hold a current Illinois professional educator license. This track leads to a Teacher Leader Endorsement recognized by the Illinois State Board of Education.

graduate records examination (gre)

GRE is not necessary as a part of the admission process

Admission application and Tuition information

To apply online and learn about tuition, please visit the Admissions site.

Teacher Union Partnerships

Anonymous — Mon, 18 Nov 2019 19:25:28 +0000

Teacher Union Partnerships

Anonymous (not verified) Mon, 11/18/2019 - 13:25

Upholding the MACTL Commitment

Our partnerships with Chicago Teachers Union (CTU) and the North Suburban Teachers Union (NSTU) build upon MACTL’s commitment and belief that educational institutions and community groups need to work together to offer affordable support which increases knowledge and people’s leadership capacity to affect change.

Through these partnerships, all teachers who are union members in the NSTU or CTU can enroll in the MACTL program and register for classes at reduced tuition. You are invited to share the news with your colleagues!

If your school district would like to create a partnership with MACTL, please contact us.

Why Choose NEIU's MACTL?

Anonymous — Mon, 18 Nov 2019 17:38:55 +0000

Why Choose NEIU's MACTL?

Anonymous (not verified) Mon, 11/18/2019 - 11:38

The M.A. in Community and Teacher Leaders is different from other programs because it allows students to:

Enroll in an affordable cohort model master's program
Complete a master's degree in approximately a year and a half
Have the option to enroll in a teacher leader endorsement only sequence that consists of five courses (15 credit hours). This option is offered to students who have earned an M.A. already and a license to teach in Illinois.
Engage in a program that was intentionally designed for developing community and teacher leaders alongside one another
Take classes in a variety of formats (hybrid, evening, Saturdays) with Educational Foundations (EDFN) faculty and community based leaders
Select electives university wide courses, depending on the student's interests and needs
Transfer graduate credit earned outside 91Porn
Gather data and present research findings that are of interest to the student
Focus on how community impacts learning and how the teacher leader needs to resource the community to increase effectiveness

Students enrolled in the M.A. in Community and Teacher Leaders will:

Create connections between communities and schools in an effort to form partnerships that benefit all members of the neighborhood (students, teachers, parents/guardians, families, and community businesses and residents)
Build a working knowledge of social justice and critical theory as it relates to curriculum development, schooling, and leadership with schools and/or communities
Connect theory to practice and develop as future community and teacher leaders sensitive to how multiple identities, social location, and circumstances impact youth, educators, and neighborhoods

The M.A. in Community and Teacher Leaders (MACTL) program values diversity, relationships, partnerships, and coalition building among educational settings and the community. The completion of the M.A. in Community and Teacher Leaders prepares students to listen, communicate, collaborate, and serve as agents of change and inclusiveness as it relates to schools and communities.

WHAT STUDENTS DO WITH A MACTL DEGREE

Students will be able to pursue a multitude of options including:

Teacher leaders
Educational outreach coordinators
Department chairs
Coaches
Professional developers
Administrators in community agencies and businesses
Community organizers and activists
School and community-based researchers
Leaders/developers of non-profit organizations
School board leaders
Curriculum developers
University employees
School and community based mentors
Union leaders
Leaders of school improvement committees

Those who hold an M.A. in Community and Teacher Leaders also can pursue a doctorate degree.

Program Descriptions

Drupal Admin — Fri, 18 Jan 2019 19:08:42 +0000

Program Descriptions

Drupal Admin Fri, 01/18/2019 - 13:08

Community and Teacher Leaders, M.A.

Educational Foundations

Educational Studies, Minor

Instruction in Language Arts: Secondary Education, M.S.

Secondary Education, M.A.T.

Teacher Leader Endorsement

Teacher Licensure Program, K-12

Urban Community Studies, B.A.

Urban Community Studies, M.A.

Urban Community Studies, Minor

Educational Inquiry & Curriculum Studies

mbrown68 — Mon, 16 Jul 2018 17:14:35 +0000

Educational Inquiry & Curriculum Studies

Feature Style

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mbrown68 Mon, 07/16/2018 - 12:14

NEIUeics Twitter

Overview

The fundamental objective of the Educational Inquiry and Curriculum Studies Department is to provide and promote knowledge and critical understanding within the areas of Educational Foundations, Community and Teacher Leadership, Secondary Education, and Urban Community Studies. We teach the content and skills necessary to develop knowledge, skills, and dispositions needed to become a critical educator, in or out of a school setting. The EICS Department offers degrees in Secondary Education, Urban Community Studies, and Community and Teachers Leadership. Licensure-only programs in English, History, Math, Science, Art, Music, and Spanish, as well as the Teacher Leader endorsement-only program.

Career Opportunities in Educational Inquiry & Curriculum Studies

Our faculty support your pursuit of a professional career in the broad field of education, with specific opportunities in the areas of high school teaching, urban education, and teacher leadership. Career opportunities are available in PK-12 schools, social and human service organizations, alternative education programs, mentorship programs, community-based organizations, museums, after-school programs, and not-for-profit organizations, to name a few. Our advisors can provide you with more information to fit your specific needs.

Facility

Located in Lech Walesa Hall and at Carruthers Center for Inner City Studies, the Department of Educational Inquiry & Curriculum Studies has spaces to accommodate the range of pedagogical needs future educators and practicing teachers need to gain access and experiences in a variety of settings. All of our facilities are state-of-the-art, with required safety standards in place.

Accreditation

The Educational Inquiry & Curriculum Studies Department's programs are accredited as part of the Daniel L. Goodwin College of Education. The Goodwin College of Education is accredited by the Council for Accreditation of Educator Preparation (CAEP).

Bilingual/Bicultural Education, Early Childhood Education, and Elementary Education

If interested in Bilingual/Bicultural Education, Early Childhood Education, Elementary Education, or Middle Level Education, please visit the Teacher Education Department website. If interested in Physical Education, please visit the Health Sciences and Physical Education Department website.