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.
THE NATURE OF HISTORY AND THE SOCIAL SCIENCES
This course builds on the content course work students have done in the seven disciplines grouped under the heading "social sciences" (history, political science, geography, sociology, anthropology, economics, and psychology). In this class students will get further exposure to the basic concepts of the social science disciplines and consider the connections as well as differences between them. The course emphasizes how different disciplinary backgrounds lead students to bring different perspectives to their study of social phenomena and helps them see these phenomena from multiple vantage points. The course will employ a case study approach framed around social issues of interest to all seven disciplines (e.g. social control, threats, development, natural disasters). A student prepared in economics, for example, will ask a different set of questions about America's war on drugs than students from the fields of history or political science. This course will first have students examine a social phenomenon from the perspective of their major discipline, then have them shift to examining an event or issue from an alternative perspective. The above economics student's first project might be based on an economic analysis of the war on drugs, a second project would focus on the history of New Orleans and the devastation caused by hurricanes, and a third project would use the perspectives of political science and sociology to analyze the development of an urban community. By the end of the course, students will have applied the knowledge and skills of multiple social science disciplines to evaluate social phenomena, considered the relationship and differences between those disciplines, and be prepared to enter TCH 422 where they will apply their content knowledge to inquiry and teaching in the field.
INQUIRY & APPLICATION IN DEVELOPING SECONDARY HISTORY AND SOCIAL SCIENCES PEDAGOGY
This course builds on the content knowledge students developed and reinforced in TCH 412. More, it asks them to make the shift from considering how a person prepared in the social sciences analyzes social phenomena to how such a person teaches the social sciences. Students will do this by developing two units of inquiry-based case studies that they could use in their own classrooms. The topics of these case studies will vary from section to section, depending on the needs of the students and expertise of the instructor. Possible topics include the Constitution, the Cold War, slavery, and the Iraq War. As students work on these projects, they will continue to reflect on the course work they have done in the content areas as well as the instruction they see teachers delivering in their field experiences. They will contemplate such questions as: "What are the connections between the social science disciplines? How can they be taught together, creating interdisciplinary courses at the high school level? What are the differences between the social science disciplines and what does this mean for secondary pedagogy? How can teachers use inquiry with their students, making sure they have enough guidance to learn about social events but also the freedom to pursue their interests and make sense of the world on their own terms?" By the end of this course, students through readings and their projects will have advanced their learning about the nature of inquiry, its implementation in the classroom, and the connections and differences between the social science disciplines.
INTRODUCTION TO HISTORICAL SOURCES AND METHODS
This is the first of two introductory core courses required of all history majors, history minors, and education majors with a concentration in history. In this course, students will learn the varied ways in which scholars interpret the past, focusing particularly on the evidence and arguments used by historians in their work. To that end, students will learn about the varieties of primary sources (textual, material, oral) as well as the varied methods historians use to analyze such evidence. In addition, students will practice analyzing primary source evidence in oral and written presentations, learn how to use the library for historical research, and how to discern scholarly arguments in secondary sources.
(WRD 103 and WRD 104) or HON 100 or HON 101 is a prerequisite for this course.
CRAFT OF HISTORY
This course is the second of two introductory core courses required of all history majors, history minors, and education majors with a concentration in history. In this class, students will bring to bear the skills in historical sources and methods learned in HST 298 to complete a substantial independent research project. To that end, students will learn how to identify a historical question or problem about which to conduct research; how to find, obtain, and evaluate primary source evidence to research; how to build a secondary source bibliography using reference works, monographs, and scholarly journal articles; and develop and execute a coherent plan for writing and revising a substantial research paper (of at least 10 pages in length) based on an integrated use of both primary and secondary sources.
HST 298 a prerequisite for this course.
EARTH'S PHYSICAL LANDSCAPE: LITHOSPHERE, HYDROSPHERE, BIOSPHERE
An introduction to the spatial aspects of the three related systems of the Lithosphere (solid earth), Hydrosphere (water), and Biosphere (living organisms).
PRINCIPLES OF MACROECONOMICS
Principles of Macroeconomics. Fundamental theories of macro (or aggregate) economics: supply and demand, national income accounting and analysis, and international trade. Analysis of unemployment, and inflation, and policies designed to combat these and other current problems.
MAT 130 or equivalent is a prerequisite for this class.
THE AMERICAN POLITICAL SYSTEM
A survey of the national political system, including discussions of the political beliefs and behavior of citizens, the constitutional structure, and national political processes.
INTRODUCTION TO SOCIOLOGY
Introduction to the language, theories, methods, and research findings of the sociologist at work.
An introduction to current anthropological theories and methods for understanding human cultures from a comparative perspective; includes an analysis of human institutions such as religion, politics, and kinship, and the forces that change them in a variety of societies, small and large scale.
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).
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.
LEARNING AND COGNITIVE PROCESSES
Survey of classical and instrumental conditioning, biological constraints, attention, memory,cognition, and practical applications. Major theoretical approaches include stimulus-response, early cognitive theories and information processing theory.
