Chemistry, Instructional Certification: Teacher Certification in Chemistry (Preschool-Grade 12) - Graduate - 2012 University Catalog

You are viewing the 2012 University Catalog. Please see the newest version of the University Catalog for the most current version of this program's requirements.

 

Students with a baccalaureate degree who are interested in teaching may pursue the Post-baccalaureate program for initial teacher certification.

Additional undergraduate coursework in the certification content area may be required to meet State and University certification standards.

Upon successful completion of the program the student will be recommended to the State of New Jersey for initial teacher certification (Certificate of Eligibility with Advanced Standing, or CEAS). The CEAS authorizes the holder to teach in New Jersey public schools and expedites the ability to become certified in most other states. The CEAS never expires.

In New Jersey, candidates who have completed an initial teaching certification program must successfully complete one year of teaching in order to be eligible to receive a permanent Standard Certificate.

 


CHEMISTRY

Complete 3 requirement(s):

  1. ADDITIONAL REQUIREMENTS FOR STATE CERT

    1. SPEECH

      Complete the following 1 course: (May be completed by examination)

      CMST 101 Fundamentals of Speech: Communication Requirement (3 hours lecture) 3
    2. PHYSIOLOGY & HYGIENE

      Pass the MSU Health Knowledge Test available through the COP or have UG equivalent course approved by advisor.

    3. EDUCATIONAL PSYCHOLOGY

      Complete 1 course from:

      ELRS 580 Learning Theories (3 hours lecture) 3
      PSYC 560 Advanced Educational Psychology (3 hours lecture) 3
  2. TEACHING FIELD REQUIREMENTS

    Complete the following 4 requirement(s) for 55 semester hours:

    1. REQUIRED CHEMISTRY COURSES

      Complete 11 courses for 36 semester hours:

      CHEM 120 General Chemistry I (3 hours lecture, 3 hours lab) 4
      CHEM 121 General Chemistry II (3 hours lecture, 3 hours lab) 4
      CHEM 230 Organic Chemistry I (3 hours lecture) 3
      CHEM 231 Organic Chemistry II (3 hours lecture) 3
      CHEM 232 Experimental Organic Chemistry I (4 hours lab) 2
      CHEM 233 Experimental Organic Chemistry II (4 hours lab) 2
      CHEM 310 Analytical Chemistry (3 hours lecture, 4 hours lab) 5
      CHEM 311 Instrumental Analysis (2 hours lecture, 6 hours lab) 4
      CHEM 340 Physical Chemistry I (3 hours lecture) 3
      CHEM 341 Physical Chemistry II (3 hours lecture) 3
      CHEM 370 Biochemistry I (3 hours lecture) 3
    2. REQUIRED MATHEMATICS COURSES

      Complete 2 courses for 8 semester hours:

      MATH 122 Calculus I (4 hours lecture) 4
      MATH 221 Calculus II (4 hours lecture) 4
    3. REQUIRED PHYSICS COURSES

      Complete 2 courses for 8 semester hours:

      PHYS 191 University Physics I (3 hours lecture, 2 hours lab) 4
      PHYS 192 University Physics II (3 hours lecture, 2 hours lab) 4
    4. TEACHING METHODS

      Complete for 3 semester hours.

      CHEM 501 Teaching Chemistry in the Secondary School (3 hours lecture) 3
  3. GRADUATE PROFESSIONAL SEQUENCE

    1. INTRODUCTORY SEQUENCE

      Complete 2 requirement(s):

      1. Complete 1 course for 3 semester hours from the following list.

        CURR 505 Teaching, Democracy, and Schooling (3 hours lecture) 3
        EDFD 505 Teaching, Democracy, and Schooling (3 hours lecture) 3
      2. Complete for 1 semester hours.

        CURR 518 Technology Integration in the Classroom (1 hour lecture) 1
    2. DIVERSITY AND INSTRUCTIONAL SEQUENCE

      Complete 5 requirement(s):

      1. Complete 1 course for 3 semester hours from the following list.

        CURR 509 Sociocultural Perspectives on Teaching and Learning (3 hours lecture) 3
        EDFD 509 Sociocultural Perspectives of Teaching (3 hours lecture) 3
      2. Complete 1 course for 1 semester hours from the following list

        CURR 516 Meeting the Needs of English Language Learners (1 hour lecture) 1
        EDFD 516 Meeting the Needs of English Language Learners (1 hour lecture) 1
      3. Complete 1 course for 1 semester hours:

        CURR 517 Inclusive Classrooms in Middle and Secondary Schools (1 hour lecture) 1
      4. Complete 1 course for 3 semester hours: .

        READ 501 Techniques of Reading Improvement in the Secondary School (3 hours lecture) 3
      5. Complete 1 course for 3 semester hours from the following list.

