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Javascript is disable -Academic Catalog
Learning and Education Studies
Assistant Dean for Academic Affairs: Kathy Ryan
Admissions Information:
saao@education.illinois.edu
142 Education Building, 1310 South Sixth, Champaign, (217) 333-2800
For the Degree of Bachelor of Science in Learning and Education Studies
This curriculum prepares individuals for positions requiring expertise in formal and non-formal learning and educational settings that do NOT require licensure (becoming a licensed teacher).
Students interested in becoming a licensed teacher should consider the licensure program in the majors of Elementary Education, Early Childhood Education, Special Education, or Middle Grades.
A minimum of 120 semester hours is necessary for graduation in the Learning and Education Studies program.
Students will spend much of the first two years with general education courses, achieving a solid preparation in the humanities, social and natural sciences, technology and mathematics.
In the final two years of the major, students will take a set of core courses, as well as coursework in one of the following concentrations:
1) Applied Learning S 2) Educational Equality and Cultural U 3) Workplace Training and D or 4) Digital Environments for Learning, Teaching and Agency.
Degree Requirements
Course List
CodeTitleHours
Education Orientation Seminar1
The following degree requirements also meet general education course requirements and must be selected from the campus
course list.
Selections of core requirements courses should be made in consultation with the adviser.
Course List
CodeTitleHours
Elements of Statistics (or another approved basic course in statistical methods such as , , or ) 23-4
The Culture of Disability
Foundations of Education
Foundations of Education-ACP
Child Dev in Education
Serving Child in Schools/Comm
Lang Varieties,Cult,& Learning
Child Language and Education
Prof Issues for Teachers
Educational Psychology
Psyc of Learning in Education
Race and Cultural Diversity
Asian American Education 4
Historical & Social Barriers
Diversity in the Workplace
Total Hours120
Total minimum hours include general education, language other than English, concentration and core credits.
Applied Learning Science (AppLeS) Concentration
The undergraduate non-licensure concentration in Applied Learning Science (AppLeS) will provide a thorough grounding in the learning sciences through an innovative program that includes courses in learning, language understanding, quantitative reasoning and statistics, designing learning environments, and human performance.
The program culminates in a capstone course in which the student works on a research project under the direction of one or more faculty members.
Graduating students will have a solid preparation for graduate study in this emerging area of scholarship (such as the new Learning Science and Engineering Professional MS Program at Carnegie-Mellon University), as well as in education, psychology, business, law, and other more traditional areas of study.
In addition, through their coursework and research experience, international and domestic students will be prepared for a wide range of current (and future) jobs that require expertise in design, analysis, and evaluation of learning environments, as teachers, policy makers, analysts, and professionals in government, healthcare, business, and nonprofit organizations.
Students in the AppLeS concentration will:
Explore theories, phenomena, and methods in the learning sciences (i.e., the biological, cognitive, dispositional, and sociocultural underpinnings of learning).
Identify general principles of learning, their contextual variations, and how they can be applied in the classroom, at work and home, and diverse settings of daily life.
Acquire flexible learning and problem solving skills that can be broadly applied in diverse contexts, including research, quantitative reasoning, communication, and collaborative problem solving.
Students are encouraged to pursue a minor or a coherent set of electives from several departments as approved by their adviser.
Suggested minors are:
Communication, Computer Science, Informatics, Linguistics, Mathematics or Statistics.
The following courses are required for this concentration. Changes/additions to this list can be obtained from the College office. Approvals for substitution must be submitted by petition to the College office for approval by the Assistant Dean for Academic Affairs.
Course List
CodeTitleHoursRes Methods in Learning Scienc3
Thesis (Capstone Research Project)3
Learning from Text
Developments in Educ Psyc (Learning in Everyday Contexts section)
Intro Cognitive Science
Adult Learning and Development
Cognitive Dev in Educ Context
Sociocultural Infl on Learning
Adjustment in School Settings
Issues and Developments in HRD
Learning & Hum Dev w/ EdTech
Learning Technologies
Human Performance and Cognition in Context
Principles of Measurement
Intermediate Social Statistics
Total Hours24
Educational Equality and Cultural Understanding Concentration
This undergraduate non-licensure concentration will prepare students to better understand the role of education in enabling equality and cultural understanding in domestic and international perspectives.
Focusing on equality, diversity, and cultural understanding will give students a unique perspective on the historical place of education in both challenging inequities and helping to justify social divisions.
Understanding how education as an institution operates to perpetuate social and economic stratification will give students a perspective on the challenges of creating a more equitable distribution of education.
Classes will cover a wide range of disciplinary approaches, including history, social science, educational policy analysis, and theory.
Students will understand the contemporary and historical barriers to the distribution of education and examine recent human rights-based demands for extending education to people of all social classes, regions, ethnicity, language groups, and genders.