ADVANCED SOCIAL PSYCHOLOGY
Advanced study of social psychological methodology, ethics and deception, attitudes, altruism, aggression, and interpersonal processes and attraction.
ADVANCED STATISTICS I
Graphical methods for data display, analysis of variance, multiple comparisons, multifactor analysis of variance, randomized block, repeated measures, and related designs. Cross-listed as SOC 450.
PSY 340 is a prerequisite for this class.
ADVANCED STATISTICS II
Multiple linear regression, analysis of covariance, and logistic regression.
PSY 410 is a prerequisite for this class.
ADVANCED RESEARCH METHODOLOGY
Design and analysis of basic and applied psychological research with an emphasis on statistical software.
PSY 411 is a prerequisite for this class.
MASTER'S THESIS RESEARCH
Original investigation of a specific research problem. Four hours required.
INTRODUCTORY PSYCHOLOGY I
Introduction to the history and science of psychology; human development through the life span; learning, memory, thinking, language, and intelligence; personality; social psychology. PSY 105 and PSY 106 will include a research participation requirement of no more than six hours. PSY 105 and PSY 106 may be taken in either order; one is not a prerequisite for the other.
INTRODUCTORY PSYCHOLOGY II
Introduction to the history and science of psychology; neuroscience and behavior; sensation and perception; states of consciousness; motivation and work; emotion; stress and health; psychological disorders; therapy. PSY 105 and PSY 106 will include a research participation requirement of no more than six hours. PSY 105 and PSY 106 may be taken in either order; one is not a prerequisite for the other.
Descriptive and inferential statistics in the behavioral sciences.
(PSY 105 or PSY 106) and LSP 120 or equivalents are a prerequisite for this class.
RESEARCH METHODS I
Introduction to methods of psychological research to enable students to become more sophisticated consumers of research information. Students will learn and apply basic methodological concepts and skills. Students will conduct a non-experimental research project, analyze the data, and write a paper based on the project. PSY 241 and PSY 242 may be taken in either order; one is not a prerequisite for the other.
(PSY 105 or PSY 106) and (PSY 240 or MAT 242 or SOC 279 or MAT 137) are a prerequisite for this class.
RESEARCH METHODS II
Design, execution, analysis and interpretation of psychology research, with an emphasis on experimental design. Students will conduct an experimental research project, analyze the data, and write a paper based on the project. PSY 241 and PSY 242 may be taken in either order; one is not a prerequisite for the other.
(PSY 105 or PSY 106) and (PSY 240 or MAT 242 or SOC 279) are a prerequisite for this class.
INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY (CROSS-LISTED WITH PSY 680)
Application of theories and methods of psychology to the study of human behavior in business, industry, and other organizations. Cross-listed with PSY 680.
PSY 105 or 106 is a prerequisite for this class.
Introduction to advanced statistical techniques such as analysis of variance and regression models.
PSY 240 or equivalents is a prerequisite for this class.
INTRODUCTION TO PSYCHOLOGICAL MEASUREMENT
Measurement in psychology; emphasis on standardization, reliability, validity; test and scale development.
PSY 241 and PSY 242 are a prerequisite for this class.
Survey of social psychological theory and research on how individual behavior, thoughts, and feelings are influenced by the social context in which they occur.
PSY 105, PSY 106 or the equivalent of Introduction to Psychology is a prerequisite for this class.
THEORIES OF PERSONALITY
Survey of major personality theories with separate emphasis on clinically-derived and research-derived theories. Freudian psychoanalysis is especially emphasized in the clinical area. Personality research philosophy is presented separately and as part of the research-derived theories.
PSY 105 or 106 is a prerequisite for this class.
THEORIES OF LEARNING AND COGNITION
Classical and modern theories.
PSY 105 or 106 is a prerequisite for this class.
Logical and mathematical principles underlying test construction with emphasis on evaluating the reliability and validity of scores.
CONCEPTS, METHODS, AND ETHICS FOR INDUSTRIAL/ORGANIZATIONAL PSYCHOLOGY
The major concepts and techniques relevant to I/O psychology. Topics include psychometrics, regression, validity generalization, utility, legal issues, affirmative action, and ethics.
ADMINISTRATIVE THEORY AND BEHAVIOR
This course concerns theoretical concepts and empirical research relating to administrative behavior in organizations with special reference to educational organizations. Concepts are examined within the typical decisional framework of supervisors, chief school business officers, principles, and superintendents, and similar positions in the helping professions. Assignments are individualized.
Status as an Advanced Masters Education student is a prerequisite for this class.
Major issues in the Human Resource area. Topics include job analysis, job evaluation, pay equity, benefits, incentive systems, and personnel selection methods, focusing on recruitment, biodata, references, testing, interviews.
Theory of criterion development, the evaluation process, and measurement in performance appraisal. Emphasis on design and development.
PSYCHOLOGY OF WORK AND MOTIVATION
Current research and theories in organizational psychology relating to motivation, job satisfaction, work attitudes, employee withdrawal, and counterproductivity.
