BA in Urban Education
Degree Requirements
In the first two years of study, students in the BA in Urban Education program will take the Urban Education Core Curriculum. This curriculum is characterized by the following:
- completion of the campus General Education course requirements which focus on a broad liberal arts education;
- development of an individualized, advisor-approved specialization for students only interested in a 1–6 endorsement; or development of a licensure-approved specialization for students interested in an additional endorsement;
- completion of a set of foundational courses in professional education.
Semester Hour Requirements
| Code | Title | Hours |
|---|---|---|
| Summary of Requirements | ||
| Core Curriculum Requirements (including Area of Specialization) | 58-61 | |
| Elementary Education Course Requirements | 63 | |
| Total Hours | 121-124 | |
Core Curriculum Requirements
| Code | Title | Hours |
|---|---|---|
| Required Courses | ||
| ENGL 160 | Academic Writing I: Writing in Academic and Public Contexts | 3 |
| ENGL 161 | Academic Writing II: Writing for Inquiry and Research | 3 |
| Understanding the Creative Arts course: English (ENGL) Literature course approved for this category and by the advisor a | 3 | |
| GEOG 161 | Introduction to Economic Geography e,g | 3 |
| POLS 101 | Introduction to American Government and Politics b,e | 3 |
| Select one of the following: | 3 | |
| Early America: From Colonization to Civil War and Reconstruction b,c | ||
| Modern America: From Industrialization to Globalization b,c | ||
| Two Analyzing the Natural World courses: | 8 | |
| Physical Systems in Earth and Space Science (required) d | ||
| Chemical and Biological Systems (required) d | ||
| MATH 140 | Arithmetic and Algebraic Structures | 4 |
| MATH 141 | Algebraic and Geometric Structures | 4 |
| Area of Specialization (See note below) | 12-15 | |
| ED 100 | Introduction to Urban Education b,e | 3 |
| ED 151 | College Connection I f | 2 |
| ED 152 | College Connection II f | 1 |
| ED 307 | Nature and Practices of Natural Sciences | 3 |
| ED 205 | Introduction to Race, Ethnicity, and Education b,e | 3 |
| EPSY 255 | Child Development in Contemporary Society | 3 |
| Total Hours | 58-61 | |
Note: The number of semester hours required depends on the area of specialization and the grade band(s). ISBE requires students interested in obtaining an advanced grades 5–8 endorsement take 21 semester hours in their area of specialization and a 3-semester-hour content methods course. Students must meet with academic advisor for a list of required courses for the area of specialization.
| a | Students should consult the General Education section of the catalog for a list of courses in this category |
| b | This course is approved for the Understanding U.S. Society General Education category. |
| c | This course is approved for the Understanding the Past General Education category. |
| d | This course is approved for the Analyzing the Natural World General Education category. |
| e | This course is approved for the Understanding the Individual and Society General Education category. |
| f | ED 151 and ED 152 are required courses, but the hours do not count toward the total hours required for graduation. |
| g | This course is approved for the Exploring World Cultures General Education category. |
Areas of Specialization
Students should consult the Office of Student Services for a list of courses in their area of specializations.
Elementary Education Concentration Requirements
| Code | Title | Hours |
|---|---|---|
| Required Courses | ||
| EPSY 405 | Educational Assessment and Evaluation | 3 |
| CI 401 | Methods of Reading: Early Literacy in Urban Classrooms (an Classrooms) | 3 |
| CI 402 | Reading and Writing in the Content Areas: Intermediate Literacy in Urban Classrooms | 3 |
| CI 403 | Literacy in the Disciplines: Adolescent Literacy in Urban Classrooms | 3 |
| CI 404 | Teaching and Learning Mathematics in the Urban Classroom | 3 |
| CI 405 | Teaching and Learning Science in the Urban Classroom | 3 |
| CI 406 | Teaching and Learning Social Sciences in the Urban Classroom | 3 |
| ED 350 | Introduction to Urban Communities and Schools: Fieldwork I | 3 |
| ED 351 | Becoming a Culturally Responsive Educator in the Urban Classroom: Fieldwork II | 4 |
| ED 416 | Practical Inquiry I: Teacher Competencies and Performance-Based Assessment | 3 |
| ED 417 | Practical Inquiry II: Teacher Competencies and Performance-Based Assessment | 3 |
| ED 450 | Pre-Student Teaching in the Urban Elementary Classroom, Fieldwork III: Arts, Health, and Physical Ed | 4 |
| ED 451 | Student Teaching in the Urban Elementary Classroom: Fieldwork IV | 12 |
| SPED 416 | Methods of Instruction for Exceptional Learners | 3 |
| CI 470 | Language, Culture, and Learning in Urban Classrooms | 4 |
| Advanced Endorsement Electives | 6 | |
| Total Hours | 63 | |
Note: The number of semester hours required depends on the area of specialization and the grade band(s). ISBE requires students interested in obtaining an advanced grades 5–8 endorsement take additional endorsement courses. Students must meet with academic advisors for a list of required courses for the area of specialization.
