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The Education Department of Carthage College educates students with theory and practice in a liberal arts context to serve their communities with the highest of teaching standards and to become competent, caring, committed teachers. Scroll down to read descriptions of the education courses offered at Carthage, or click on the following links for additional resources.

  • EDU 1010

    Education and Society

    The history and philosophy of education (elementary, middle/junior high, and secondary), as well as current social and political issues of education learning environments will be the basic content of this course. Governance issues will also be examined. Critical-thinking skills will be developed through writing, speaking, and listening.

  • EDU 2010

    Educational Psychology and Assessment

    The course will provide introductions to major theoretical systems of relevance to education, background on instructional design tactics based on the theories covered, and historical background on key psychological and assessment issues that bear on current teaching practices. Contributions of educational psychology and assessment to the areas of classroom management, research foundations, reading and interpreting data, and current instructional methodologies will be addressed.
    Prerequisite: EDU 1010

  • EDU 2080

    Instructional Technology for Exceptional Learners

    Students will demonstrate fluency in describing pedagogical approaches to incorporating technology into the instruction of exceptional learners, particularly students with learning disabilities, emotional disturbance, and cognitive disorders. Field experience required.
    Prerequisite: EDU 1010

  • EDU 2130

    Multicultural Children's and Early Adolescents' Literature

    A study of the story interests of children and early adolescents. Emphasis will be placed on the interactive strategies that focus on content and process and encourage students' responses in social, affective, cognitive, and metacognitive dimension. Literature will be used as an instructional tool to promote all aspects of reading in correlation with engaging students in literature experiences as a central theme.
    Prerequisite: EDU 1010

  • EDU 2140

    Principles of Instructional Design

    This course incorporates content on language and cognitive development, as well as theories of learning and modules for developing instructional systems. Students will develop the ability to link instructional methods to an underlying theory of learning and learner characteristics. Emphasis will be placed on methods for evaluating instructional systems.
    Prerequisite: EDU 1010

  • EDU 2150

    Creative Arts: Music and Art in Elementary/Middle School

    A study of the philosophies, methods, and materials essential in facilitating artistic development in elementary and middle school students. This comprehensive approach to arts education includes art and music history, criticism, aesthetics, and active participation in art making and musical performance. Emphasis will be placed upon the integration of the arts into the curriculum. Fieldwork required.
    Prerequisite: EDU 1010

  • EDU 2340

    Foundations in Urban Education

    Foundations in Urban Education will provide students with background information to understand current issues in urban schooling. Students will learn the history of urban education, politics and culture in urban schooling, and conduct fieldwork in local urban school settings.
    Prerequisite: None

  • EDU 2570

    Fostering Engagement and Positive Behavior in the Classroom (Grades 5-12)

    This course will prepare middle/secondary education majors to implement effective policies and strategies for creating a productive and safe classroom environment. Materials will cover basic teaching strategies for wide discipline programs. Students will complete fieldwork, in which they evaluate effects of popular management strategies. Conflict resolution will be addressed.
    Prerequisite: EDU 2010

  • EDU 2720

    Fostering Engagement and Positive Behavior in the Classroom (Grades 1-8)

    A study of the methods and techniques involved in organized behavior management programs in a school setting. Emphasis is placed on the role of the teacher in relationship to children with special needs. Fieldwork required. Contributions of educational psychology to the areas of classroom management and conflict resolution will be addressed.
    Prerequisites: EDU 1010 and EDU 2010

  • EDU 2810

    Alcohol, Tobacco, and Other Drugs (ATOD) Education

    This course provides an overview of substance use and abuse among adolescents. The course will focus on understanding how to teach this topic as part of a comprehensive school health education curriculum.
    Prerequisite: EDU 1010

  • EDU 3020

    Teaching Science in Indoor and Outdoor School Gardens (J-Term in June)

    This course will teach the science of indoor and outdoor gardening as well as how to use a school garden as a teaching tool. This class will be taught off campus at a school with both indoor and outdoor gardening programs. Students will develop their knowledge of botany, soil science, and succession planting to address soil deficiencies or modify soil. They will learn about the chemistry of nutrients needed for plant growth, create nutrient solutions as well as study commercially available solutions, and learn how to set up and maintain hydroponic and aquaponic systems for indoor gardening. Also, students will learn the basics about school composting and vermicomposting. This course is offered as a J-Term in June due to lack of opportunity for outdoor gardening in January.
    Prerequisite: BIO 1020 or ENV 1600

