The combined Bachelor's/Master's degree programs allow students to complete 12 graduate credit hours while still undergraduates. These three graduate level courses will count toward both the undergraduate and graduate degree programs. |
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TCH 401
TEACHING AS A PROFESSION IN SECONDARY SCHOOL
This course is an introduction to the five-year Program, including the College of Education's conceptual framework and teacher dispositions, and to the professional world of secondary school teaching, including the policy bodies and stakeholders that impact teaching. Within this developing understanding of the larger context of secondary education, students will begin to articulate clearly professional identities and the behaviors inherent in those identities, including their impact on student learning. Drawing on previous coursework and their growing understanding of differences in individual, ethnic, and cultural group attitudes, values, and needs, students also will learn to recognize the complexities of teaching and learning in a pluralistic society. Ultimately, students will be committed to teaching as a responsible professional who acts in an ethical and collegial fashion. Twenty hours of Level 2 field experience is required.
TCH 414
THE NATURE OF SCIENCE
This course is about the nature of science and the interactions between science and society. It will build on the foundation of understandings that students already have about the processes and conventions of science developed through their years as science students to create opportunities for deeper understandings of the beliefs and assumptions inherent to the creation of scientific knowledge. These opportunities will be developed through direct interactions with professional scientists as well as through case studies and readings that illustrate the strengths, limits and pitfalls of the scientific endeavor as well as provide opportunities for students to relate science to their daily lives and interests and to a larger framework of human endeavor and understanding (e.g., relationships among systems of human endeavor including science and technology; relationships among scientific, technological, personal, social and cultural values). Cases will be drawn from different scientific disciplines as well as from modern and historic times. In this way, science students will have a better understanding of what it means to be a scientist and how science interfaces with society. The course is a prerequisite for TCH 424.
TCH 424
INQUIRY & APPLICATION IN DEVELOPING SECONDARY SCIENCE PEDAGOGY
Following TCH 414, this course transitions from asking "what does a scientist do?" to a consideration of why science literacy in the general public has been so difficult to achieve. The focusing questions for TCH 424 are: "How do we teach science? What is science literacy? Why is an understanding of science important to the general public? and What are the major obstacles and strategies to achieving science literacy?" The course begins by participants self-reflecting on their own educational experiences that led to their paths in science education: what have been their successful learning strategies, how have teachers influenced their education and what have been successful (and less than successful) classroom instructional strategies? From this, students will begin science classroom observation, discussing their observations with their peers, and speaking with educators about their experiences teaching high school science and about the goals and short-comings of science education. Throughout this process, students will read seminal literature on science literacy and explore cases challenging their notions of the teacher-learner relationship and the relationship between science and society. As a result of this course, students will gain a deeper understanding of scientific literacy and the barriers to understanding and teaching science as well as identify what makes an exceptional science teacher able to prepare both future scientists and a knowledgeable public.
TCH 320
EXPLORING TEACHING IN THE URBAN HIGH SCHOOL
This course is an invitation to secondary education as a profession, an opportunity for students considering education as a career to explore the reality of teaching and learning a disciplinary content area in a variety of Chicago-area schools. Students will become familiar with different narratives of teaching through teacher and student biographies, testimonials, literature, film, and classroom observations. They will explore the interrelationships between, for example, popular cultural beliefs about schooling; teacher and student identities; and classroom interaction. The instructor will coordinate observations in several classrooms as the basis for intensive, guided reflective work, aimed at supporting students' initial and subsequent efforts of developing identities as disciplinary content educators (25 hours of high school classroom observation required).
TCH 390
CAPSTONE: INTEGRATING EDUCATION & DISCIPLINARY FOUNDATIONS
This course is designed to help students conceptualize issues and opportunities in teaching their disciplinary content to diverse students and in different classroom contexts. Ten hours Level 2 field experiences required. In this course, students will analyze and reflect on how teaching in their disciplines is informed by diverse cultures of schooling and youth, including the influences of economic, social, cultural, political, gender, and religious factors on schooling, educational policy and opportunity. Students will use disciplinary content to critically and creatively reflect on the teaching of that content in secondary schools. Students will be introduced to issues and ways of presenting essential disciplinary content in ways that engage diverse learners, including learners who have not been served well by formal education. Students will also develop a theory of teaching that emphasizes the intersection of disciplinary content with multicultural perspectives.
PHY 310
MECHANICS I
One-, two-, and three-dimensional motion, conservative systems, Lagrangian and Hamiltonian mechanics, central-force problems.
Prerequisites:
PHY 300 is a prerequisite for this course.MAT 261
MULTIVARIABLE CALCULUS II
Multiple integration, line and surface integrals, change of variable in multiple integration, Green's and Stokes' theorems.
Prerequisites:
MAT 260 is a prerequisite for this class.CHE 130
GENERAL CHEMISTRY I
This introductory course for science majors emphasizes the composition of matter, atomic and molecular structure, bonding and chemical reactions. It is the first in the three-course sequence of General Chemistry. This course meets for three hours of lecture and one hour of discussion per week. Formerly CHE 111LEC. CO-REQUISITE(S): CHE 131.
Prerequisites:
MAT 130 or (CHE 128 and CHE 129) is a prerequisite for this class.CHE 131
GENERAL CHEMISTRY I LABORATORY
Laboratory course to be taken in conjunction with CHE 130. The course meets weekly for three hours. The experimental techniques provide hands-on experience with the course material in CHE130. Formerly CHE 111LAB. CO-REQUISITE(S): CHE130.
