The information included on this page is for courses with the prefix EEND, REAL, RECT, or REND offered through the Regional Education Academy for Leadership (REAL) in the College of Education. Please visit the College of Education for information on undergraduate and graduate programs in education.
General Information - Courses and Registration
Please visit stfrancis.edu/academics/accreditations for current a complete list of accreditations and authorizations for the University of St. Francis and programs offered through the College of Education.
Candidates enrolled in College of Education program courses are expected to demonstrate various computer and digital literacy competencies in order to be successful in online/blended courses. Candidates identifying any potential gaps in computer/digital skills may utilize the support information found at LearnItNow or by contacting the Department of Academic Technology.
The following list identify skills for candidates’ appropriate and responsible use of existing and emerging technology tools for communication, management, research, problem solving and decision making. Courses within each program may require all or some of the listed computer and digital information literacy skills.
Candidates enrolled in College of Education Graduate Programs are expected to demonstrate competencies in the following computer and digital information literacy skills.
- Download, attach, and store files using web-based technologies (e.g., Canvas learning management system, Google Drive, University email, and various web pages).
- Create, format, and save written works with word processors (e.g., Microsoft Word and Pages, Google Docs).
- Send messages using University email and the Canvas Inbox.
- Post responses to discussion topics and the perspectives of peers within a discussion forum.
- Generate charts, organize tabular data, and perform calculations with spreadsheets.
- Create multimedia presentations (i.e., PowerPoint, Infographics, Prezi, and video and audio podcasts and demonstrations) and compress their embedded video and audio assets to reduce file sizes.
- Access, retrieve, interpret, evaluate, and synthesize information presented through a variety of electronic resources (i.e. e-journals, webpages).
- Use social media (e.g., Twitter, Blogs, You Tube) to participate in an informed and engaged community by contributing to the active generation and shaping of discourse and ideas.
- Use web meeting software to pose aural and written questions, deliver a presentation with and without a video presence, and provide feedback to presenters.
- Collaborate through collaboration software (e.g., Google Sites, Google Docs, Microsoft Teams) to generate scholarly works.
REAL offers flexible and accessible programming with a registration process that is easy to complete. The following information is applicable to courses with prefix EEND, REAL, RECT, and REND.
- Educators can view course titles by category/topic on our REAL Courses page.
- Registration links are accessible within each category/topic folder (there may be times when only one semester is open for registration as determined by the academic calendar and other university policies).
- Selecting the general category/topic registration link will open a preview of all courses within the category/topic currently accepting enrollment. Clicking on the course will open the corresponding registration and payment form.
- No university application, transcripts, or test scores are required to register for courses taken as a special (non-degree seeking) graduate student through REAL.
- Payment in full is required at the time of registration.
- Registration closes one week prior to scheduled course start date (may be sooner if course reaches capacity).
Degree-seeking candidates and those enrolling in focused programs should register online through their MyUSF Student Account.
Sample syllabi for REAL courses can also be viewed by selecting the course title in various topic folders at All REAL Courses. Some content is protected in the public/sample version such as instructor information, schedule, policies, etc. Details of this nature are included on the official syllabus within the online course environment for those who enroll.