Student Teaching Requirement
Student teaching is completed in a linked-placement structure across both semesters of the senior year, with official student teaching occurring in the spring semester of students' last year. Minimum requirements for student teaching include senior standing; 3.00/4.00 GPA in the professional course work; a grade of C or higher in all course work required for licensure (courses taken for a credit/no credit option are not applicable towards licensure); satisfactory completion of fieldwork as assessed by university field instructors with input from school mentor teachers. Furthermore, it is required that students meet the following additional criteria: approval of the program faculty through review of performance according to the GPA; commitment to the Council of Education (CTE) Conceptual Framework; development of their Teaching Portfolio; and the passing of any required state tests. Urban Education candidates should also consult the State Teacher Licensure section below. Students follow state requirements of edTPA completion during student teaching.
Courses to be completed successfully prior to student teaching include the following:
| Code | Title | Hours |
|---|---|---|
| Required Courses | ||
University General Education | ||
| Introduction to Urban Education | ||
| Methods of Reading: Early Literacy in Urban Classrooms | ||
| Nature and Practices of Natural Sciences | ||
| Reading and Writing in the Content Areas: Intermediate Literacy in Urban Classrooms | ||
| Literacy in the Disciplines: Adolescent Literacy in Urban Classrooms | ||
| Teaching and Learning Mathematics in the Urban Classroom | ||
| Teaching and Learning Science in the Urban Classroom | ||
| Teaching and Learning Social Sciences in the Urban Classroom | ||
| Language, Culture, and Learning in Urban Classrooms | ||
| Introduction to Urban Communities and Schools: Fieldwork I | ||
| Becoming a Culturally Responsive Educator in the Urban Classroom: Fieldwork II | ||
| Child Development in Contemporary Society | ||
| Methods of Instruction for Exceptional Learners | ||
| Educational Assessment and Evaluation a | ||
| a | Must be taken during or prior to the first semester of the senior year as requirement for student teaching. |
State Teacher Licensure
The curricula for the preparation of elementary and secondary school teachers as listed in this catalog have been approved by the Illinois Board of Higher Education, the North Central Association of Colleges and Schools, the Illinois State Board of Education, and the university.
Council on Teacher Education
The Council on Teacher Education is responsible for supporting licensure students and coordinating teacher education programs throughout the University of Illinois Chicago, and for maintaining relationships with the Illinois State Board of Education.
Decisions about licensure are a joint effort of a candidate's program, the Council on Teacher Education (CTE), and the Illinois State Board of Education (ISBE). The program coordinator and program faculty have the main responsibility for ensuring that candidates are prepared to become teachers and are, thus, entitled to apply for licensure. They approve qualifications before the CTE begins its process of evaluation. The CTE’s licensure officer entitles an individual to apply for a license at the state level. The CTE checks that candidates have met state requirements, such as passing the required state-level tests and completing the course, assessment, and grade requirements stipulated by the program as addressing state objectives. Teacher candidates must successfully complete the Education Test of Teacher Performance Assessment (edTPA) in order to be licensed. ISBE makes the final decision about whether or not a candidate receives licensure based upon the information it receives from the institution and a candidate’s application.
State Examinations
Prior to entitlement to licensure, the candidate must complete state examinations required by the Illinois State Board of Education.
Illinois Content Area Tests are state requirements for all endorsements, and are passed in progression to student teaching. The Educational Test of Teacher Performance Assessment (edTPA) is required by ISBE for initial licensure. These tests are administered and monitored by the State of Illinois. The candidate is responsible for meeting these requirements. See the ISBE information posted by the Council on Teacher Education regarding timelines for submitting passing scores.
Program Pass Rates
In accordance with the public disclosure requirements of Title II of the Higher Education Act, the University of Illinois Chicago reports that teacher education program completers scored as required on these two assessments required by the state for teacher licensure. During the 2017–2018 academic year, UIC program completers had a 100% pass rate on licensure exam requirements, as the statewide pass rate on required assessments was 100%.
Student Teaching
All teacher candidates (TCs) must submit applications for approval to student teach in and through the Chicago Public Schools. This approval process includes a background check (Illinois State Police and FBI). In order to student teach, TCs must submit student teaching application materials through both the CTE and the Chicago Public Schools. The CTE application process includes documentation of passed state requirements. In order to student teach within the Chicago Public Schools, TCs must subsequently complete a separate CPS registration packet, which includes additional vetting and criminal background checking. TCs are expected to bear the expense of all TB tests and criminal background checks. Students receive instructions for all fieldwork applications, and the ultimate student teaching applications from the CTE.
Middle School Endorsement
Middle Grades Endorsement is offered as an additional endorsement for teaching students in Grades 5–8. Please consult program faculty and advisors for additional information regarding completion of this added Middle Grades endorsement to ISBE's initial Professional Educator License.
