Course Requirements
Pre-Education Introductory Courses: 16 quarter hours required
Advanced Standing Courses: 12 quarter hours required
Special Methods Courses: 4-12 quarter hours required
Complete the course(s) listed that correspond to your content area
Biology
Chemistry
Environmental Science
English
History
Math
Physics
Social Science
Visual Arts
**Note: Students matriculating in 2012-2013 and currently enrolled students in Biology, Chemistry, Environmental Science, History, Math, Physics, or Social Science who have not taken their special methods course are advised to substitute TCH 472, TCH 473, or TCH 474 for this course (choose course that corresponds to area).
English students that have not taken T&L 426 and T&L 428 are advised to substitute TCH 471 and TCH 481.
Student Teaching: 8 quarter hours required
Registration in student teaching requires completion of all requirements and procedures listed in the college core section.
EDU 95 indicates to the Illinois State Board of Education that all field experience hours are complete.
Recommended/Optional Course
SCG 439 is required for middle school endorsements but is not required for the degree. If taking
SCG 439 for certification/endorsement purposes, a grade of C or better is required.
Content Area Courses
All students need to have sufficient knowledge of the subject they will be teaching. Illinois State Board of Education requires a minimum of 48 quarter hours (32 semester hours) in the content area subject. Students should meet with their designated Content Area advisor at the beginning of their program for an official written content evaluation and provide a copy to your academic advisor. Requirements can be satisfied by undergraduate coursework or courses taken elsewhere. Content courses must be completed before student teaching.
Requirements for Secondary Education Biology
Note: Effective for all individuals applying for certification beginning February 1, 2012, all coursework in the content area must earn a grade of C or better.
- General Biology I
- General Biology II
- General Biology III
- Ecology
- Cell Biology
- Physiology
- Genetics
- Biology Elective
- Biology Elective
- Biology Elective
- Biology Elective (with lab)
- Biology Elective (with lab)
- College Algebra or Calculus I
- Trigonometry or Calculus II
- General Chemistry I
- General Chemistry II
- General Chemistry III
- General Physics I
- General Physics II
Requirements for Secondary Education Chemistry
Note: Effective for all individuals applying for certification beginning February 1, 2012, all coursework in the content area must earn a grade of C or better.
Chemistry Core: 36 quarter hours required, grade of C or better required
- General Chemistry I
- General Chemistry II
- General Chemistry III
- Organic Chemistry I
- Organic Chemistry II
- Analytical Chemistry
- Physical Chemistry I
- Physical Chemistry II
- Applied Probability and Statistics (2 qh)
- Chemistry Seminar (2qh)
- Calculus I
- Calculus II
- Calculus III
- General Physics I
- General Physics II
- General Physics III
Choose three of the following Chemistry courses: 12 quarter hours
- Organic Chemistry III
- Air Chemistry
- Solid Waste Chemistry
- Physical Chemistry III
- Intermediate Inorganic Chemistry
- Intermediate Organic Chemistry
- Biochemistry I
- Biochemistry II
- Biochemistry III
- Nuclear Chemistry
- Biophysical Chemistry
- Medicinal Chemistry
- Drugs and Toxicology
- Nutrition
- Applied Spectroscopy
Requirements for Secondary Education English
All coursework in the content area must earn a grade of C or better and a minimum of 18 quarter hours (12 semester hours) must be coursework at an undergraduate upper level or graduate level.
- Introduction to Literature
- Reading Poetry
- Shakespeare
- Literary Research and Writing/Reading Prose
- Linguistics/Grammar/History of the English Language
- 3 British Literature courses
- Romanticism in American Literature
- 2 American Literature courses
- 300 level Literature elective
Requirements for Secondary Education Environmental Science
All coursework in the content area must earn a grade of C or better.
- General Biology I
- General Biology II
- General Biology III
- General Chemistry I
- General Chemistry II
- General Chemistry III
- General Physics I
- General Physics II
- General Physics III
- Ecology
- Earth System Science
- Human Impacts on the Environment
- Environmental Rhetoric and Politics
- Environmental Data Analysis
- Environmental Science Seminar
- Environmental Impact Analysis
- Plus three courses on Environmental Sciences at the Graduate Level, as noted below in the Graduate Content Area
Requirements for Secondary Education History
All coursework in the content area must earn a grade of C or better.
- T&L 455 (also a required graduate class)
- US History I
- US History II
- US History – upper level
- US History – upper level
- World History I
- World History II
- Non-US, World History – upper level
- Non-US, World History – upper level
- Non-US, World History – upper level
Additional certification requirements: (one course in each area required)
Geography
Economics
Political Science
Sociology/Anthropology
Requirements for Secondary Education Mathematics
All coursework in the content area must earn a grade of C or better and a minimum of 18 quarter hours (12 semester hours) must be coursework at an undergraduate upper level or graduate level.
