In this project, the National College of Education (NCE) at National Louis University (NLU) is offering professional learning experiences for pre- and in-service teachers. Five NCE faculty members will work collaboratively with two STEM teachers to develop two types of curricular modules. The first set of modules provides an overview of how to leverage visually dominant primary sources to work effectively with CLD students in STEM. These modules will be integrated into the science, math, and ESL methods courses. The second set of modules offers professional development for 15 in-service STEM teachers (Grades 4–8) from Chicago Public Schools with substantial CLD student populations. These modules focus on integrating digital visual literacy, TPS, and CLD strategies for teaching and learning STEM.
The Educating with Evidence en Español project was built upon previous funding from the Library of Congress that supported the development of English-language assessments with primary sources. This project expanded this focus to include English Language Learners (ELLs) and Spanish Language Learners (SLLs) at Southern Illinois University as well as regional, state, and national Two-Way Immersion education programs in PreK–12 schools. For this reason, primary sources from Latin American history and 3D-printed artifacts from an archaeological dig in northern Peru were the key components of the sources participating educators used for curriculum development.
Contact: Grant Miller
A variety of TPS programming as delivered to social studies educators from Grades K–12 in the Chicago suburbs. The programs included the full three-level TPS curriculum, conference presentations, and collaborations with local scholars and educational groups. This work helped ensure the sustainability of the Library's resources and TPS methods in the Chicagoland area.
Contact: Dave Bates
The University's social science faculty, experienced classroom teachers from Grades K–12, and pre-service candidates were brought together to discuss, collaborate, develop, and reflect on inquiry-based lessons that utilized digital primary sources from the Library of Congress. Along with classroom teachers, five faculty members representing different social sciences created online learning modules that were used by teacher candidates enrolled in the course, "Social Studies Methods for the Secondary Classroom." All participants were introduced to strategies for analyzing, interpreting, drawing inferences, and teaching with primary sources.
Contact: Brian Kahn