  • EDU 3030

    Field Experience in Environmental Education

    Students who have completed either Bio 2200 Ecology or EDU 3020 Teaching Science in Indoor or Outdoor School Gardens will work with faculty at a field placement where they will be assigned to a cooperating teacher to plan, implement, and evaluate an environmental science unit based on either of the above courses from Track 2 of the STEM for Educators minor.
    Prerequisite: BIO 2200 or EDU 3020

  • EDU 3050

    Teaching and Supporting Learners with Diverse Characteristics and Needs

    This methods course prepares preservice general educators to effectively teach and support learners with diverse characteristics and needs in the context of the general education classroom. Characteristics of learners with learning and behavioral differences, including those eligible for special education services, are addressed, with additional content on the impact of cultural and language differences on learning. Participants will apply principles of differentiation and universal design in planning whole-class and small-group instruction that involves the integration of technologies and strategy instruction. A field-based project is required.
    Prerequisite: Admission to the Teacher Education Program

  • EDU 3110

    Comprehensive Assessment of Exceptional Learners

    Students will demonstrate competence in designing, implementing, and interpreting informal assessment instruments.
    Prerequisite: Admission to the Teacher Education Program

  • EDU 3160

    Social Studies in the Elementary and Middle Schools

    A study of the processes, skills, and learning approaches required for teaching social studies. Values, value clarification, moral development, simulations, and global concepts will be stressed. Fieldwork required.
    Prerequisite: Admission to the Teacher Education Program

  • EDU 3220

    Reading and Language Arts I (Grades 1-8)

    The study of the development and mastery of information that involves the integrated processes of reading and thinking. Emphasis will be placed on the developing reader, including the understanding of English Language Learners. In addition, the course will focus on the integration of language arts into the curriculum, implementation of word analysis strategies, comprehension of written discourse, reading in the content areas, and the management of reading programs. Fieldwork required.
    Prerequisite: Admission to the Teacher Education Program

  • EDU 3230

    Reading and Language Arts II (Grades 1-8)

    4cr The study of formal and informal diagnostic procedures for identifying strengths and weaknesses of students' reading, and the successful implementation of programs designed to meet the individual needs of students in learning the language arts. In addition, an emphasis will be placed on the role of linguistics in reading developmet. Fieldwork required. Prerequisites: Admission to the Teacher Education Program and EDU 3220 Fall/Spring

  • EDU 3240

    English Language Learner: Methods and Studies in Education

    This course will provide foundational knowledge and experiences in the effective instruction of students whose native language is not English. Students will become familiar with major theories, educational issues, and instructional methods that are related to working with this specific population of students across all grade levels, K-12. Observational field experiences will be required.
    Prerequisite: Admission to the Teacher Education Program or declared Educational Studies minor

  • EDU 3250

    Effectively Teaching Mathematics in the Elementary/Middle School

    This course is designed to provide elementary/middle school preservice teachers with knowledge of the development sequence of mathematical knowledge and fluency in the pedagogical concepts and skills needed for student success. The focus of this course is on the content, methods of teaching, and the curricula as taught at elementary and middle school levels. A wide range of teaching and learning experiences will be demonstrated and practiced. The course experiences include collaborating with the instructor and cooperating teachers who are involved in our partnerships with local schools in planning, implementing, and evaluating classroom mathematics instruction. Field experience required.
    Prerequisite: Admission to the Teacher Education Program

  • EDU 3260

    Effectively Teaching Science in the Elementary/Middle School

    4cr This course is designed to provide elementary/middle school preservice teachers with knowledge of the developmental sequence of scientific ideas and concepts and fluency in the pedagogical concepts and skills needed for student success. The focus of this course is on the content, methods of teaching, and curricula as taught at the early childhood, elementary, and middle school levels. A wide range of teaching and learning experiences will be demonstrated and practiced. The course experiences include collaborating with the instructor and cooperating teachers who are involved in our partnerships with local schools in planning, implementing, and evaluating classroom science instruction. Environmental education will be incorporated into this course. Field experience required. Prerequisite: Admission to the Teacher Education Program. Fall/Spring

  • EDU 3340

    Teachers and Teaching in Urban Education

    This undergraduate course of study provides: an analysis of historical socioeconomic status and political factors influencing urban education; methods of effective instruction and practice that include positive school culture for learning; and opportunities to explore various analytical frameworks (critical race theory, privilege theory, social identity development) that embody the epistemological, methodological, and pedagogical approaches to study/understand everyday inequities in P-20 education. Field experience required.
    Prerequisites: EDU 2340 and acceptance into the Teacher Education Program (TEP)