PSYCHOLOGY OF LEADERSHIP
Current research and theories in organizational psychology relating to leadership, supervision, job performance, and managerial training. Emphasis is on theoretical development and empirical evaluation of constructs in contemporary research.
ADVANCED TRAINING AND DEVELOPMENT IN ORGANIZATIONS
In-depth exposure to issues related to training in industry and other organizations. Such topics as needs assessment, training program design, program evaluation, and relevant social and economic issues will be covered.
PSYCHOLOGICAL THEORIES OF ORGANIZATIONS
Theory and research in the psychology of organizations relating to organizational design, analysis, systems, processes and change.
Applies behavioral science and managerial theories and methodologies to organizational consultation and change processes.
PSY 446 is a prerequisite for this class.
INTRODUCTION TO ECONOMIC ISSUES
This course will introduce students to basic concepts from both micro- and macroeconomics. The goal is for students to gain an appreciation of how economics can be used to understand the world. Students will enhance their analytical skills by using basic economic concepts to examine current domestic and international issues. Students will improve their oral communication skills during class discussions and debates. This course is intended for non-Commerce students and cannot be counted toward a major or minor in economics.
LSP121 or MAT 130 is a prerequisite for this class.
The Psychology (BA) offers two options:
Psychology (BA) Industrial and Organizational concentration/Psychology (MS) Industrial and Organizational
This program was designed and approved by DePaul University in the late 1980’s as a way to give qualified DePaul undergraduates the opportunity to earn both a B.A. and an M.S. degree in the field of Industrial and Organizational Psychology. Students who are not pursuing an undergraduate degree at DePaul are not eligible to apply for this program. The program leads to a terminal M.S. degree, and should not be seen as an intermediate step towards a doctoral degree. Students who are interested in pursuing a Ph.D. should speak to their advisor regarding the best way to prepare for such a program.
The Combined Program requires completion of 39 classes (156 credit hours) by the end of the junior year. Note that this is three classes above the typical 36 that a student would earn by taking four classes per quarter. The undergraduate component of this program is:
Students should work with the I/O Program Director beginning as early as possible, ideally no later than the sophomore year. Applications for the graduate portion of the program are due by June 1 of the junior year. At that time, the student should have completed the undergraduate component with a grade point average of no less than 3.20, although a stronger GPA would be preferred. Application forms can be obtained from the I/O Program Director, and it must be submitted to the I/O Program Director together with the student’s unofficial DePaul transcript, statement of goals, and General Graduate Record Examination (GRE) scores. Applications will be evaluated by the I/O Admissions Committee and the student will be informed of the decision, usually by mid-June of the same year.
Students accepted into the graduate portion of the program take three courses per quarter during Year 4 and another three courses per quarter during Year 5. The Year 5 requirement of nine classes cannot be reduced by taking additional classes during Year 4, and given the demands of graduate-level coursework, students are strongly discouraged from attempting to take more than three classes at a time. The nine Year 4 classes carry 36 credit hours, which add to the 156 already earned to produce 192 credit hours, which meets the minimum requirement for degree conferral of the B.A. degree. The M.S. requires at least another 36 credits earned following conferral of the B.A. The 18 graduate classes taken in Years 4 and 5 are:
The M.S. degree also requires the student to complete a Master’s Thesis. This is a project that allows the student to focus on a particular area of interest within the I/O field. There are three options available for the M.S. thesis:
- An empirical research project, involving the collection and analysis of data and the writing of the thesis paper in APA style.
- A library research paper, where the student reviews work already done on a topic and writes a paper describing and summarizing that work and making recommendations for theory, research, or practice.
- An applied thesis, based on work the student is doing at an internship site.
In addition to these three options, students must also enroll in 4 credit hours of PSY 597 MASTER'S THESIS RESEARCH
Whichever option is chosen, the student will create a thesis committee consisting of a chair, who must be a DePaul I/O faculty member, and a reader, who must be a faculty member of DePaul’s Psychology Department and who must hold a Ph.D. That committee must approve the thesis proposal, and the proposal may also need to be approved by the Institutional Review Board before work may begin.
Students in the Combined Program are not required to have a minor area of graduate study. However, the minors listed for the MA/PhD program are also available to Combined Program students, should they choose to select one.
Students in this program may apply a maximum of twelve graduate credit hours as three courses in their senior year toward both the undergraduate and graduate Psychology requirements. The required application for degree conferral for the MS is separate from the required application for degree conferral for the BA.
Psychology (BA)/Secondary Education Social Science (MEd)
The TEACH Program combines a Science and Health major (Psychology) or Liberal Arts and Social Sciences (LAS) undergraduate Social Science major ( Anthropology, Economics, Geography, History, Political Science, or Sociology) with a graduate level College of Education (COE) Master’s in Education Program. Students graduate with a BA or BS in their disciplinary major and a MEd in Education with State of Illinois Secondary Social Science licensure.
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:
Social Science Content Area (grades of C or better required for licensure):
The following Social Science 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 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 Social Sciences 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.