        CURR 519 Assessment for Authentic Learning (3 hours lecture) 3
        EDFD 519 Assessment for Authentic Learning (3 hours lecture) 3
    3. PEDAGOGICAL SEQUENCE I

      Complete 2 requirement(s):

      1. Complete 1 course for 3 semester hours:

        CURR 526 Teaching for Learning I (3 hours lecture) 3
      2. Complete 1 course for 3 semester hours:

        CURR 527 Fieldwork (3 hours lecture) 3
    4. PEDAGOGICAL SEQUENCE II

      Complete 2 requirement(s):

      1. Complete 1 course for 6 semester hours from the following list. (CURR 514 is for in-service teachers).

        CURR 514 Inservice Supervised Graduate Student Teaching 4-8
        CURR 529 Student Teaching (6 hours lab) 6
      2. Complete 1 course for 3 semester hours:

        CURR 543 Teaching for Learning II (3 hours lecture) 3

Course Descriptions:

CHEM120: General Chemistry I (3 hours lecture, 3 hours lab)

Introductory lecture and laboratory course for science majors, prerequisite for all advanced chemistry courses. Introduction to atomic and molecular structure, bonding, stoichiometry, states of matter, solutions, and selected topics in descriptive inorganic chemistry. Laboratory stresses techniques and data treatment and their use in examining chemical systems. 4 sh.

Prerequisites: Satisfactory score on the Mathematics readiness test OR MATH 100 with a grade of C- or better. Satisfactory score on the Chemistry/Biochemistry Department readiness test OR CHEM 113 with a grade of C- or better.

CHEM121: General Chemistry II (3 hours lecture, 3 hours lab)

Introductory lecture and laboratory course for science majors, prerequisite for all advanced chemistry courses. Introduction to thermochemistry, kinetics; general acid base, precipitation, redox equilibria, electrochemistry and selected topics in descriptive inorganic chemistry. Laboratory stresses techniques and data treatment and their use in examining chemical systems. 4 sh.

Prerequisites: CHEM 120 with a grade of C- or better.

CHEM230: Organic Chemistry I (3 hours lecture)

Structure and bonding in organic compounds: nomenclature, reactions, properties, and aromatic compounds: stereochemistry; structure analysis by IR, NMR, UV, and MS; introduction to molecular orbital theory. 3 sh.

Prerequisites: CHEM 121 with a grade of C- or better.

CHEM231: Organic Chemistry II (3 hours lecture)

Nomenclature, reactions, properties, and synthesis of ethers, epoxides, alcohols, amines, and carbonyl compounds; carbohydrates; amino acids, peptides and proteins; pericyclic reactions; synthetic polymers. 3 sh.

Prerequisites: CHEM 230 with a grade of C- or better.

CHEM232: Experimental Organic Chemistry I (4 hours lab)

A laboratory course to be taken concurrently with CHEM 230. Basic techniques for the separation, analysis and synthesis of organic compounds: recrystallization, distillation, extraction, GC, HPLC, TLC, GC/MS, IR, H/C13- NMR, chemical safety methods and regulations. 2 sh.

Prerequisites: CHEM 230 is a prerequisite or corequisite.

CHEM233: Experimental Organic Chemistry II (4 hours lab)

A laboratory course to be taken concurrently with CHEM 231 and after completion of CHEM 232. Basic techniques for organic synthesis, mechanistic studies, separation and analysis, and chemical safety: multistep syntheses, spectral data-base searching, phase-transfer catalysis, anhydrous procedures, analysis of unknowns by wet-chemical and spectral methods. 2 sh.

Prerequisites: CHEM 231 and 232 with a grade of C- or better. CHEM 231 may be taken as a corequisite.

CHEM310: Analytical Chemistry (3 hours lecture, 4 hours lab)

Introduction to concepts of classical analytical chemistry including evaluation of data and apparatus, theory and application of volumetric and gravimetric methods and redox equilibrium, and introduction to electrical methods. 5 sh.

Prerequisites: CHEM 231 and CHEM 232 with a grade of C- or better.

CHEM311: Instrumental Analysis (2 hours lecture, 6 hours lab)

Introduction to application of instrumental methods of analytical chemistry. Instrument techniques studied will include spectrophotometry, electroanalytical chemistry,chromatography, nuclear magnetic resonance and mass spectrometry. Theory and application will be examined in lecture and laboratory. 4 sh.

Prerequisites: CHEM 310 and CHEM 340 with a grade of C- or better in both courses.

CHEM340: Physical Chemistry I (3 hours lecture)

Thermodynamics, homogeneous and heterogeneous equilibria, gases, electrochemistry, solutions, colligative properties. 3 sh.

Prerequisites: CHEM 231 and PHYS 192 and MATH 221 with a grade of C- or better in all courses.

CHEM341: Physical Chemistry II (3 hours lecture)

Kinetics, photochemistry, molecular physical chemistry. 3 sh.

Prerequisites: CHEM 340 with a grade of C- or better.

CHEM370: Biochemistry I (3 hours lecture)

Organization of the living cell; structure, function and chemistry of proteins, carbohydrates and lipids; bioenergetics and oxidation. 3 sh.

Prerequisites: CHEM 231 with a grade of C- or better.

CHEM501: Teaching Chemistry in the Secondary School (3 hours lecture)

Study of objectives, recent trends, methods of presentation, courses of study, lesson planning, instructional aids, and subject matter of high school chemistry. 3 sh.