  • EDU 3500

    Fieldwork in Education

    This is a self-designed clinical experience intended for students who have a minor in Educational Studies. In this course, the student will work with a member of the Education Department faculty to develop a professional fieldwork experience. The fieldwork experience will occur in a professional setting that reflects the student's potential career based on his or her major field of study.
    Prerequisite: Declared Educational Studies minor

  • EDU 3520

    Developmental and Content Area Reading

    The study of written communication as an interactive process that requires the integration of the individual reader, text, and context factors. The course will focus on using reading to teach subject matter in middle and secondary schools. Note: The course is required for all subject matter certification candidates including art, music, and physical education. Field experience required.
    Prerequisite: Admission to the Teacher Education Program

  • EDU 3900

    Junior Thesis Seminar

    This seminar class incorporates teaching knowledge and skills with the applications of teaching methods and the theory behind the practice. The InTASC Teaching Standards, required portfolio development (Senior Thesis), teaching mission, and personal philosophy will be finalized. The compilation of the portfolio is the Senior Thesis for those students seeking elementary education licensure. The state requirement of the edTPA (educational teacher performance assessment) will be introduced and delineated for all pre-student teaching students. Wisconsin state teaching licensure procedures and requirements will be reviewed with additional attention to Illinois teaching license procedures. Emphasis within this course may change to reflect current trends, innovations, and requirements relevant to state teaching licensure.
    Prerequisites: Admission to the Teacher Education Program (TEP) and junior standing

  • EDU 4090

    Methods for Teaching Elementary Level Exceptional Learners

    Students will demonstrate understanding of instructional strategies and techniques for working with students with disabilities in inclusive classrooms (grades 1-5) and individualizing the general education curriculum. Students will complete a fieldwork project in which they will assess students with disabilities, develop individualized education programs, and demonstrate the program's effectiveness with performance-based assessment information. Field experience required.
    Prerequisite: Admission to the Teacher Education Program

  • EDU 4100

    Methods of Teaching Secondary Level Exceptional Learners

    4cr Students will demonstrate understanding of instructional strategies and techniques for working with students with disabilities in inclusive classrooms (grades 6-12) and individualizing the general education curriculum. Field experience requird. Prerequisite: Admission to the Teacher Education Program Spring

  • EDU 4200

    Methods and Materials in Teaching Secondary Social Science

    A study of social sciences teaching methods and instructional materials in the students' field of preparation. Special attention is given to the selection and organization of subject matter and learning activities. Fieldwork required. Students majoring in broad field social science with a minor in secondary education will write their Senior Thesis in partial fulfillment of the course requirements.
    Prerequisite: Admission to the Teacher Education Program

  • EDU 4279

    Bilingual Methods

    This course will draw upon theory, methodology, and research based best practices for instructing and assessing bilingual students. It will include a focus on contemporary social problems (for the bilingual-bicultural student), culture of the target group, and competency foundations including rationale, historical and legal requirements, and a survey of existing bilingual models including clinical experiences in bilingual classrooms. The course will also include an analysis of current, authentic Spanish language development assessments. Educator cultural competency and the unique learning needs of ELLs from diverse backgrounds, includingthose with disabilities, will be meaningfully incorporated into course study and application. This course includes 10 hours of clinical experience in a dual language or bilingual classroom.
    Prerequisite: Instructor permission

  • EDU 4280

    ELL Literacy and Accommodations

    In this course students will draw upon knowledge gained in EDU 3240 and EDU 4282 in order to build upon the unique needs of English Language Learners (ELLs) with potential learning delays and students who have Individualized Education Plans (IEPs). The Response to Intervention process will be applied to the unique literacy needs of ELLs based on their language skills and potential impairments. The course will explore appropriate curriculum, differentiated instruction, and how to best support the academic and social needs of students in a variety of settings including but not limited to: dual language, bilingual, mainstream and sheltered immersion settings. Hypothetical learning delay scenarios will allow students to conduct andcomplete in-depth research and lesson plans that will be critiqued by peers and the instructor. This class includes 10 hours of clinical experience.
    Prerequisite: Admittance to TEP and EDU 3240

  • EDU 4282

    Culturally Responsive Instruction

    4cr Students will examine the cultural diversity that exists locally, nationally, and globally in order to develop a positive appreciation for the contributions of other cultures. Students will gain personal contact with members of other cultures and learn effective intercultural communication skills for our diverse world. This class is crosslisted with EDU 5220. Prerequisite: Admission to the Teacher Education Program Fall/Spring

  • EDU 4284

    Practicum in ESL Classrooms

    This capstone course provides students with observation and analysis skills to apply to their own ESL teaching for this practicum experience, as well as with techniques for working with paraprofessionals in ESL/bilingual classrooms in schools. ESL components/artifacts will be added to the existing portfolio for teaching licensure.
    Prerequisite: Instructor permission required.

