Course Requirements

Content Area Courses  

English Core: 8 quarter hours required, grade of C or better required

Language/Communications: 4 quarter hours required, grade of C or better required

British Literature Core: 16 quarter hours required, grade of C or better required

American Literature Core: 12 quarter hours required, grade of C or better required

Literature Elective: 12 quarter hours required, grade of C or better required

  • ENG 300-level British or American literature course 1
  • ENG 300-level British or American literature course 2
  • ENG or WRD 300-level course

Pre-Education Introductory Courses: 20 quarter hours required, grade of C or better required

Advanced Standing Education Courses: 28 quarter hours required, grade of C or better required

Open Electives: 4 quarter hours are required

Open elective credit also is required to meet the minimum graduation requirement of 192 hours.  The following cannot be used to fulfill an open elective: WRD 98, WRD 101, MAT 94, and MAT 95.

Student Teaching: 10 quarter hours required, grade of B- or better required

Registration in student teaching requires completion of all requirements and procedures indicated in the college core section.  EDU 095 indicates to the Illinois State Board of Education that all field experience hours are complete.  All students also take SEC 387, Capstone Seminar with student teaching (listed in the Liberal Studies section).
 

Licensure Tests

All individuals licensed by the Illinois State Board of Education (ISBE) are required to complete licensure tests specific to their teaching license.  Secondary Education English majors must complete the following tests:

  • Test of Academic Proficiency (TAP) (test #400) - assesses knowledge of reading comprehension, language arts, writing, and math.  Test is required to qualify for Advanced Standing.  *Check with your advisor about qualifying for a waiver with acceptable ACT or SAT test scores.
  • English Language Arts Content Area Test (test #111) – assesses reading, writing and research, speaking and listening, and literature.  Test is required before Student Teaching (deadlines apply).
  • Assessment of Professional Teaching (APT) (test #103, grade 6-12) – assesses knowledge of teaching planning, delivery, assessment, professionalism, and technology.  Test is required to be licensed; recommended to be taken before Student Teaching.
 

ENG 220

READING POETRY

A comprehensive introduction to English and American poetry, poetic forms and meters, and the vocabulary of poetic study.

ENG 221

READING PROSE

An introduction to close analytical reading of the fundamental prose genres that students will encounter in the English major, for example short stories, novels, folktales, literary nonfiction, and criticism. Students will study examples drawn from the history of prose as well as contemporary narrative.

ENG 211

ENGLISH STUDIES: LANGUAGE AND STYLE

An introduction to elements of the linguistic structure of English as they are employed to create stylistic effects in writing. The course aims at clarifying ways that language can affect audiences' perceptions and responses to writing.

ENG 328

SHAKESPEARE

Study of selected plays and poetry of William Shakespeare in relation to early modern English culture.

ENG 310

ENGLISH LITERATURE TO 1500

Survey of English literature from the beginnings to 1500.

ENG 320

ENGLISH RENAISSANCE LITERATURE

Survey of English literature from 1500 to 1660.

ENG 330

RESTORATION AND 18TH CENTURY LITERATURE

Survey of English literature from 1660 to 1780.

ENG 340

NINETEENTH CENTURY ENGLISH LITERATURE

Survey of English literature from 1780 to 1900.

ENG 350

MODERN BRITISH LITERATURE

Survey of English and Irish literature in the twentieth century.

ENG 361

AMERICAN LITERATURE 1830 TO 1865

Survey of American literature from 1830 to 1865.

ENG 360

AMERICAN LITERATURE TO 1830

Survey of American literature from the beginnings to 1830.

ENG 362

AMERICAN LITERATURE FROM 1865 TO 1920

Survey of American literature from 1865 to 1920.

ENG 364

AMERICAN GENRE STUDIES

Studies in American drama, poetry, short story, or novel.

ENG 365

MODERN AMERICAN FICTION

Major American writers of fiction in the twentieth century.

ENG 366

MODERN POETRY

Twentieth-century English and American Poetry.

ENG 369

TOPICS IN AMERICAN LITERATURE

See schedule for current offerings. This course is repeatable with different topics.

