Content Area Courses
History Core: 16 quarter hours required, grade of C or better required
Historical Methods: 8 quarter hours required, grade of C or better required
Advanced History Course: 16 quarter hours required, grade of C or better required
- HST US History elective 1
- HST US History elective 2
- HST Non-US History
- HST World History elective
History Elective Course: 16 quarter hours required, grade of C or better required
- HST Elective 1
- HST Elective 2
- HST Elective 3
- HST Elective 4
Note: A minimum of 6 HST courses must be at the 300 level.
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
Student Teaching: 10 quarter hours required, grade of B- or better required
Registration in student teaching requires completion of all requirements and procedures listed in the college core requirements. 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).
All individuals licensed by the Illinois State Board of Education (ISBE) are required to complete licensure tests specific to their teaching license. Secondary Education History 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.
- Social Science: History Content Area Test (test #114) – assesses and measures the candidate's core knowledge across history and social science fields. 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.
PREPARATION FOR COLLEGE READING
For students who need extra preparation in the development of college reading skills. Emphasizes development of reading strategies suitable for understanding a range of texts.
BASIC WRITING I
An introduction to academic writing; extensive practice in gathering and organizing ideas; attention to correctness in mechanics, grammar, and usage. Students placed in 101 are required to enroll subsequently in 102.
The objective of this course is to increase the students' competence in working with ordinary arithmetic, using a large variety of practical problems and situations from basic sciences as motivation. Formerly WRC 104.
An introduction to functions, linear equations, linear inequalities, absolute values, systems of linear equations, exponents, and polynomials. Formerly WRC 204.
MAT 094or placement is a prerequisite for this course.
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.
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.
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.
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.
TEACHING, HISTORY, AND SOCIAL SCIENCES IN SECONDARY SCHOOLS
Prepares teacher-candidates 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. 30 Level 2 Field Experience hours.
SEC 363, SEC 364 and Advanced Teacher Candidate Standing are prerequisites for this class.
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.
Advanced Teacher Candidate Standing is a prerequisite for this class.
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.
Advanced Teacher Candidate Standing is a prerequisite for this class.
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.