- EEND 600 Introduction to Special Education Finance
- EEND 602 Survey of Gifted Education
- EEND 605 Learners with Exceptional and Diverse Needs
- EEND 606 Supervision of Programs for Exceptional Children
- EEND 611 Serving English Language Learners with Special Needs
- EEND 613 Differentiated Instruction
- EEND 614 Behavior Strategies for the Heterogeneous Classroom
- EEND 615 Injury Prevention and Safety
- EEND 616 Driver Task Analysis
- EEND 617 Methods of Teaching Driver Education: Classroom
- EEND 618 Methods of Teaching Driver Education: Behind the Wheel
- EEND 619 Advanced Evasive Simulation and Range
- EEND 631 Theoretical Foundations of Bilingual and ESL
- EEND 632 Methods and Materials for Teaching ESL
- EEND 633 Assessment of Bilingual and ESL Students
- EEND 634 Cross Cultural Studies for Teaching Limitied-English Proficient Students
- EEND 636 Linguistics
- EEND 637 Methods and Materials for Teaching Bilingual Students
- EEND 638 Supporting English Language Learners in the Inclusive Classroom
- EEND 640 Development and Characteristics of Individuals with Special Needs
- EEND 641 Legal and Historical Foundations in Special Education
- EEND 642 Assessment and Diagnosis of Individuals with Special Needs
- EEND 644 Specialized Curriculum and Methods in Special Education
- EEND 645 Instructional Coaching and Professional Development
- EEND 646 Instructional Coaching Cycle
- EEND 647 Data Informed Instructional Coaching
- MSED 748 Instructional Coaching Practicum
- EEND 649 Student-Centered Instructional Coaching
- EEND 652 Autism Spectrum Disorders
- EEND 655 Strategic Collaborations for the Classroom
- EEND 668 Advanced Placement Rigor in the Secondary Classroom
- EEND 669 Planning Rigorous Lessons for the Secondary Classroom
- EEND 674 Instructional Planning & Assessment
- EEND 675 Foundations of Educational Technology
- EEND 676 Collaborative Web Tools in Education
- EEND 677 Multimedia Tools in Education
- EEND 678 Effective Technology Integration into Lessons and Curriculum
- EEND 679 Assessing and Improving Student Achievement with Technology
- EEND 680 21st Century Educational Leadership
- EEND 681 Managing Educational Technology Services
- EEND 682 BYOT (Bring Your Own Technology): Lesson Strategies & Mgmt Issues
- EEND 683 Using Technology to Flip Learning
- EEND 684 Dissecting Mathematics: Looking Past the RTI Colors
- EEND 685 Dissecting Reading (Literacy): Looking Past the RTI Colors
- EEND 686 Techsplorations: Tech Awareness for Today’s Students
- EEND 689 General Literacy Methods
- EEND 690 General Mathematics Methods
- EEND 691 Methods of Teaching Adolescents Science
- EEND 692 Culturally Responsive Instruction: Elements of Success
- EEND 693 Methods of Teaching Adolescents Social Science
- EEND 694 Methods of Teaching Adolescents Mathematics
- EEND 695 Methods of Teaching Adolescents English/Language Arts
- EEND 713 Engaging eLearning
- EEND 716 Remote Learning: The Basics and Beyond
- EEND 717 Remote Learning through a Special Education Lens
- EEND 718 Curriculum and Instruction for Gifted and Talented Students
- EEND 719 Social Emotional Development for Gifted and Talented Students
- EEND 725 Legendary Teacher Traits
- EEND 726 Practices Leading to High Student Achievement
- EEND 727 Creating Successful Teaching and Learning Environments
- EEND 728 Social-Emotional Learning: Principles and Practices
- EEND 729 Strategies to Support Blended Learning
- EEND 730 School Health Curriculum and Evaluation
- EEND 731 Mental and Emotional Health in Schools
- EEND 732 Nutrition in Education
- EEND 733 Drug Education
- EEND 734 Teaching Personal Health
- EEND 735 Environmental Health
- EEND 736 Disease Prevention in Education
- EEND 737 Teaching Human Sexuality in Education
- EEND 738 Assessment and Evaluation in Physical Education
- ENGE 510 Rhetorical Theory I, Classical
- ENGE 512 Composition Studies I, Theory
- REAL 600 Standards and Propositions National Board
- REAL 601 Analyzing Curriculum Planning National Board
- REAL 602 Reflecting on Your Teaching National Board
- REAL 603 Collaborative Relationships National Board
- REAL 606 Accomplished Teaching (National Board renewal)
- REAL 612 Educating for Character
- REAL 616 Becoming a School of Character
- REAL 617 Stock Market Economic Finance
- REAL 618 Financial Literacy Using Children’s Literature
- REAL 619 Financial Literacy Using Math Applications
- REAL 642 Dyslexia and Reading Disabilities: 1 in 5
- REAL 643 Dyslexia and RD Part II: Multi-Sensory Teaching Strategies