Knowing how equity, social justice, and cultural understanding are enabled through education requires an in-depth understanding of domestic and international contexts.
Introductory courses will cover basic definitions of educational justice and educational equality, survey international minorities in the United States or minorities in other countries in relationship to education, and explore political, economic, and social contexts for education.
Intermediary classes will invite students to apply their basic understanding of such processes to more local and detailed contexts, like shifts in the U.S. that have extended public schooling and higher education opportunities to historically marginalized populations such as people of color, immigrants, women and citizens from low socioeconomic status.
Advanced classes will introduce students to the theoretical approaches to studying social justice and difference, including Critical Race Theory, transnational and global theory, and globalized critical pedagogy.
These courses will be designed to appeal to international and domestic students seeking employment in both the United States and international educational settings, including teaching English as a second language.
In addition, understanding the role of education in fostering the expansion of universal human rights will enable students interested in international business and NGOs to explore the problems and potentials of policies intent on improving conditions in the United States and abroad.
As all areas of study and trade are increasingly situated in transnational networks, the concentration in Educational Equality and Cultural Understanding provides a firm grounding on key issues of rights, obligations, and new institutions that help maintain commitments for educational equity and justice under these new circumstances.
Students are encouraged to pursue a minor or a coherent set of electives from several departments as approved by their adviser.
Suggested minors are:
English as a Second Language, African-American Studies, Asian American Studies, Global Studies, Latina/Latino Studies, South Asian Studies, Gender and Women's Studies, or LGBT/Queer Studies.
The following courses are required for this concentration. Changes/additions to this list can be obtained from the College office. Approvals for substitution must be submitted by petition to the College office for approval by the Assistant Dean for Academic Affairs.
Course List
CodeTitleHours9
Education and Social Justice
History of American Education
Historical & Social Barriers
School and Society
Asian American Education 1
Race, Ed Pol, and Soc Science
Comparative Education
Critical Thinking for Teachers
Sociology of Education
Politics of Education
Total Hours24
Workplace Training and Development Concentration
Workplace Training and Development is a non-licensure undergraduate concentration.
The concentration will provide international and domestic students with the broad sets of knowledge and skills necessary to develop, deliver, and evaluate training and development programs across workplace settings, such as businesses and industries, two-year post-secondary schools, or community and government agencies.
In addition, it will serve a growing demand for graduates who have an interest in helping adults learn about and seek to improve organizational performance.
The demand comes from a range of business sectors, specifically health care, manufacturing, and logistics.
Students in this concentration will receive an overview of the human resource development field and specifically focus on the training and development aspects of the field.
Students will acquire the knowledge and practical skills, in such areas as job and task analysis, training program design, and training program coordination.
Students will also be introduced to learning management systems, which most organizations now use to track the learning progress of their employees.
An internship is recommended during the program, but it is not required. For internship credit, students can register in HRD 491 Professional Skill Development before the internship starts. At the end of the internship, a letter from the internship supervisor is submitted to the Workplace Training and Development departmental contact.
The concentration appeals to the following potential students:
Individuals who wish to combine the study of organizations and learning in th
Individuals who currently work in a technical role, such as a lab tech or nurse in health care, and who want to become more involved in training others ab
Individuals with an associates degree who work as information technology specialists and who are asked to develop and deliver
Individuals who wish to work in the business and industry outreach departments o
Individuals who serve or wish to serve as instructors in post-secondary technic
Individuals who wish to serve as a staff member in the human resource development departmen and
Individuals who wish to prepare for future graduate study in human resource development.
Students are encouraged to pursue a minor or a coherent set of electives from several departments as approved by their adviser.
Suggested minors are: Business, Leadership, Communication, Technology and Management or Global Labor Studies.
The following courses are required for this concentration. Changes/additions to this list can be obtained from the College office. Approvals for substitution must be submitted by petition to the College office for approval by the Assistant Dean for Academic Affairs.
Course List
CodeTitleHoursTraining in Business/Industry3
Business Principles for HRD3
Training System Design3
Instructional Techniques3
Facilitation Skills3
Diversity in the Workplace3
Work Analysis3
Learning Technologies3
Total Hours24
Digital Environments for Learning, Teaching and Agency (DELTA) Concentration
The undergraduate non-licensure concentration in Digital Environments for Learning, Teaching, and Agency (DELTA) will provide students with a strong background in the design, development and implementation of technology for a range of learning environments. Courses will introduce students to learning theory, designing and using technology to support learning, and issues encountered when deploying technology to schools, workplaces and informal learning spaces. The program culminates in a capstone course in which students work on a design project under the direction of one or more faculty members.