- Calculus I
- Calculus II
- Calculus III
- Intro to Math Reasoning OR Discrete Math I and Discrete Math II
- Multivariable Calculus I
- Multivariable Calculus II
- Linear Algebra
- Programming Language
- Abstract Algebra I
- Theory of Numbers or Abstract Algebra II
- Geometry I
- Geometry II or Real Analysis I
- Probability & Statistics
- History of Mathematics
Requirements for Secondary Education Physics
All coursework in the content area must earn a grade of C or better.
- Physics I
- Physics II
- Physics III
- Physics IV
- Meth of Computational & Theoretical Phys I
- Meth of Computational & Theoretical Phys II
- Physics Elective
- Physics Elective
- Physics Elective
- Physics Elective
- Physics Elective
- Mechanics
- Calculus I
- Calculus II
- Calculus III
- Multivariable Analysis & Linear Algebra I
- Multivariable Analysis & Linear Algebra II
- General Chemistry I
- General Chemistry II
- General Chemistry III
Requirements for Secondary Education Social Science
All coursework in the content area must earn a grade of C or better.
- US History I
- US History II
- US History – upper level
- US History – upper level
- World History I
- World History II
- Non-US, World History – upper level
- Non-US, World History – upper level
- Secondary Field (6 courses minimum): Choose single field from Anthropology, Economics, Geography, Political Science, Psychology, or Sociology.
Additional certification requirements
Requirements for Secondary Education Visual Arts
All coursework in the content area must earn a grade of C or better and a minimum of 18 quarter hours (12 semester hours) must be coursework at an undergraduate upper level or graduate level.
- Two Dimensional Foundation
- Three Dimensional Foundation
- Drawing
- Intermediate or Adv. Drawing
- Painting
- Sculpture
- Computer Graphics
- Printmaking
- Principles of Art History
- Photography
- Video
- Art & Design I
- Art & Design II
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 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.
- Content Area Test (test numbers below) – assesses knowledge of content area. 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.
Biology- Science: Biology Content Area Test (test #105)
Chemistry- Science: Chemistry Content Area Test (test #106)
English- English Language Arts Content Area Test (test #111)
Environmental Science- Science: Environmental Science Content Area Test (test #112)
History- Social Science: History Content Area Test (test #114)
Math- Math Content Area Test (test #115)
Physics- Science: Physics Content Area Test (test #116)
Social Science- Social Science: History Content Area Test (test #114)
Visual Arts- Visual Arts Content Area Test (test #145)
Field Experiences
Each student seeking certification from the College of Education/Professional Education Unit must complete supervised field experiences in appropriate settings in conjunction with education courses. The field experiences must include a variety of grade levels, multicultural experiences, and a minimum of 15 hours in special education settings. All field experiences must be completed prior to final approval for student teaching. Field experience hours should be entered by the student into the FEDS system when completing courses with field experience requirements. For details on requirements, expectations, documentation, & courses in your program that require hours, visit the College of Education website.
Additional Requirements
Please also view the college core requirements under the MA or MED for Secondary Education for additional requirements.
T&L 426
TEACHING WRITING
Prepares 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. PREREQUISITE(S): T&L 405 or T&L 425 and Advanced Standing.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.T&L 428
TEACHING LITERATURE
Prepares 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. PREREQUISITE(S): T&L 405 or T&L 425 and Advanced Standing.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.T&L 429
TEACHING YOUNG ADULT LITERATURE
This course is devoted to the study of Young Adult Literature: an exciting, emerging field. 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. PREREQUISITE(S): T&L 405 or T&L 425 and Advanced Standing.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.T&L 453
TEACHING HISTORY AND SOCIAL SCIENCE IN SECONDARY SCHOOLS
Teaching, History and Social Science in Secondary Schools. Prepares for teaching history and social sciences at the middle and secondary school levels. Examines the nature and purpose of history and social sciences curriculum within secondary schools, the current status of social studies materials and practices, and issues confronting today's secondary social studies teachers. Emphasis on alternative teaching strategies, resources for teaching and learning, teachers' responsibilities in curriculum development and decision-making, and methods and materials for addressing cultural diversity. Lesson and unit development, evaluation and classroom management also will be discussed. PREREQUISITE(S): T&L 405 or T&L 425 and Advanced Standing.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.T&L 455
READINGS IN AMERICAN HISTORY
Prepares students for teaching American history at the secondary level. Readings focus on the foundational texts of American history from the colonial era to the late 20th century, with an emphasis on gaining content knowledge and applying it to teaching in the secondary classroom. Class discussions focus on matters of interpretation, evidence, and historiography.