ABD 371

AFRICAN- AMERICAN FICTION

Selected novels and short fiction by twentieth-century African-American writers. Cross-listed with ENG 371.

ENG 372

AFRICAN-AMERICAN POETRY AND DRAMA

Survey of African-American poetry and drama from 1865 to the present.

ENG 373

MULTIETHNIC LITERATURE OF THE U.S.

Readings in recent literature, primarily fiction, by American writers of various ethnic backgrounds, exploring the evolving concept of ethnicity in literature.

ENG 374

NATIVE AMERICAN LITERATURE

Study of literature by Native-American writers with emphasis on twentieth-century works.

SCU 339

PHILOSOPHY AND PSYCHOLOGY OF YOUTH AND MIDDLE LEVEL EDUCATION

This course introduces foundational and contemporary theories of youth and adolescent development. It provides an investigation of how these theoretical ideas relate to contemporary questions of youth and middle level education. The course explores the historical invention of adolescence, changing ideas about the meaning of childhood, as well as some of the broader social, economic, political, and cultural implications of these changing ideas. This course seeks to develop in prospective educators a broader capacity to theorize about youth and schooling and, hence, to act critically and reflectively in multiple contexts in which youth learn.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.

SEC 390

SECONDARY STUDENT TEACHING

(12 credits) Five school days a week in supervised teaching in a cooperating school for a full academic quarter. Feedback and discussion of problems encountered in student teaching as well as new materials and techniques of student teaching. PREREQUISITE(S): Application and approval required. Open only to DePaul students.

EDU 95

CLINICAL EXPERIENCE WITH CHILDREN AND YOUTH

(no credit) Required of all students. Observations and participatory experience with children and youth in a school or agency. This course is a prerequisite for student teaching and related professional courses.

SEC 384

CAPSTONE IN SECONDARY EDUCATION

The senior capstone course is designed to help students integrate the central emphases of their liberal learning studies curriculum into their professional behavior. It will provide prospective elementary educators with opportunities to engage in activities requiring them to reflect, to consider value commitments, to use critical and creative thinking, and to examine their practice from a multicultural perspective as they discuss issues specific early childhood education. The course is grounded in the College of Education's framework for an Urban Professional Multicultural Educator, which also reflects the goals of the Liberal Studies program. COREQUISITE(S): SEC 390.

WRD 98

PREPARATION FOR COLLEGE READING

For students who need extra preparation in the development of college reading skills. Emphasizes development of reading strategies suitable for understanding a range of texts.

WRD 101

BASIC WRITING I

An introduction to academic writing; extensive practice in gathering and organizing ideas; attention to correctness in mechanics, grammar, and usage. Students placed in 101 are required to enroll subsequently in 102.

MAT 94

BASIC ALGEBRA

The objective of this course is to increase the students' competence in working with ordinary arithmetic, using a large variety of practical problems and situations from basic sciences as motivation. Formerly WRC 104.

MAT 95

INTRODUCTORY ALGEBRA

An introduction to functions, linear equations, linear inequalities, absolute values, systems of linear equations, exponents, and polynomials. Formerly WRC 204.
Prerequisites:
MAT 094or placement is a prerequisite for this course.

EDU 25

BASIC TECHNOLOGY LITERACY

(0 Credit) This online course provides students with a knowledge about assembling, using, and troubleshooting basic technology hardware and software. In this course, students demonstrate understanding of basic computer setup and the use of peripheral devices such as printers, speakers, flash drives, scanners, digital cameras, videos, and computer software.

SCU 207

SOCIAL AND HISTORICAL ISSUES IN EDUCATION

This course examines through an interdisciplinary framework sociological and historical issues and concerns associated with the relationship between education and public life. The course analyzes education as a form of cultural power, addressing its political and ideological effects. Emphasis will be placed upon the social and historical meanings and purposes assigned to education, especially as it pertains to questions of race, gender, sexuality, and the political economy of class.

SEC 363

ORIENTATION TO SECONDARY TEACHING AS A PROFESSION

(6 credits) In this process-oriented course, students engage in critical reflection on the roles and expectations of secondary educators from both institutional and community perspectives. Questions considered will include: what is an educator, what is a professional, what are the attributes of effective teachers, what do effective teachers do? Students will examine their own values and begin to develop their own philosophies about education and teaching. 30 Level 1 Field Experience hours at arranged sites.

