Requirements to Major in Secondary Education: English Certification Program

In addition to the education department's general goals and objectives, students who complete the secondary education English certification program:

• understand the broad historical and aesthetic literary traditions in British, American, and world literatures;
• have developed the skills of analysis and aesthetic appreciation;
• have developed the skills of persuasive and articulate communication;
• demonstrate clarity and precision in writing;
• are knowledgeable in and practice current educational theory;
• are student-centered practitioners capable of handling the challenges found in middle and secondary school classrooms;
• are able to challenge students intellectually and to engage them emotionally in the studies of English/Language Arts;
• are educators who understand the legal and professional responsibilities they assume as teachers;
• are able to effectively use multi-media resources to provide a variety of learning experiences geared to various levels of student experience and ability;
• are able to use diverse teaching strategies to meet the needs of diverse learners in teaching English; and
• are able to effectively use community resources.

Secondary education English majors are expected to successfully complete the following courses. Note, the student must receive grades of C or better in all courses.

A. Collegium Courses

    ● KGA 1000 - Prejudice and Discrimination

B. Secondary Education Courses

• ED 1110 - Multicultural Education 
• ED 2110 - Principles of Education 
• ED 2120 - Practicum in Education (1 credit)
• ED 2130 (PS 2130) - Educational Psychology 
• ED 2160 - Technology in Education (1 credit)
• ED 2170 - Special Education: An Introduction 
• ED 2180 - Literature and Writing for Children and Youth
  
• ED 3130 - Integrated Language Arts
  
• ED 3180 (PS 3180) - Evaluation and Assessment 
• ED 3270 - Special Education Procedures 
• ED 3280 - Differentiated Instruction for All Learners 
• ED 4150 – Diagnostic and Remedial Reading
• ED 4164 – Curriculum in Secondary School English
• ED 4168 - Teaching in the Secondary School 
• ED 4169 – Practicum in the Secondary School 
• ED 4850 - Practicum in Special Education: Elementary (1 credit)
• ED 4860 - Practicum in Special Education: Secondary (1 credit)
• ED 4890 - Student Teaching: Secondary School (7 – 15 credits depending on areas of certification) 

C. English Courses

• CO 1110 - Oral Communication
  
• CO 2210 - Media Analysis 
• EN 1020 - The Creative Experience: The Literary Text 
• EN 1910 - Survey of English Literature I 
• EN 1920 - Survey of English Literature II 
• EN 1930 - Survey of American Literature I 
• EN 1940 - Survey of American Literature II 
• EN 1950 (GCD 1130) - International Literature 
• EN 2020 - Language and Grammar 
• EN 2070 (WS 2070) - Mythology: The God, The Goddess, and the Trickster 
• EN 2570 - Beginning Creative Writing
  or EN 3520 - Poetry Workshop 
• EN 3540 - Short Story Workshop 
• EN 3950 (TH 3950) - Shakespeare 
• EN 4020 - Modes of Literary Criticism 

D. Distribution, State General Education and Elective Courses

Requirements to Major in Secondary Education: Mathematics Certification Program

Students who complete the secondary education: mathematics certification program:

• have the ability to plan and conduct mathematics instruction which takes into consideration gender, socioeconomic status, culture, and ethnicity.
• have the ability to plan and conduct mathematics instruction which takes into consideration the following:
  1.       Learning styles;
  2.       Concrete and abstract thought processes;
  3.       Deductive and inductive reasoning; and
  4.       Auditory, visual, tactile, and kinesthetic modalities.
• have the ability to plan and conduct mathematics instruction which builds upon the varied prior experiences and knowledge which all students bring to the classroom.
• have the ability to plan and conduct mathematics instruction which meets the needs of students with differing talents, interests, and development.
• have the ability to plan and conduct mathematics instruction which enables students to construct new concepts through active participation in mathematical investigations.
• have the ability to plan and conduct mathematics instruction which: proceeds from concrete representations to symbolic representations in ways that make sense for each learner.
• have the ability to plan and conduct mathematics instruction which provides multiple representations of concepts being learned, alternate explanations, and intuitive as well as formal arguments.
• have the ability to plan and conduct mathematics instruction which provides opportunities for students to demonstrate their understanding of mathematical concepts in writing, and orally with both other learners and the teacher, and through various means of creative expression.
• have the ability to plan and conduct mathematics instruction which models and nurture within the context of mathematics important habits of mind including curiosity, perseverance, risk taking, making conjectures, and logical reasoning.
• have the ability to plan and conduct mathematics instruction which emphasizes connections between mathematics and student’s interests and experiences, within mathematics, and between mathematics and other disciplines.
• have the ability to plan and conduct mathematics instruction which includes interest building mathematical games, puzzles, and logic problems.
• have the ability to plan and conduct mathematics instruction which assesses student achievement using methods that include but that are not limited to portfolios, math journals, technology, rubrics, paper and pencil tasks, presentations, projects, and teacher observations.
• have the ability to plan and conduct mathematics instruction which use technology appropriately and effectively in the learning and teaching of mathematics, including, but not limited to:
  1.       Scientific and graphing calculators;
  2.       Computer-based laboratory (CBL);
  3.       The internet; and
  4.       Computer software including the 4 areas of:
            (i.)  Symbolic manipulators;
            (ii.)  Dynamic geometry programs;
            (iii.) Spreadsheets; and
            (iv.)  Statistical packages.
• have the ability to demonstrate the capacity to learn mathematics independently.
• have the ability to demonstrate the capacity to construct proofs and logical arguments using an axiomatic approach to verify hypotheses in mathematics.
• have the ability to demonstrate the capacity to communicate about mathematics and mathematics education in both written and oral ways that includes informal and professional formats.
• have the ability to articulate how the use of formal language and notation increases in importance as mathematical concepts are developed in the K-12 mathematics curriculum.
• have the ability to demonstrate the capacity to solve non-standard, real-world problems.
• have the ability to provide current examples of mathematical practices and notation within various cultures.
• have the ability to trace the historical development of mathematics topics including contributions by major world cultures.
• have the ability to provide examples of how mathematics is practiced in various fields, such as engineering, nursing, carpentry, and the arts.
• have the ability to demonstrate knowledge of state, regional, national and international professional associations and  journals, and how to access resources on the Internet.
• have the ability to demonstrate knowledge of the history of mathematics education.
• have the ability to demonstrate knowledge of current state, national, and international findings and recommendations regarding the teaching and learning of mathematics.
• have the ability to articulate the power of mathematics as an academic discipline, a tool for quantitative reasoning, and a gateway to many career choices.
• have the ability to demonstrate an understanding of the axiomatic development of the real and complex number systems.
• have the ability to demonstrate a capacity to use models to explore and explain relationships among fractions, decimals, percents, ratios, and proportions.
• have the ability to use estimation strategies and mental computation techniques to judge the reasonableness of answers and to approximate solutions.
• have the ability to use physical materials and models to explore and explain operations and properties of real numbers and their subsets.
• have the ability to demonstrate a capacity to apply the concepts of proportional reasoning.
• have the ability to employ common geometric ideas such as the Pythagorean theorem, similar triangles, and trigonometry to solve problems involving direct and indirect measurement.
• have the ability to use the following to explore geometric constructions and relationships:
  1.       A variety of tools such as compass and straightedge;
  2.       Physical models; and
  3.       Dynamic geometric software.
• have the ability to demonstrate knowledge of the axiomatic development of Euclidean geometry, non-Euclidean geometry, and transformational geometry.
• have the ability to solve problems and construct proofs in 2-dimensional geometry and 3-dimensional geometry that involve parallelism, perpendicularity, congruence, similarity, and symmetry.
• have the ability to demonstrate relational understanding of important geometric concepts associated with visualization, description, measurement, and classification of geometric figures.
• have the ability to use functions and algorithms from analytic geometry and trigonometry to solve problems and to demonstrate connections between various representations such as the connection between functional relationships expressed symbolically, in a table, and graphically.
• have the ability to articulate the meaning of functions both formally and informally including, but not limited to:
  1.       Exponential, polynomial, periodic, step, absolute value, root, and               trigonometric; and
  2.       Relations such as equivalence.
• have the ability to understand and apply the major concepts of linear and abstract algebra and connect these concepts to secondary mathematics.
• have the ability to demonstrate an understanding of basic concepts of probability and statistics, including discrete and continuous probability distributions, descriptive and inferential statistics, and exploratory data analysis.
• have the ability to design an experiment, collect appropriate data, analyze the data, and construct a valid statistical argument comparing the experimental and theoretical probabilities.
• have the ability to explore the connections between statistics and probability by:
  1.       Making use of various concepts that include hypothesis testing,           correlation, regression, and analysis of variance; and
  2.       Applying these concepts to everyday situations, such as games and           lotteries.
• have the ability to demonstrate an understanding of both single and multi-variable calculus relating to limits, differentiation, integration, and infinite series.
• have the ability to apply models of change and rates of change to problems within mathematics such as area, volume, and curve length and other disciplines such as physics, biology, and economics.
• have the ability to demonstrate a knowledge of:
  1.       Counting techniques;
  2.       Sets;
  3.       Logic and reasoning;
  4.       Patterning including iteration and recursion;
  5.       Algorithms and induction;
  6.       Networks,
  7.       Graph theory;
  8.       Social decision-making;
  9.       Efficiency; and
  10.     Binomial series solve probability problems.
• have the ability to demonstrate the capacity to use combinations and permutations to solve probability

Secondary education mathematics majors are expected to successfully complete the following courses. Note: The student must receive grades of C or better in all courses below.