T&L 436
TEACHING AND LEARNING SECONDARY SCHOOL MATHEMATICS
Prepares for teaching mathematics at the middle school and secondary school levels. Examines contemporary issues in teaching mathematics, methods of teaching secondary mathematics, and recent history in mathematics curriculum development of alternative teaching strategies and the implementation of the NCTM Standards. Lesson and unit development, evaluation and classroom management also will be discussed. PREREQUISITE(S): T&L 405 or T&L 425 and Advanced Standing.
Prerequisites:
Advanced Teacher Candidate Standing 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.
T&L 424
INTRODUCTION TO SECONDARY EDUCATION
This course is an introduction to the DePaul Secondary Education program as well as the professional world of secondary school teaching. In this course, candidates develop the knowledge and skills necessary for being a reflective practitioner. Candidates focus on understanding themselves (professional identity) and their behaviors in teaching situations with students in schools. These insights, combined with subject-matter knowledge, guide the development of various course assignments. Candidates will learn how to observe effectively in a school setting, to identify school governance issues, to understand school environment and the current social issues that shape it, and will experience a variety of teaching methods and resources for their future teaching. Candidates will acquire knowledge of important social concepts and theories that affect education, especially as they affect educational change in urban societies. As candidates become aware of differences in individual, ethnic, and cultural group attitudes, values and needs, they also will learn to recognize the complexities of teaching and learning in a pluralistic society. Candidates will be committed to teaching as a responsible professional who acts ethically as well as in a collegial fashion. In addition to class attendance, candidates are required to complete 15 daytime fieldwork hours as part of the course. This course is a prerequisite to T&L 425. It is highly recommended that this course be taken concurrently with SCG 406.
T&L 425
CURRICULUM AND INSTRUCTION IN SECONDARY EDUCATION
This course will examine materials, methods, and techniques appropriate for teaching in secondary schools. Topics include writing instructional objectives, developing lesson plans, designing a curriculum unit, understanding classroom management and assessment related issues. Students will be encouraged to reflect upon their own emerging educational philosophies as well as draw from previous courses they have taken. Students will be given many opportunities for planning, using and evaluating a variety of instructional strategies while preparing and teaching a micro lesson in front of their peers. Students will be committed to teaching as a professional acting responsibly, ethically, and collegially in accordance to Vincentian Personalism. Prerequisite course: T&L 424
Prerequisites:
T&L 424 is a prerequisite for this class.SCG 406
HUMAN DEVELOPMENT AND LEARNING:SECONDARY
This course focuses on the multiple factors that contribute to the period of adolescence, bridging childhood and adulthood. Particular attention is given to the intrapsychic, interpersonal, biological, and socio-cultural processes that are mediated by the meanings that youth give to their identity vis a vis rac, class, and gender formations within the broader society. Students will engage in interdisciplinary study of theories to examine the implications for teaching and learning processes and the role of educational institutions in fostering the healthy development of youth in society. Forms of inquiry will include students' examination of their own lives and assumptions, critique of theory, and observations of young people in a variety of contexts.
SCG 408
EDUCATION AND SOCIETY
A study of social forces that impinge upon the educational enterprise and analysis of the relationship to major social problems in urban education with emphasis on their social, economic, political, historical and philosophical dimensions.
SCG 409
SOCIOLOGY OF EDUCATION
This course focuses on the relationship between school structures and culture, social relations of race, ethnicity, class, and gender, and ideologies organizing education in the United States. Students will explore a range of theories in the sociology of education atha5t explore linkages between school structures and processes and broader social forces. Readings may examine the political economy of schooling, inequalities in educational practices, and student and teacher identities shaped by schools and the larger society.
SCG 411
PHILOSOPHY OF EDUCATION
This course examines the relationship of education to the moral and ethical dilemmas or predicaments of the human condition. It will entail issues related to the nature of education's responsiveness, or lack there of, to the concerns of the human condition: for example, human alienation, suffering, success and failure, caring, freedom, responsibility, liberaiton and agency. Special attention will be given to how these concerns influences or have social, cultural and political implications for how teachers address them within the teaching and learning process.
SCG 410
INTRODUCTION TO RESEARCH: PURPOSES, ISSUES, AND METHODOLOGIES
(formerly CUG 400) This course will examine the basic questions, issues and theoretical frameworks central to the purpose, conceptualization, conduct, writing, reading and the use of educational research as a means for informing educational theory, practice and policy. Students will be exposed to the multiple frameworks which inform education research, the various methodologies employed in collecting and analyzing data and will examine the advantages, limitations and values implicit in conducting and evaluating research.