- REAL 644 Dyslexia RD III: Foundations/Structure of Oral and Written Language
- REAL 646 Ed-TPA – Support for the Licensed Professional
- REAL 682 The Effective Teacher
- REAL 684 Brain Based Learning
- REAL 685 The Differentiated Classroom
- REAL 694 Ethical Decision Making and Virtue Development
- REAL 694 Enhancing the Social Emotional Classroom Climate through Mindfulness
- REAL 694 Methods of Teaching Social Science in the Elementary School
- REAL 695 Serving Special Populations
- REAL 695 Welcoming Newly Arrived EL Students
- REAL 705 Creating Common Core IEPs
- REND 641 Foundations of Literacy
- REND 642 Literacy Assessment and Diagnosis
- REND 643 Exploration of Literacy Strategies and Materials for Student Achievement
- REND 644 Utilizing Literature in the Classroom
- REND 645 Literacy Instructional Support
- REND 647 Literacy and Diverse Learners
- REND 648 Developing Competent Writers
- REND 651 Reading Teacher Practicum
- REND 652 Dyslexia Awareness and Best Practices
- REND 689 Disciplinary Literacy
- Textbooks and course materials are not included in the price of tuition.
- Current semester specials can be found at stfrancis.edu/real/specials.
- Partnership course and cohort rates may be confirmed by contacting REAL at firstname.lastname@example.org
- Full payment of course tuition is required during the registration process. Payment may be made via credit card (processing fee applies) or electronic check through our secure registration site.
- Student accounts may reflect a credit balance until semester tuition bills are posted (mid-December for Spring, mid-May for Summer, and late July for Fall).
*Tuition subject to university increases.
Courses offered through REAL are not eligible for federal financial assistance. Federal financial assistance like the Federal Direct Loan program can only be used for degree-seeking programs.
You can visit us in Donovan Hall (C-201) on the main campus in Joliet.
REAL at the University of St. Francis
500 Wilcox Street, C201
Joliet, IL 60435
Online courses are structured to include discussions and assignments requiring active participation. Online courses are not self-paced. Candidates are expected to actively participate for the duration of the course. Candidates who are not able to commit to the full range of course dates should consider enrolling in an alternate semester.
Online courses in the College of Education, are structured and presented in a highly interactive instructional environment where candidates learn from the instructor, course materials, and one another. In the online environment, each candidate must respond to discussion questions posted by the instructor based upon reading assignments and course content, post responses to the instructor’s questions, and provide timely feedback to other candidates. Direct interaction with the instructor and other candidates in the course IS mandated. New course materials appear in each module. Candidates are expected to review all materials for optimal participation and learning. Assignments are embedded within each course, and the instructor provides feedback using assignment-specific rubrics and qualitative comments. The model for interaction within the online environment is instructor-candidate, candidate-instructor, and candidate-candidate.
When do classes meet online? While candidates are not expected to log in at a specific date and time, there are online discussions, assignments, and assessments that are due each week. It is recommended that candidates log in the first day of the course to establish attendance, get a sense of the online environment, and view course expectations.
How many assignments/topics are required to be posted and how often? Online courses typically consist of at least eight modules with readings and assignments in each. Most online courses require a minimum of three formative assessments and one summative.
How often do candidates need to read and post comments? Every week candidates are given several chapters or articles to read. Minimally, instructors will expect candidates to respond to one or more discussion questions based on these readings (usually by midweek) and then thoughtfully respond to other candidates’ posts.
What is the interaction between candidates? Candidates are expected to post thoughtful feedback to other candidates’ posts each week. Many online courses provide candidates the opportunity to collaborate electronically or in a virtual environment.