  • EDU 4285

    Fundamentals of Linguistics for Teachers of Diverse Learners

    This course will provide students with a framework to better understand the parameters of linguistics including the nature of communication; phonological components such as phonetics, phonology, morphology and syntax; sociolinguistics; and linguistic anthropology. Students will also examine the language acquisition process with regard to its application to student literacy learning outcomes with an emphasis on the unique language acquisition needs of English Language Learners.
    Prerequisites: Acceptance into the Teacher Education Program

  • EDU 4286

    Practicum in Bilingual Classrooms

    Students seeking licensure in Bilingual Education will apply what they have learned about the unique needs of additional language learners in a practicum experience. A strong Bilingual and ELL learning foundation (based on in class study, scholarly research, and clinical experiences) will be applied to additional language learning classroom settings. Students will attend an independent seminar with their professor and will journal, share experiences, and create lesson plans to be critiqued by peers and the course instructor based on a rubric devised specifically with English Language Learning needs in mind. Student portfolios will be completed andreviewed by the course instructor.
    Prerequisite: Instructor permission

  • EDU 4300

    Collaboration Between General and Special Education

    The readings and assignments in this class will develop students' skills in collaborating with colleagues and parents to support student learning and well-being.
    Corequisite: EDU 4900 (Student Teaching)

  • EDU 4340

    Urban and Cultural Leadership

    This undergraduate course of study provides exploration and analysis of leadership theories within the context of urban schooling and culture through the examination of teachers as formal and informal leaders. Through the analysis of leadership case studies in urban schools, students will determine what empowerment trajectories urban teachers take in order to become teacher leaders who will improve school cultures and student achievement. Field experience required
    Prerequisites: EDU 3340 and acceptance into the Teacher Education Program (TEP)

  • EDU 4900

    Student Teaching Seminar

    Teacher candidates observe and teach in a classroom for a full semester under the joint supervision of a qualified cooperating teacher and a college supervisor. Seminar addresses issues specific to the student teaching experience and reinforces application of current educational expectations including Common Core and the final Education Teacher Performance Assessment (edTPA). Certification requirements to obtain an initial and professional license are addressed.
    Prerequisites: Students must be members of the Teacher Education Program for at least 2 semesters; they must maintain a cumulative GPA of 2.75; they must maintain a major GPA of 2.75; complete all required graduation and teaching license course work; pass the Praxis II content test; pass the FORT (Middle Childhood, Early Adolescence, and Cross-Categorical Special Education only), and clear both a background check and TB test.

  • Quick Facts

    • Carthage is named a Best Midwestern College by The Princeton Review (2018), a designation given to only 25 percent of four-year schools.

    • Scheduled to open in fall 2018, a new residential tower will offer suite-style housing and two floors of shared campus spaces for gaming, cooking, group meetings, or quiet studying. Learn more about The Tower

    • You’re going to need brain fuel. Grab a morning coffee and a snack and Starbucks or Einstein Bros. Bagels. Later, meet friends at “The Caf,” where the specials change daily but the staples are constant, or swing through “The Stu” for wings, a burrito, or a sub. A new option, Carthage Cash, even covers some off-campus meals.

    • 96% of Carthage alumni report that they have secured a job or are continuing their studies six months after graduation. Visit Career Services.

    • 91% of employers say critical thinking, communication, and problem-solving skills matter more than your major when it comes to career success. Learn more about how the liberal arts prepare you for a successful career.

    • Lots of schools wear the four-year label. Carthage stands behind it. 95% of Carthage graduates earn their degrees in four years. Learn more

    • Oscars. Emmys. Tonys. Golden Globes. The playwrights we’ve brought in have them. Each year, the Carthage Theatre Department commissions an original script by a renowned playwright for its New Play Initiative. Carthage students then work with the writer to stage it. 