LSI 446
PSYCHOLOGY AND EDUCATION OF THE EXCEPTIONAL CHILD
Identification, characteristics, programs, schools, curricular variations, techniques for securing maximal development. Includes historical background, current legal and service provision issues including mainstreaming and inclusion.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.T&L 525
READING, WRITING, AND COMMUNICATING ACROSS THE CURRICULUM
This course analyzes the relationships among reading, writing, speaking and listening. It encourages middle level and high school teachers in all disciplines to take these interrelationships into account and to plan curricula that include current teaching strategies to enable students to become better readers, writers and thinkers in their various content-areas. This course will also concentrate on group process and its role in effective teaching within and across content-areas. Language use, learning and teaching are considered from a multicultural perspective.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.T&L 439
METHODS OF SECONDARY SCIENCE EDUCATION
This course is designed to update teachers in the methods of teaching science. This involves reviewing the processes of science, theories of learning, and instructional strategies appropriate to laboratory science. This course also provides an update on the current trends and issues in science education as well as an analysis of successful science curricula programs. PREREQUISITE(S): T&L 405 or T&L 425 and Advanced Standing.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.T&L 465
ART AND PEDAGOGY
This course surveys the trajectory of visual thoughts and explores strategies in art production and distribution (e.g., documents, writing, and practice) used by artists, art educators, and visualists. This course examines the visual arts in and out of space where learning occurs and explores the (in) effectiveness of the visual arts when intersected with pedagogical practices. The course presents a foundation in the social, historical, cultural, and political influences on visual thinking and explores the interpretation of visual production as language, information, curriculum, activism, design, and new media within multiple working spaces. Site visits required. PREREQUISITE(S): T&L 405 or T&L 425 and Advanced Standing.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.T&L 466
TEACHER AS ARTIST
This course investigates strategies for creative enterprise and visual studies and includes art projects and site work, reading, investigations, multi-media projects and writing. Through the use of various media and technologies, students explore methods for teaching, authoring, and/or collaborating in preparing visual arts curriculum. The course explores teaching practices in space where technology, youth, and social and educational elements intersect. Teaching practices within diverse settings are considered as well as the contribution of artists, writers, place makers, teachers, designers, and cultural workers. Site visits are required. PREREQUISITE(S): T&L 405 or T&L 425 and Advanced Standing.
Prerequisites:
Advanced Teacher Candidate Standing is a prerequisite for this class.T&L 595
EARLY CHILDHOOD STUDENT TEACHING
(6 quarter hours) This course requires students to participate in supervised teaching at a cooperating school, five full days per week, for an academic quarter. Part of the teaching will be in a preprimary setting and part will be in a primary setting. Feedback and discussion of issues encountered in student teaching as well as new materials and techniques of student teaching will be included. PREREQUISITE(S): Application and approval required. Open only to DePaul students.
T&L 590
SECONDARY STUDENT TEACHING
(6 quarter hours) Students will be placed for a minimum of 10 weeks in a secondary school. Seminar will meet once a week, in the participating schools and/or at DePaul. At first, they will focus on issues of immediate concern to student teachers. As the students gain experience the seminar will examine six or eight classroom issues; that is, topics which students have found to be significant on the basis of their experience. These would have found to be significant on the basis of their experience. These would include such things as assessment, evaluation, classroom management, curriculum planning, and relationships with colleagues. After delineating what the issues are, students would be expected to analyze and discuss readings which relate to the issues. PREREQUISITE(S): Application and approval required. Open only to DePaul student.
T&L 591
SECONDARY STUDENT TEACHING SEMINAR
(2 credit hours) This course is taken concurrently with T&L 590, Secondary Student Teaching. In this course, students will have opportunities to reflect on their student teaching experience and prepare materials to support their employment searches and career as teachers. COREQUISITE(S): T&L 590
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.
SCG 439
PHILOSOPHY AND PSYCHOLOGY OF YOUTH AND MIDDLE LEVEL EDUCATION
This course examines foundational and contemporary theories of youth and adolescent development. It considers 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.
TCH 472
TEACHING HISTORY AND THE SOCIAL SCIENCES IN THE HIGH SCHOOL 1
This course introduces students to the theoretical and practical issues of teaching history and the social sciences in secondary classrooms. The course introduces candidates to research-based and theoretically grounded best practices in the teaching of the basic concepts of the seven social science disciplines. 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.
TCH 473
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.
TCH 474
TEACHING THE SCIENCES IN THE HIGH SCHOOL 1
This course introduces students to the theoretical and practical issues of teaching the sciences in secondary classrooms. The course introduces candidates to research-based and theoretically grounded best practices in the teaching of the different sciences, including biology, chemistry, environmental science, and physics. 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.
TCH 471
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.
TCH 481
TEACHING ENGLISH IN THE HIGH SCHOOL 2
This course continues students' immersion into the pedagogical content knowledge development and practices that began in TCH 421 and TCH 471. 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 TCH 471, 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.