Catalog Version

Summer/Autumn 2013
Catalog update:
May 15, 2013

Access archived catalogs in the Catalog Archive section.​​​​​

Students are required to follow the Academic Handbook and Code of Student Responsibility

Course Requirements

Content Area Courses

Math Core: 28 quarter hours required, grade of C or better required

Math courses must be taken in sequence (i.e. 150 is followed by 151, 160 is followed by 161, etc.).   Consult your advisor for a full list of sequences and prerequisites.

Computer Science Language: 4 quarter hours required, grade of C or better required

Algebra and Geometry Core: 16 quarter hours required, grade of C or better required

Probability and Statistics Core: 4 quarter hours required, grade of C or better required

History of Math Core: 4 quarter hours required, grade of C or better required

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

Bachelor of Science Requirements:  4 quarter hours are required

  • 4  additional quarter hours in natural or computer science.   Please consult your advisor for approval of appropriate natural and computer science courses.

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 listed 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).

Certification Tests

 All individuals certified by the Illinois State Board of Education (ISBE) are required to complete certification tests specific to their teaching certificate.  Secondary Education Mathematics majors must complete the following tests:

  • Basic Skills (test #096) or TAP (test #300, or #400) - assesses knowledge of reading comprehension, language arts, and math.  Test is required to qualify for Advanced Standing.
  • Mathematics Content Area Test (test #115) – assesses knowledge of both the processes and applications of mathematics.  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 certified; recommended that it be taken before Student Teaching.  

MAT 150

CALCULUS I

Limits, continuity, the derivative, rules of differentiation, applications of the derivative, extrema, curve sketching, and optimization. This course meets for an additional 1.5-hour lab session each week for enrichment and problem solving.
Prerequisites:
MAT 131 or placement by test is a prerequisite for this class.

MAT 160

CALCULUS FOR MATHEMATICS AND SCIENCE MAJORS I

Limits, continuity, the derivative, rules of differentiation, applications of the derivative, extrema, curve sketching, and optimization. Course meets for an additional 1.5 hour lab session each week in order to cover the material in greater depth. Students considering a math major are advised to take the 160 or 170 sequence.
Prerequisites:
MAT 131 or placement by test is a prerequisite for this class.

MAT 151

CALCULUS II

Definite and indefinite integrals, the Fundamental Theorem of Calculus, applications of the integral, exponential and logarithmic functions, inverse trigonometric functions, techniques of integration. This course meets for an additional 1.5-hour lab session each week for enrichment and problem solving.
Prerequisites:
MAT 150 or MAT 160 or MAT 170 is a prerequisite for this class.

MAT 161

CALCULUS FOR MATHEMATICS AND SCIENCE MAJORS II

Definite and indefinite integrals, the Fundamental Theorem of Calculus, applications of the integral, exponential and logarithmic functions, inverse trigonometric functions, techniques of integration. Course meets for an additional 1.5 hour lab session each week in order to cover the material in greater depth.
Prerequisites:
MAT 147 or MAT 150 or MAT 160 or MAT 170 is a prerequisite for this class.

MAT 152

CALCULUS III

L'Hopital's rule, improper integrals, sequences and series, Taylor polynomials. This course meets for an additional 1.5-hour lab session each week for enrichment and problem solving.
Prerequisites:
MAT 151 or MAT 161 or MAT 171 is a prerequisite for this class.

MAT 162

CALCULUS FOR MATHEMATICS AND SCIENCE MAJORS III

L'Hopital's rule, improper integrals, sequences and series, Taylor polynomials. Course meets for an additional 1.5 hour lab session each week in order to cover the material in greater depth.
Prerequisites:
MAT 151 or MAT 161 or MAT 171 is a prerequisite for this class.

MAT 215

INTRODUCTION TO MATHEMATICAL REASONING

An introduction to basic concepts and techniques used in higher mathematics courses: set theory, equivalence relations, functions, cardinality, techniques of proof in mathematics. The emphasis is on problem solving and proof construction by students. The department recommends that students take this course no later than the spring quarter of the sophomore year.
Prerequisites:
MAT 149 or MAT 152 or MAT 162 or MAT 172 is a prerequisite for this class.

MAT 140

DISCRETE MATHEMATICS I

Combinatorics, graph theory, propositional logic, singly-quantified statements, operational knowledge of set theory, functions, number systems, methods of direct and indirect proof.
Prerequisites:
MAT 130 or above or equivalents or placement by test is a prerequisite for this class.

MAT 260

MULTIVARIABLE CALCULUS I

Vectors, dot and cross products, lines and planes, cylinders and quadric surfaces, vector-valued functions, parametrization of plane curves and three dimensional curves, arc length, curvature and normal vector, functions of several independent variables, partial derivatives, the chain rule, directional derivatives, differentials, extreme values.
Prerequisites:
MAT 149 or MAT 152 or MAT 162 or MAT 172 is a prerequisite for this class.

MAT 261

MULTIVARIABLE CALCULUS II

Lagrange multipliers, double and iterated integrals, area by double integrals, triple integrals, triple integrals in cylindrical and spherical coordinates, line integrals, vector fields, conservative vector fields and potential functions, Green?s Theorem, surface integrals, Stokes? Theorem, Gauss? Theorem.
Prerequisites:
MAT 260 is a prerequisite for this class.