SEC 364

METHODS: CURRICULUM AND INSTRUCTION IN SECONDARY SCHOOLS

(4 credits) This course will examine materials, methods, and techniques appropriate for teaching in secondary schools. Topics include: educational goals; the development of a rationale and underlying assumptions; instructional goals and objectives; learning objectives; both cognitive and affective; classroom environment; classroom management principles and techniques; multicultural materials in various content areas; the development of appropriate methods and materials; current curriculum issues and controversies. 30 Level 1 Field Experience hours at arranged sites.
Prerequisites:
SEC 363 or status as a major in World Language Education is a prerequisite for this class.

SCU 336

ADOLESCENT AND ADULT GROWTH AND DEVELOPMENT

Theories of development throughout adolescence including current issues of problems and growth crises in attaining maturation. The course also includes adult and aging life span considerations. Emphasis is placed on the role of the early childhood professional in interaction with adults in the lives of young children (i.e., parents, grandparents).

SCU 337

HUMAN GROWTH AND DEVELOPMENT

This course is an introduction to the study of the process of human development from conception to old age. Through a range of theories, the periods of childhood, adolescence, and adulthood are examined with particular attention to the role of culture, gender, and class as they inform the contextualized process of growth and change across the life span.

PE 206

PERSONAL AND COMMUNITY HEALTH

This course is designed to assist students in gaining insight into their health/wellness attitudes, behaviors, and choices. Health/wellness experiences and topics examine the total wellness concept, as a self-designed, dynamic style of living which focuses on optimal functioning and quality of life. Emphasis is placed on the physical, emotional, intellectual, social, occupational and spiritual dimensions of health/wellness.

PE 273

HEALTH AND NUTRITION

This course will provide students with an introductory background in nutrition throughout the life span. The study of foods and their effects upon health, development and performance of the individual will be emphasized. Software analysis of dietary intakes will facilitate an individual reflective approach to an application of the content.

LSI 346

STRATEGIES FOR MAINSTREAMING AND INCLUSION

Focus will be on the practical problems related to the integration of exceptional children and youth into regular classrooms. Identification, characteristics, programs, curricular variations, and techniques for securing maximum development of students with a variety of special needs with emphasis on learning disabilities. The course also covers historical background, as well as current legal and service provision issues, including mainstreaming and inclusion. PREREQUISITE(S): Junior standing.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.

SEC 325

LITERACY IN THE CONTENT AREAS

The course explores the interrelationships between reading, writing, and other forms of communication (e.g., classroom talk, technology, visual arts) that are available to content area middle-level and high-school teachers. There will be an emphasis on the interrelationship of all aspects of language, oral and written, that result in literacy as a meaning-making tool in the construction of content-area knowledge. The course will discuss specific aspects of literacy processes from a multicultural, multilingual perspective as they apply to a variety of school settings in general and urban schools in particular. Students will become acquainted with theoretical issues as well as a wide range of literacy-teaching strategies including reading, writing, research, and study skills to be tailored to the needs of different students and to be applied across a variety of learning situations and text types. 30 Level 2 Field Experience hours.
Prerequisites:
SEC 363, SEC 364 and Advanced Teacher Candidate Standing are prerequisites for this class.

SEC 326

TEACHING WRITING

This course prepares teacher candidates for teaching writing and composition at the middle and secondary school levels. The course focuses upon methods of teaching composition, examination of literature and research about the composing process, the development of language and reading skills, and the assessment and evaluation of writing. The development of writing curriculums will also be explored. 30 Level 2 Field Experience hours.
Prerequisites:
SEC 363, SEC 364 and Advanced Teacher Candidate Standing are prerequisites for this class.

SEC 328

TEACHING LITERATURE

This course prepares teacher candidates for teaching literature at the middle and secondary school levels. Examines contemporary issues in the teaching of literature, explores methods of teaching major literary genres, addresses problems of literacy and focuses on the transactional nature of reading and writing. Emphasis on developing a repertoire of ways of teaching literature and a variety of literature curriculums.
Prerequisites:
SEC 363, SEC 364 and Advanced Teacher Candidate Standing are prerequisites for this class.