Other Licensure Policies (or Requirements)
Per legislation signed in August 2011, the Illinois State Board of Education no longer requires Teacher Education candidates to prepare and sign form 73-91 (Notice of Intent to Become a United States Citizen) or, to verify their legal presence and eligibility for employment in the United States. All candidates will apply for their teaching credential online via the Educator Licensure System. Please note that, in some cases, the State of Illinois will not issue a teaching credential to an individual who has been convicted of a criminal offense. A candidate who has been convicted of an offense should notify his/her advisor immediately.
Sample Curriculum Plan for the BA in Urban Education
Core Curriculum Guide
Note: Suggested sequencing guide for students seeking to complete the BA in Urban Education in four years. Below is the sequencing guide for the Core Curriculum as suggested for years one and two for BA in Urban Education students.
| Freshman Year | ||
|---|---|---|
| First Semester | Hours | |
| ENGL 160 | Academic Writing I: Writing in Academic and Public Contexts | 3 |
| ED 100 | Introduction to Urban Education | 3 |
| HIST 103 or HIST 104 |
Early America: From Colonization to Civil War and Reconstruction or Modern America: From Industrialization to Globalization |
3 |
| MATH 140 | Arithmetic and Algebraic Structures | 4 |
| ED 151 | College Connection I a | 2 |
| Hours | 13 | |
| Second Semester | ||
| ED 205 | Introduction to Race, Ethnicity, and Education | 3 |
| ENGL 161 | Academic Writing II: Writing for Inquiry and Research | 3 |
| MATH 141 | Algebraic and Geometric Structures | 4 |
| Understanding the Creative Arts course: English (ENGL) Literature course approved for this category and by the advisor | 3 | |
| ED 152 | College Connection II a | 1 |
| Area of Specialization | 3 | |
| Hours | 16 | |
| Sophomore Year | ||
| First Semester | ||
| NATS 105 | Physical Systems in Earth and Space Science (required for Analyzing the Natural World category) | 4 |
| GEOG 161 | Introduction to Economic Geography | 3 |
| POLS 101 | Introduction to American Government and Politics (required for Understanding U.S. Society category) | 3 |
| Area of Specialization | 3 | |
| Area of Specialization | 3 | |
| Hours | 16 | |
| Second Semester | ||
| NATS 106 | Chemical and Biological Systems (required for Analyzing the Natural World category) | 4 |
| ED 307 | Nature and Practices of Natural Sciences | 3 |
| EPSY 255 | Child Development in Contemporary Society | 3 |
| Area of Specialization | 3 | |
| Area of Specialization b | 3 | |
| Hours | 13-16 | |
| Junior Year | ||
| First Semester | ||
| CI 401 | Methods of Reading: Early Literacy in Urban Classrooms | 3 |
| CI 404 | Teaching and Learning Mathematics in the Urban Classroom | 3 |
| CI 405 | Teaching and Learning Science in the Urban Classroom | 3 |
| ED 350 | Introduction to Urban Communities and Schools: Fieldwork I | 3 |
| SPED 416 | Methods of Instruction for Exceptional Learners | 3 |
| Hours | 15 | |
| Second Semester | ||
| CI 402 | Reading and Writing in the Content Areas: Intermediate Literacy in Urban Classrooms | 3 |
| CI 470 | Language, Culture, and Learning in Urban Classrooms | 4 |
| CI 406 | Teaching and Learning Social Sciences in the Urban Classroom | 3 |
| ED 351 | Becoming a Culturally Responsive Educator in the Urban Classroom: Fieldwork II | 4 |
| Second Endorsement or Elective c | 3 | |
| Hours | 17 | |
| Senior Year | ||
| First Semester | ||
| CI 403 | Literacy in the Disciplines: Adolescent Literacy in Urban Classrooms | 3 |
| ED 416 | Practical Inquiry I: Teacher Competencies and Performance-Based Assessment | 3 |
| ED 450 | Pre-Student Teaching in the Urban Elementary Classroom, Fieldwork III: Arts, Health, and Physical Ed | 4 |
| EPSY 405 | Educational Assessment and Evaluation | 3 |
| Second Endorsement or Elective c | 3 | |
| Hours | 16 | |
| Second Semester | ||
| ED 417 | Practical Inquiry II: Teacher Competencies and Performance-Based Assessment | 3 |
| ED 451 | Student Teaching in the Urban Elementary Classroom: Fieldwork IV | 12 |
| Hours | 15 | |
| Total Hours | 121-124 | |
| a | ED 151 and ED 152 are required courses, but the hours do not count toward the total hours required for graduation. |
| b | Students who are interested in pursuing an additional endorsement in Grades 5–8 are required to register for 21 hours of coursework in their area of specialization as well as content and educational psychology methods courses. Students who are only pursuing the Grades 1–6 PEL are required to register for 18 hours. |
| c | Students who are interested in pursuing an additional endorsement in Grades 5–8, Early Childhood Education, and/or English as a Second Language are required to register for specific course work that leads to those endorsements. |