What is the interaction between candidates and the online instructor? Online course work at the University of St. Francis is conducted in a lively and robust learning environment with frequent interaction between the candidate and the instructor each week. At a minimum, the instructor will pose a discussion question to which the candidate will respond; that response will then generate feedback from the instructor.
YES! Candidates may roll up to 18 hours of graduate credit previously earned through REAL at the University of St. Francis (prefixes EEND, REAL, REND) into the M.S. Reading and M.S. Teaching and Learning programs.
For additional information, please contact:
Maggie Stevenson, Graduate Admissions Counselor
Requirements for adding endorsements to a valid Illinois Educator License are subject to ISBE updates and revisions to legislation. Please refer to ISBE for details regarding endorsement areas of interest. Additional assistance may be available through your local Regional Office of Education.
- Courses outlined at stfrancis.edu/real/endorsements are developed and updated based upon ISBE’s standards for the respective endorsement and are on file with the Illinois State Board of Education.
- Educators may not need to take all courses as offered. If similar courses were completed through other institutions, ISBE will evaluate transcripts during the application and review process. As such, College of Education administrators and staff are not authorized to evaluate coursework from other institutions.
For Enrolled Candidates
For New Candidates: If you have not previously taken courses at the university, please note that it may take 3-5 business days for a MyUSF student account to be created. You should expect to receive a notification (via the email provided with your registration) that will include information required to access your account. If you do not receive a notification within five (5) business days, please check spam/junk folders as communication is occasionally rerouted due to school or personal security settings.
For New and Returning Candidates: If you did not receive your password OR no longer have your login credentials, you can request a reset HERE by providing your user name (typically lowercase first and last name: e.g. johnsmith).
If the reset attempt is unsuccessful, please contact USF Technical Support at email@example.com or 815-768-8324.
The drop process for courses in which you are currently enrolled must be completed within the drop window using our online self-service option – drop requests via phone or email are not accepted. Candidates may request to drop (or withdraw as appropriate) courses with the prefix EEND, REAL, RECT, and REND.
REAL candidates completing courses toward the following endorsements will need to apply through ELIS to have the endorsement added to their valid Illinois PEL : Bilingual Education or ESL**, Director of Special Education, Driver Education, Health Education, LBSI (valid at the grade level), Reading Teacher, and Technology Specialist.
Visit ISBE to view current requirements by endorsement.
**Additional documentation required for Bilingual Education and ESL
- Educators seeking a Bilingual Education endorsement are required to independently complete 100 clock hours (or three months teaching experience) in a bilingual setting.
- Educators seeking an ESL endorsement are required to independently complete 100 clock hours (or three months teaching experience) in a bilingual or ESL setting.
- A tracking log must be retained, along with administrator verification, of all hours or teaching experiences in the appropriate setting.
The completed 100 hour log and administrative verification documents will need to be shared with your local Regional Office of Education at the time you apply to have the endorsement added to your license. Please contact your local ROE prior to submission to confirm the process for forwarding supporting documents.
Educators enrolled in USF degree-seeking or focused programs: DO NOT APPLY THROUGH ELIS. Please work directly with your respective program advisor and the university’s Licensure Officer to have the endorsement added to your PEL when all requirements are met.
- All candidates seeking an ESL or Bilingual Endorsement must provide proof of either three (3) months of full-time teaching OR 100 clinical clock hours of experience in a setting: with Limited English Proficient (LEPs) students for the ESL endorsement and (specifically) TBE Bilingual (program) students for the Bilingual Endorsement.
- Additional information regarding the process for submission of documents is provided in the Getting Started module of all courses associated with the Bilingual Education and ESL endorsements.
- For current information regarding Illinois State Board of Education requirements for licensure and endorsements, please visit ISBE.
Visit the Registrar’s Office Transcript Request page to submit your request online.