SEC 329

TEACHING YOUNG ADULTS LITURATURE

This course is devoted to the study of Young Adult Literature: an exciting, emerging genre of literature. Issues and ideas to be examined include the following: current debates regarding issues in curriculum and teaching; selecting, reading, evaluating, and teaching young adult literature; cultivation of life-long reading habits and literacy development. Students will become familiar with major writers of young adult literature, read diverse texts, explore major genres, review award winning novels, consider the role of the media, and develop creative projects. 20 Level 2 Field Experience hours.
Prerequisites:
SEC 363, SEC 364 and Advanced Teacher Candidate Standing are prerequisites for this class.

SCU 338

THE PROCESS AND EVALUATION OF LEARNING

The process involved in human learning is examined from alternative theoretical and research paradigms and perspectives. The roles of emotions, cultural differences, social realities, cognitive uniqueness, character and achievement tendencies are examined with respect to learner functioning. Alternative methods and techniques for evaluating learner development and academic achievement are surveyed and discussed. Emphasis is placed upon identifying the characteristics of individually and culturally responsive and responsible testing and assessment protocols in the school setting.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.
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SEC 311

THE NATURE OF ENGLISH

This course is designed to help students to see that the field of English Studies is bigger than the component they probably identify as English (its Literature, Writing, and Linguistics/Grammar). Students will explore the formation of the discipline up to the current day, focusing on the shifting understanding of ways of reading, writing and thinking about language. They will strive to answer the questions: What does it mean to be a student of language and literature? and, What are the ways of knowing writing, literature, and language? In doing so, students will relate their disciplinary content to their daily lives and interests and to the larger framework of human endeavor and understanding, including identifying its importance to the personal lives of high school students. The course is a prerequisite for SEC 321.

SEC 321

INQUIRY & APPLICATION IN DEVELOPING SECONDARY ENGLISH PEDAGOGY

This course builds on SEC 311 by preparing teacher candidates to distinguish between what needs to be taught (content) and how it is taught (pedagogy), with an emphasis on understanding the historical shifts in the teaching of content and how these shifts inform teaching and learning in today's English language arts classrooms. The course also introduces students to methods of inquiry and reflection on content pedagogical knowledge. Student will examine their own educational experience through the lens of the historical trends, focusing on how they learned and what they understood their teachers to be doing. This initial case study will serve as an introduction into case study methods. Students will also develop expertise in one of the three historical trend areas -reading, writing, and language - and examine how the trend has informed teaching and learning and shaped curriculum, pedagogy, and assessment. Students will develop a case study of a practicing teacher using the lens of the historical trend in which they are developing expertise. 25 Level 1 Field Experience hours.
Prerequisites:
SEC 311 is a prerequisite for this course.

SCU 351

DOING CRITICAL PRACTITIONER RESEARCH IN EDUCATION

This course introduces students to different approaches to education research and research methods with a focus on critical practitioner research. Students will become discerning readers of educational research and be able to design and conduct research related to teaching and learning in a variety of disciplinary areas (English, history/social sciences, mathematics, or science) at the secondary level. They will develop skills to critically examine and reflect on practice in the classroom through discipline-specific research projects. Taken concurrently with SEC 371, SEC 372, SEC 373, SEC 374 and SEC 381, SEC 382, SEC 383, SEC 385. (Course spans two quarters: Fall-Winter or Winter-Spring).

SEC 371

TEACHING ENGLISH IN THE HIGH SCHOOL 1

This course introduces students to the theoretical and practical issues of teaching the English language arts in secondary classrooms. The course introduces candidates to research-based and theoretically grounded best practices in the teaching of reading, writing, speaking, and listening skills and sensibilities. Students will practice and reflect on writing instructional objectives, developing lesson plans, designing a curriculum unit, creating a classroom environment, and implementing instructional delivery strategies and methods, including the use of technology resources, that meet the needs of diverse learners, including English language learners and students who speak nonmainstream dialects of English. Students will reflect on their own emerging educational philosophies and theories. They will also demonstrate commitment to teaching as a professional who acts responsibly, ethically, and collegially in accordance to Vincentian personalism. 30 Level 2 Field Experience hours required. COREQUISITE(S): Taken in conjunction with SCU 351.
Prerequisites:
SEC 364 and Advanced Teacher Candidate Standing are prerequisites for this class.