Prerequisites:
MAT 130 or (CHE 128 and CHE 129) is a prerequisite for this class.CHE 132
GENERAL CHEMISTRY II
Second course of three in the General Chemistry series. Topics discussed include: common states of matter, phase transitions, properties of solutions, kinetics and equilibrium. This course meets for three hours of lecture and one hour of discussion per week. Formerly CHE 113LEC. CO-REQUISITE(S): CHE133.
Prerequisites:
CHE 130 and CHE 131 are a prerequisite for this class.CHE 133
GENERAL CHEMISTRY LABORATORY II
Laboratory to be taken in conjunction with CHE 132. The Course meets weekly for three hours. The experimental techniques learned in lab provide hands-on experience with the course material in CHE132. Formerly CHE 113LAB. CO-REQUISITE(S): CHE 132.
Prerequisites:
CHE 130 and 131 are a prerequisite for this class.CHE 134
GENERAL CHEMISTRY III
Third of three courses in the General Chemistry sequence. Topics included in lecture: chemical equilibrium in aqueous solution (acids and bases, solubility, complex ion formation), Thermodynamics (entropy and free energy), electrochemistry, chemistry of d-block elements and descriptive chemistry. Formerly CHE 115LEC. CO-REQUISITE(S): CHE135.
Prerequisites:
CHE 132 and CHE 133 are a prerequisite for this class.CHE 135
GENERAL CHEMISTRY LABORATORY III
Laboratory to be taken in conjunction with CHE 134. The Course meets weekly for three hours. The experimental techniques provide hands-on experience with the course material in CHE134. Formerly CHE 115LAB. CO-REQUISITE(S): CHE 134.
Prerequisites:
CHE 132 and CHE 133 are a prerequisite for this class.PHY 170
UNIVERSITY PHYSICS I
Mechanics and fluids. Laboratory fee. Autumn. COREQUISITE(S): MAT 147 or MAT 160 or MAT 170.
Prerequisites:
MAT 147 or MAT 160 or MAT 170 is a corequisite for this class.PHY 171
UNIVERSITY PHYSICS II
Heat, sound and light. Laboratory fee. Winter COREQUISITE(S): MAT 161 or 171 or 148.
Prerequisites:
PHY 170 is a prerequisite for this course.PHY 172
UNIVERSITY PHYSICS III
Electricity and magnetism. Laboratory fee. Spring COREQUISITE(S):MAT 162 or 172 or 149.
Prerequisites:
PHY 171 is a prerequisite for this course.PHY 270
UNIVERSITY PHYSICS IV
20th-century physics. Lab Fee Autumn
Prerequisites:
PHY 172 is a prerequisite for this course.PHY 300
METHODS OF COMPUTATIONAL AND THEORETICAL PHYSICS I
Computational and theoretical methods in ordinary differential equations, complex numbers, systems of equations, phase plane analysis, bifurcations. Applications to damped, driven oscillators, electronics. Lab Fee Winter COREQUISITE(S):MAT 261.
PHY 301
METHODS OF COMPUTATIONAL AND THEORETICAL PHYSICS II
Fourier series, Fourier transforms, partial differential equations, Legendre polynomials, special functions. Applications to wave motion, electricity and magnetism, modern physics, optics. lab fee. Spring
Prerequisites:
PHY 300 is a prerequisite for this course.MAT 160
CALCULUS FOR MATHEMATICS AND SCIENCE MAJORS I
Limits, continuity, the derivative, rules of differentiation, exponential and logarithmic functions, related rates and other applications. 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 161
CALCULUS FOR MATHEMATICS AND SCIENCE MAJORS II
Applications of the derivative, extrema, curve sketching, definite and indefinite integrals, applications of the integral. Course meets for an additional 1.5 hour lab session each week in order to cover the material in greater depth.
Prerequisites:
MAT 150 or MAT 160 or MAT 170 is a prerequisite for this course.MAT 162
CALCULUS FOR MATHEMATICS AND SCIENCE MAJORS III
Techniques of integration, L'Hopital's rule, improper integrals, series and sequences, 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 260
MULTIVARIABLE CALCULUS I
Vectors in 2-space and 3-space, vector-valued functions, cylindrical and spherical coordinates, multivariable functions, partial differentiation with applications to extrema.
Prerequisites:
MAT 149 or MAT 152 or MAT 162 or MAT 172 is a prerequisite for this class.Physics (BS)/Secondary Education Physics (MEd)
This combined degree program of the College of Science and Health and the College of Education was collaboratively developed, and is governed and taught by faculty from these units.
Students may apply to the Program during the spring of their junior year. They must enroll in the Junior Year Experiential Learning course, TCH 320 and meet other application criteria; these include completion of at least 16 quarter credit hours at DePaul and a 3.0 GPA. During their senior year, students are required to complete a Program capstone course, TCH 390, and three 400-level courses that count toward both their undergraduate and graduate degrees:
Physics Content Area (grades of C or better required for licensure):
The following physics content area requirements are required. These can be taken as part of the major, liberal studies or open elective requirements:
The Master’s year comprises teacher-preparation coursework that culminates with student teaching during Spring quarter. Upon graduation and the fulfilling of State of Illinois Certification Licensure requirements (which may require some additional course work in the student’s major and related fields), students are eligible to be licensed to teach Physics at the 6th-12th grade levels.
A full description of the Program can be found on the College of Education website in the graduate course catalog. Students interested in the Program should consult with the designated TEACH Program advisor in their home department.