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 Chemistry
Note: Effective for all individuals applying for licensure after 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
- University Physics I
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
- Applied Spectroscopy
Pre-Education Introductory Courses: 12 quarter hours required, grade of C or better required.
Advanced Standing Courses: 28 quarter hours required, grade of C or better required.
Graduate Level Content Area Courses: 8 quarter hours required, grade of C or better required.
Two courses in Chemistry at the graduate level are required. Courses must be taken before student teaching if pursuing degree (not required for individuals pursuing licensure only). Courses must be approved by your Content Area Advisor prior to registration and requires graduate level registration.
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.
is required for middle school endorsements but is not required for the degree. If taking SCG 439
for endorsement purposes, a grade of C or better is required.
Master of Arts (M.A.) Degree Requirements: 4 quarter hours required
This is a Master of Arts degree requirement only. A master’s thesis is written to fulfill the requirements of this course. An oral examination on the thesis is required.
All individuals licensed by the Illinois State Board of Education (ISBE) are required to complete licensure tests specific to their teaching license. Secondary Education Chemistry 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.
- Science: Chemistry Content Area Test (test #106) – assesses knowledge of both geological and chemical science. Test is required before Student Teaching (deadlines apply)
- Assessment of Professional Teaching (APT) – assesses knowledge of teaching planning, delivery, assessment, professionalism, and technology. Test is required to be licensed; recommended to be taken before Student Teaching.
- EdTPA - assessment conducted during the student teaching
experience including video clips of instruction, lesson plans, student
work samples, analysis of student learning and reflective commentaries.
Students will submit an electronic portfolio to an outside agency for
independent evaluation and a fee will be imposed by that agency as part
of the assessment.
Each student seeking licensure 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.
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.
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.
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.
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. 30 hours Level 2 Field Experience required.
Advanced Teacher Candidate Standing is a prerequisite for this class.
INDUCTION INTO THE TEACHING PROFESSION: SECONDARY
This course is designed to assist first-year secondary teachers to make the transition from student of teaching to teacher. The course creates a bridge between first-year teachers' formal education and the realities of their classrooms. In particular, the course provides assistance with the following: 1) understanding their induction into the profession; 2) analyzing their new educational contexts; 3) actualizing their educational philosophies; 4) developing their pedagogical knowledge; and 5) identifying and making the most of professional support systems within their schools. Prerequisite: Completion of student teaching or practicing teacher. PREREQUISITE(S): T&L 590 or practicing teacher.
T&L 590 is a prerequisite for this class.