MAT 262

LINEAR ALGEBRA

Systems of linear equations and matrices; vectors in n-space; vector spaces: linear combinations, linear independence, basis; linear transformations, change of basis, eigenvalues and eigenvectors.
Prerequisites:
MAT 260 is a prerequisite for this class.

IT 130

INTRODUCTORY COMPUTING FOR THE WEB

An introduction to the Internet, the World Wide Web, and web development for students with a strong interest in technology. Students will create interactive web pages by writing HTML and CSS and by programming in JavaScript. Topics include the origins of the web, the roles and operations of web browsers and web servers, interacting with web applications through forms, and using style sheets to separate document structure and document formatting. PREREQUISITE(S): NONE.

MAT 310

ABSTRACT ALGEBRA I

The first quarter of a 3-quarter sequence. Topics in the sequence include the integers; abstract groups, rings, and fields; polynomial rings; isomorphism theorems; extension fields; and an introduction to Galois theory. MAT 303 is highly recommended.
Prerequisites:
MAT 262 and (MAT 141 or MAT 215) are a prerequisite for this class.

MAT 311

ABSTRACT ALGEBRA II

A continuation of topics from MAT 310: Groups, rings, fields, polynomial rings, isomorphism theorems, extension fields, and an introduction to Galois theory.
Prerequisites:
MAT 310 is a prerequisite for this class.

MAT 303

THEORY OF NUMBERS

A study of properties of integers: divisibility; Euclid's Algorithm; congruences and modular arithmetic; Euler's Theorem; Diophantine equations; distribution of primes; RSA cryptography.
Prerequisites:
MAT 141 or MAT 215 is a prerequisite for this class.

MAT 320

GEOMETRY I

Incidence and separation properties of planes; congruences; the parallel postulate; area theory; ruler and compass construction.
Prerequisites:
MAT 141 or MAT 215 is a prerequisite for this class.

MAT 321

GEOMETRY II

Introduction to solid geometry and noneuclidean geometry (hyperbolic and spherical models); other special topics.
Prerequisites:
MAT 320 is a prerequisite for this class.

MAT 335

REAL ANALYSIS I

Real number system, completeness, supremum, and infimum, sequences and their limits, lim inf, lim sup, limits of functions, continuity.
Prerequisites:
(MAT 149 or MAT 152 or MAT 162 or MAT 172) and (MAT 141 or MAT 215) are a prerequisite for this class.

MAT 348

APPLIED STATISTICAL METHODS

Introduction to statistical software (which will be used throughout the course). Descriptive statistics; elementary probability theory; discrete and continuous probability models; principles of statistical inference; Simple linear regression and correlation analysis.
Prerequisites:
MAT 148 or MAT 151 or MAT 161 or MAT 171 is a prerequisite for this class.

MAT 351

PROBABILITY AND STATISTICS I

Probability spaces, combinatorial probability methods, discrete and continuous random variables and distributions, moment generating functions, development and applications of the classical discrete and continuous distributions.
Prerequisites:
MAT 261 is a prerequisite for this class.

MAT 301

HISTORY OF MATHEMATICS

History of mathematics with problem solving.
Prerequisites:
MAT 141 or MAT 215 is a prerequisite for this class.

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 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.

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.

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 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.

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.

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.

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.

MAT 141

DISCRETE MATHEMATICS II

Methods of direct and indirect proof, set theoretic proofs, sequences, mathematical induction, recursion, multiply-quantified statements, relations and functions, complexity.
Prerequisites:
MAT 140 is a prerequisite for this class.
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SEC 313

THE NATURE OF MATHEMATICS

This course builds on students? mathematics understanding by emphasizing the universality of mathematics as a cultural endeavor. In it, students will explore the historical trends in mathematic and how those trends have been taught. Students will understand that, mathematics, at its core, is deductive; however, it also requires intuition. Thus, the course examines the interaction among intuition, experimentation, conjecture, abstraction, and deductive reasoning not only in the classroom but also in the everyday use of mathematics. It also examines the interplay between concrete problem-solving and generalization.

SEC 323

INQUIRY & APPLICATION IN DEVELOPING SECONDARY MATHEMATICS PEDAGOGY

This course builds on SEC 313 by introducing students to inquiry methods to understand the teaching and learning of mathematics. Students will explore how mathematics has been and is taught by examining major paradigm shifts in mathematics education and the impact those paradigms and shifts have on pedagogical content knowledge, or knowledge of how to teach disciplinary content. Students will use case study methods to look at instructional practices and begin to articulate their own mathematics teaching pedagogy. With the completion of this course, students will have a deeper understanding of mathematical literacy and the barriers to understanding and teaching mathematics, as well as being able to identify what makes an exceptional math teacher who is able to address the needs of all students. 25 Level 1 Field Experience hours.
Prerequisites:
SEC 313 is a prerequisite for this course.

SEC 373

TEACHING MATHEMATICS IN THE HIGH SCHOOL 1

This course introduces students to the theoretical and practical issues of teaching mathematics in secondary classrooms. The course introduces candidates to research-based and theoretically grounded best practices in the teaching of mathematics in all its representations. 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 383

TEACHING MATHEMATICS IN THE HIGH SCHOOL 2

This course continues students' immersion into the pedagogical content knowledge development and practices that began in SEC 323 and SEC 373. The course provides students opportunities to continue to explore and develop research-based and theoretically grounded best practices in the teaching of mathematics in all its representations 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 373, 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 373 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 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.