Graduating students will be prepared to engage with various stakeholders interested in using technology to support learning in a range of different contexts. Examples include selecting and deploying appropriate technology to support pedagogic goals for schools, corporations, or informal learning environments such as museums and afterschool clubs, designing educational games or toys and educational application development. One of the main objectives for students in DELTA is to build new ways to support learning, and prepare them for leadership roles in formal and informal environments, technology design and implementation strategies. They will also be prepared to pursue graduate study in a range of programs, such as educational technology, learning sciences, or instructional technology at the University of Illinois or elsewhere.
Students are encouraged to pursue a relevant minor or coherent set of electives from several related departments. Suggested minors include: computer science, communication, psychology, informatics, media and cinema studies or sociology. Students may also consider a minor in a specific content area from the arts and sciences to develop expertise in a particular field.
The DELTA concentration consists of 24 hours of course work. Students are required to take a minimum of two foundations courses, three core courses and three elective courses. The core courses are designed to ensure students leave the program with foundational knowledge and skills necessary to design, develop, implement, manage, and evaluate digital environments. The elective courses allow students to tailor the concentration to fit individual career goals and areas of interest. Students should take the foundation course Introduction to Digital Environments in the first semester they join DELTA. Similarly, the Capstone Research Project should be taken in the last semester after the majority of DELTA-related course work is complete.
The following courses are required for this concentration. Changes/additions to this list can be obtained from the College office. Approvals for substitution must be submitted by petition to the College office for approval by the Assistant Dean for Academic Affairs.
Course List
CodeTitleHoursIntroduction to Digital Learning Environments3
DELTA Capstone Project3
Learning & Hum Dev w/ EdTech
Developments in Educ Psyc (Learning in Everyday Contexts section)
Intro Cognitive Science
Sociocultural Infl on Learning
Social Learning and Multimedia
Education and Social Justice
Technology & Educational Reform
Introduction to Educational Technology
Educational Game Design
Comp Prgrmmg and the Classroom
Child Development & Technology
New Learning
Learning & Hum Dev w/ EdTech
Learning Technologies
Innovation in E-Learning
Total Hours24
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Diversity training is an ongoing process to educate employees on the proper way to treat people of different backgrounds. The main goal of a successful diversity training program is to create a positive work environment.
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Paul has been in higher education for 17 years. He has a master's degree and is earning his PhD in Community College Leadership.
Diversity training is an ongoing process to educate employees on the proper way to treat people of different backgrounds. The main goal of a successful diversity training program is to create a positive work environment.
What is Diversity Training?The purpose of diversity training is to increase participants' cultural awareness, knowledge, and communication. Diversity training can benefit an organization by helping to prevent civil rights violations, increasing the inclusion of different identity groups, and promoting better teamwork. The main goal of a successful diversity training program is to create a positive work environment by helping employees recognize and be tolerant of differences among co-workers. Why Have Diversity Training?Diversity training represents the opportunity for employers to educate employees about diversity. Although diversity training cannot completely change an individual's beliefs, it does have the ability to increase awareness, impart knowledge, and educate employees on how to accept differences among fellow employees. Organizations use diversity training to bring out the best in their employees. Organizations also want to break down the barriers that separate different types of employees, such as ethnic, social, and political barriers, so they can work together and be productive as a team. How to Create Diversity TrainingEstablishing a diversity training plan takes time and effort. There is more to it than just hiring someone to talk with employees about diversity. For diversity training to be effective, an organization should ensure their training program is an ongoing effort supported by top management. Here are a few of the important items that must be implemented so that diversity training is successful:
Integrate training into organizational practices and goals
Adopt specific definitions for workforce diversity, affirmative action, and equal employment opportunity
Set up workforce diversity policies
Establish a resource library for participants to use following the training
Identify non-training activities that will support lessons learned from the training, which include posters, staff meetings, newsletters, informational brochures, and videos
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The Importance of Diversity TrainingWorkplaces today have more employees that are diverse, and they will need to work together more effectively. Employees and managers need to understand that there are different rules in different cultures and different ways of communicating. Workplace diversity training is designed to promote understanding of differences among employees and their managers. Here are a few possible advantages of having a diversity training program in place at an organization:
Getting along- employees that have attended a diversity training program often get along better with each other
Trust- employees learn to trust other employees from different backgrounds
Respect- employees learn to welcome and respect others
Ideas- employees discover how to respect the ideas and perspectives of co-workers
Talents- employees' talents are recognized more often
Organization Culture- a company's culture begins to encourage positive interaction from all different groups
Lesson SummaryDiversity training educates people about different cultures in order to facilitate better communication. As the workplace becomes diverse, people of all ages, physical abilities, ethnic backgrounds, and races will need to work effectively together. Diversity training is not a one-time event. Diversity training is an ongoing process to educate employees on the proper way to treat people of different backgrounds.
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