A. Collegium Courses

     ● KGA 1000 - Prejudice and Discrimination

B. Secondary Education Courses

• ED 1110 - Multicultural Education 
• ED 2110 - Principles of Education 
• ED 2120 - Practicum in Education (1 credit)
• ED 2130 (PS 2130) - Educational Psychology 
• ED 2160 - Technology in Education (1 credit)
• ED 2170 - Special Education: An Introduction 
• ED 3180 (PS 3180) - Evaluation and Assessment
  
• ED 3720 - Special Education Procedures
• ED 4167 – Curriculum in Secondary Mathematics 
• ED 4168 - Teaching in the Secondary School 
• ED 4169 – Practicum in the Secondary School 
• ED 4850 - Practicum in Special Education: Elementary (1 credit)
• ED 4860 - Practicum in Special Education: Secondary (1 credit)
• ED 4890 - Student Teaching: Secondary School (7 – 15 credits depending on areas of certification)

C. Mathematics Courses

• MT 1020 - College Algebra
  
• MT 1510 - Precalculus (4 credits)
• MT 2110 - Discrete Math 
• MT 2310 - Statistics 
• MT 2320 - Statistics II 
• MT 2510 - Calculus I (4 credits)
• MT 2520 - Calculus II (4 credits)
• MT 2610 - Geometry 
• MT 3530 - Calculus III (4 credits)
• MT 4110 - Linear Algebra 
• MT 4120 - Abstract Algebra 

D. Distribution, State General Education and Elective Courses

Requirements to Major in Secondary Education: Social Studies Certification Program

In addition to the education department's general goals and objectives, students who complete the secondary education social studies certification program:

• understand the origin and historical development of various cultures through-out the world and the interplay of physical, economic, political, and social forces in the shaping of world civilization;
• understand the meaning of the American heritage and the economic, political, and social background of contemporary American life in a world setting;
• understand the nature of government in modern society as a supplier of essential services, the embodiment of values and the arbiter of conflicts;
• understand the principles and practices of the national, state, and local units of American government as compared with other forms of government;
• appreciate democracy not only as a form of government, but also as a conviction based on moral principles and a philosophy of life;
• understand the principles and processes underlying current problems and practices in various economic systems, the application of social controls to economics and the regulation of economic controls by government;
• understand the diverse behavior of peoples in different parts of the world and the influence of environmental factors on their cultural values;
• understand the nature of great social upheavals now taking place in various parts of the world, and the major social problems of American society;
• understand that the earth’s natural resources are an influence upon the development of human culture and a source of political and economic power;
• Are able to create appropriate goals and identify appropriate approaches, materials, and resources representative of a contemporary social studies education;
• understand the contributions and roles of racial, ethnic, and religious groups over time and in national and international settings;
• use community resources effectively;
• use multi-media resources to provide a variety of learning experiences geared to various levels of student experience and ability;
• integrate controversial issues in course learning experiences as a means for encouraging students to remain abreast of current affairs;
• use diverse teaching strategies to meet the needs of diverse learners in teaching the social sciences;
• are student-centered practitioners capable of handling the challenges found in middle and secondary school classrooms; and
• are educators who understand the legal and professional responsibilities they assume as teachers.

Secondary education social studies majors are expected to successfully complete the following courses. The student must receive grades of C or better in all courses.

A. Collegium Courses

    ● KGA 1000 - Prejudice and Discrimination

B. Secondary Education Courses

• ED 1110 - Multicultural Education
  
• ED 2110 - Principles of Education 
• ED 2120 - Practicum in Education (1 credit)
• ED 2130 (PS 2130) - Educational Psychology 
• ED 2160 - Technology in Education (1 credit)
• ED 2170 - Special Education: An Introduction 
• ED 3180 (PS 3180) - Evaluation and Assessment 
• ED 3270 - Special Education Procedures 
• ED 3280 - Differentiated Instruction for All Learners 
• ED 4167 – Curriculum in Secondary Social Studies 
• ED 4168 - Teaching in the Secondary School 
• ED 4169 – Practicum in the Secondary School 
• ED 4850 - Practicum in Special Education: Elementary (1 credit)
• ED 4860 - Practicum in Special Education: Secondary (1 credit)
• ED 4890 - Student Teaching: Secondary School (7 – 15 credits depending on areas of certification) 

C. Social Studies Core Courses

• HS 1110 (GCD 1070) - Western Civilization to 1500 
• HS 1120 (GCD 1080) - Western Civilization since 1500 
• HS 1130 - Survey of American History to 1877
  
• HS 1140 - Survey of American History Since 1877 
• HS 2980 - Introduction to Historical Methods 
• PO 1110 - U.S. Politics 
• PO 1510 - International Politics 
• PO 2110 - State and Local Government and Politics 
• PO 2420 (HS 2420) - World Geography 
• PS 1110 - Introduction to Psychology
  or SO 1110 - Introduction to Sociology 
• SO 4950 - Seminar in Sociology and Social Justice 
• VER 1000 - History of Political Thought 

D. Social Studies Concentrations

In addition to the history concentration (included in core) students must complete two of the following concentrations:

Government:

• PO 3450 - U.S. Foreign Policy 
• PO 4310 - Constitutional Law  

Geography:

• ES 1110 - Environmental Science: A Global Concern (4 credits)

Economics:

• EC 2110 - Introduction to Macroeconomics 
• EC 2120 - Introduction to Microeconomics