SEC 381

TEACHING ENGLISH IN THE HIGH SCHOOL 2

This course continues students' immersion into the pedagogical content knowledge development and practices that began in SEC 321 and SEC 371. The course provides students opportunities to continue to explore and develop research-based and theoretically grounded best practices in the teaching of reading, writing, speaking, and listening skills and sensibilities, with an emphasis on reflective and collaborative practice. The course provides extensive opportunities for planning, using, and evaluating a variety of instructional strategies, including the use of technology resources, through teaching demonstrations and modeling and field experiences. Students will fine-tune and reflect on writing instructional objectives, developing lesson plans, designing a curriculum unit, creating a classroom environment, and implementing instructional delivery strategies and methods that meet the needs of diverse learners, including English language learners and students who speak nonmainstream dialects of English. And like in SEC 371, students will reflect on and clearly articulate orally, in writing, and through practice an educational philosophy and theory. Students will also demonstrate commitment to teaching as a professional who acts responsibly, ethically, and collegially in accordance to Vincentian personalism. 30 Level 2 Field Experience hours required. COREQUISITE(S): Taken in conjunction with SCU 351.
Prerequisites:
SEC 371 is a prerequisite for this course.

SEC 395

ASSESSMENT ISSUES IN SECONDARY EDUCATION

This course introduces candidates to theoretical and philosophical issues related to educational assessment. It addresses the range of assessments teachers will encounter in school settings, including individual cognitive and social and emotional assessments; course material, curricula, and disciplinary program assessments; and large scale high-stakes testing. The course provides candidates opportunities to explore student, program, and curricular assessment issues, including assessment methods and tools; standardized, quantitative, and qualitative assessments; formal and informal assessments; formative and summative assessments; integrated, self-, and peer assessments; cultural, social, economic, and language influences on assessments; and issues of reliability and validity in assessment.
Prerequisites:
SEC 364 and Advanced Teacher Candidate Standing are prerequisites for this class.

BBE 301

TEACHING ADOLESCENT ENGLISH LANGUAGE LEARNERS AND DIALECT SPEAKERS ACROSS THE CURRICULUM

This course provides educators across disciplinary content areas foundational knowledge for teaching and assessing adolescent English language learners (ELLs) and speakers of non-dominant varieties of English. Especial focus is placed on identifying and augmenting students' various (oral and written) proficiencies and inter- and intra-linguistic varieties of English toward increased academic English proficiency. This course also engages educators in realizing in curriculum and instruction the multifaceted aspects of fostering academic proficiency among adolescent ELLs and speakers of non-dominant varieties of English, such as theories of first, second, and heritage language sociolinguistics; language policy and planning; cross-disciplinary collaboration; parental/family language practices; family and community participation and involvement; informed decision making and advocacy; school/community discourses; learner accommodations; WIDA and Common Core standards; and culturally and linguistically appropriate assessment.

SEC 387

CAPSTONE SEMINAR IN SECONDARY EDUCATION

This course is designed to help candidates integrate the central emphases of their Liberal Studies curriculum with their professional knowledge and behavior. It provides opportunities and activities to prospective educators that engage them in being analytic and reflective upon their major and related disciplines; guide them in further considering their value commitments and how they relate to their chosen profession; apply critical and creative thinking in addressing 'real-time' professional issues and needs; and examine extant practices from multicultural perspectives. Candidates develop a professional teaching portfolio that reflects the standards of the various guiding professional organizations and the Illinois State Board of Education (ISBE). The course is grounded in the College of Education's framework for an Urban Professional Multicultural Educator as well as the goals of the Liberal Studies program. The course is taken simultaneously with student teaching. COREQUISITE(S): SEC 390.