Course Requirements

Content Area Courses  

English Core: 8 quarter hours required, grade of C or better required

Language/Communications: 4 quarter hours required, grade of C or better required

British Literature Core: 16 quarter hours required, grade of C or better required

American Literature Core: 12 quarter hours required, grade of C or better required

Literature Elective: 12 quarter hours required, grade of C or better required

  • ENG 300-level British or American literature course 1
  • ENG 300-level British or American literature course 2
  • ENG or WRD 300-level course

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

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, 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 indicated in the college core section.  EDU 95 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).
 

Licensure Tests

All individuals licensed by the Illinois State Board of Education (ISBE) are required to complete licensure tests specific to their teaching license.  Secondary Education English 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.
  • English Language Arts Content Area Test (test #111) – assesses reading, writing and research, speaking and listening, and literature.  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.
 

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.

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.

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.

SEC 363

ORIENTATION TO SECONDARY TEACHING AS A PROFESSION

(6 credits) In this process-oriented course, students engage in critical reflection on the roles and expectations of secondary educators from both institutional and community perspectives. Questions considered will include: what is an educator, what is a professional, what are the attributes of effective teachers, what do effective teachers do? Students will examine their own values and begin to develop their own philosophies about education and teaching. 30 Level 1 Field Experience hours at arranged sites.

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.

SEC 326

TEACHING WRITING

This course prepares teacher candidates 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. 30 Level 2 Field Experience hours.
Prerequisites:
SEC 363, SEC 364 and Advanced Teacher Candidate Standing are prerequisites for this class.

SEC 328

TEACHING LITERATURE

This course prepares teacher candidates 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.
Prerequisites:
SEC 363, SEC 364 and Advanced Teacher Candidate Standing are prerequisites for this class.

SEC 329

TEACHING YOUNG ADULTS LITURATURE

This course is devoted to the study of Young Adult Literature: an exciting, emerging genre of literature. 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. 20 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.
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