    • Looking to teach? Count on becoming a familiar face in local schools. Carthage students accumulate 135 hours in local classrooms before their student teaching semester. Make that 450+ for those entering our new urban teacher program.

    • As a freshman in the highly selective Honors Program, learn how to gain expertise in anything from music to forest ecology. After that, tackle a contemporary social, economic, or political problem. If you like, you can live on an Honors-only floor of a Carthage residence hall. 

    • In 2016, 2017 and 2018, Carthage was named a top producer of Fulbright Scholars by the U.S. Department of State’s Bureau of Educational and Cultural Affairs.

    • Things look new at Carthage because they are. Our athletic and recreation center, student union, computer labs, audiovisual production suite, and numerous residence halls have all been constructed or newly renovated in the last 10 years. Our new science center caps it off.

    • Carthage offers majors, minors and concentrations in more than 50 areas of study, from archaeology to athletic training, neuroscience to music theatre.

    • Our Summer Undergraduate Research Experience offers select students a research budget, one-on-one mentoring with a professor, and 10 weeks of analyzing, deciphering — and getting paid.

    • So the lake is kind of a focal point, but there’s a lot more to love about our campus — like the fact that our 80-acre campus is also an arboretum and wildlife sanctuary. Focused on keeping campus lush forever, we plant between 50 and 75 new trees every year from a variety of species.

    • Carthage was founded in 1847. That’s more than 170 years of leaders, makers, and go-getters going out and going forth. Read more about Carthage’s rich history.

    • More than 90 percent of our students receive financial aid, a hefty chunk of which is scholarships and grants — including $1.25 million annually from the Presidential Scholarship Competition and numerous Merit Scholarships. Learn what’s available.

    • Abraham Lincoln was an early Trustee of the College, and U.S. Secretary of State John Hay was a Carthage alum. The two still have a proud place on our campus. Spend some time with them in our Sesquicentennial Plaza. On warm days you’ll find professors leading their classes here.

    • Come to Carthage; hear yourself think — think … think …
      Legend has it that Sesquicentennial Plaza holds a perfect echo. Just stand with both your feet on the “1847,” face Straz, and start talking. “You’re the only one who can hear you, but you’ll be crystal clear,” promises English and theatre alumna Mikaley Osley.

    • Our Great Lake provides Carthage students with some amazing views. Think classes on the beach, lake views from the lab, and sunrises from your dorm room. “I love waking up in the morning with the sun shining off the lake. Nothing compares to the view in the morning,” says biology and neuroscience major Ann O’Leary.

    • Carthage awards up to 30 Presidential Scholarships each year, which range from 75% tuition up to full tuition, room, and board. Learn more.

    • For a full decade, NASA has selected Carthage students to conduct research aboard its zero-gravity aircraft. Lately, the stakes have risen. A team of underclassmen is grinding to prepare a tiny but powerful Earth-imaging satellite for launch to the International Space Station. Learn more about the space sciences at Carthage

    • Carthage is the only college or university in the Midwest where every freshman takes a full-year sequence of foundational texts of the Western intellectual tradition. Learn about the Carthage core.

    • With a student-faculty ratio of 12:1, your professors will know who you are. They will also know who you want to be — and how to get you there. Meet our faculty.

    • There are more than 120 student organizations on campus, from Amnesty International to Chemistry Club, to Frisbee and Latin Belly Dancing. See how easy it is to get involved.

    • True story: There are more than 27 art galleries, a dozen museums, and nine theatres within 25 miles of Carthage. Some highlights: The nationally recognized Racine Art Museum, the world-renowned Art Institute of Chicago, and the Milwaukee Art Museum. Learn more about our location.

    • What’s better than one professor? Two professors. What’s better than two professors? Two professors from totally different fields teaching a single class. There’s debate. Discussion. Differing perspectives. This is where the magic happens. That’s why every student takes a Carthage Symposium.

    • Imagine presenting your original research at an international conference — as an undergraduate. Carthage is dedicated to undergraduate research. Learn more about current opportunities.

    • You can’t hide here — not with only 17 other students in the classroom with you. That’s going to be rough some mornings. But later, when you’re able to argue your point of view thoughtfully, express your opinions succinctly, and meet challenges head-on, without fear … Yep, you’ll thank us.

    • Carthage is ranked No. 5 in the country for student participation in short-term study abroad. Every J-Term, hundreds of students travel all over the world on faculty-led study tours. Imagine a month in Sweden, Rome, Cuba, Senegal, India, Japan …