Prerequisites: 16 semester hours in chemistry.

CMST101: Fundamentals of Speech: Communication Requirement (3 hours lecture)

This course introduces students to the theoretical and practical requirements of different types of public presentations and helps students develop an understanding and appreciation of the dynamic nature of the communication process. The course focuses on the basic elements of the communication process, listening, communicator and audience characteristics, basic research skills, and message composition and delivery. Students learn about the demands of public presentations in culturally and professionally diverse environments and develop presentation competence and flexibility. Meets Gen Ed 2002 - Communication, Communication. Previous course SPCM 101 effective through Spring 2012. 3 sh.

CURR505: Teaching, Democracy, and Schooling (3 hours lecture)

This course brings together differing viewpoints regarding the purposes of teaching in the United States and the teacher's role in fostering democracy. It provides future teachers with the habits of mind, skills, tools and resources to analyze and evaluate the relationship between the history of public education, the evolution of teacher identity, and the roles teachers and teaching have played in shaping the United States as a society and vice versa. Using Montclair State's Portrait of a Teacher as an organizing framework, this course places particular emphasis on the idea that all students can learn regardless of their gender, ability, race, ethnicity, or economic background. Students in the course study the history, philosophy, and politics that shape differing views about the roles and responsibilities of teachers, especially as these views relate to integration and inclusion in the classroom. Cross listed with EDFD 505. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

CURR509: Sociocultural Perspectives on Teaching and Learning (3 hours lecture)

This course examines how teachers, teaching, & schooling can foster the learning of pupils from diverse socio-economic, linguistic & cultural backgrounds. Students explore the ways socialization shapes perceptions of oneself & others; reflect on their own beliefs & assumptions about their sociocultural identities & how those have been shaped through experience; examine the nature & impact of the increasing social, cultural, & linguistic diversity in K-12 schools; & reflect on their capacity to bring about educational change that promotes equity & affirms diversity. They investigate ways of teaching all children successfully, particularly through a culturally responsive curriculum, & of developing positive relationships among teachers, parents, & children across diversity. Through a community study of an urban area with a predominantly poor & diverse population, students develop a framework for understanding the relationship between schools, communities, & society; cultivate skills needed to familiarize themselves with diverse communities & their residents; & envision ways they can help future students see connections between their in-school & out-of-school experiences. They also develop their ability to work collaboratively with colleagues. May be repeated once for a maximum of 6.0 credits. Cross listed with EDFD 509. 3 sh.

Prerequisites: CURR 505 or EDFD 505; CURR 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

CURR514: Inservice Supervised Graduate Student Teaching

Open only to post-baccalaureate and graduate students; this course replaces supervised student teaching for those already employed in teaching situations without standard certification. Joint supervision by the school district and University personnel. Student must obtain permission of department chairperson and the school district. Certain qualifications required. 4 - 8 sh.

Prerequisites: Departmental approval.

CURR516: Meeting the Needs of English Language Learners (1 hour lecture)

This course examines the best practices in educating English language learners. Students gain a greater understanding of the linguistic difficulties and resources of English language learners as well as the importance of a multicultural curriculum. Students learn how to make content comprehensible and differentiate instruction based on the language levels of individual English language learners. Students develop an understanding of the academic and affective needs of English language learners, and of strategies for meeting these needs. May be repeated once for a maximum of 2.0 credits. Cross listed with EDFD 516. 1 sh.

Prerequisites: CURR 505 or EDFD 505; CURR 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

CURR517: Inclusive Classrooms in Middle and Secondary Schools (1 hour lecture)

This course presents the central issues in the inclusion of students with disabilities in United States middle and secondary schools. It focuses on best practices for providing access to the general education curriculum for students with disabilities in inclusive settings. In addition, students explore the legal, professional, and contextual influences on the implementation of inclusion. May be repeated once for a maximum of 2.0 credits. 1 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

CURR518: Technology Integration in the Classroom (1 hour lecture)

This one-credit course introduces pre-service teachers to the dimensions of educational technology for teaching and learning. Students also explore the history of educational technology with a focus on the pedagogical and practical implementation of educational technologies, youth technology culture, and emerging technologies. It enables the students to drawn upon field-based experiences in READ 501 to plan instructional technology environments that are student-centered, collaborative, and inquiry-based; that emphasize critical thinking; and that support specific curricular goals - as stated in institutional, state and national standards for technology in education. May be repeated once for a maximum of 2.0 credits. 1 sh.

Prerequisites: Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

CURR519: Assessment for Authentic Learning (3 hours lecture)

This course provides prospective teachers with knowledge and skills for evaluating and understanding student growth and learning across diverse educational settings. Students consider assessment practices from the point of view of learners and how they experience learning opportunities. Teacher candidates also analyze assessment policies and practices, both local and national, in order to maximize both student and teacher performance. They draw on aspects of assessment policy and practice to evaluate their own understandings of assessment and its development. May be repeated once for a maximum of 6.0 credits. Cross listed with EDFD 519. 3 sh.

Prerequisites: CURR 505 or EDFD 505, CURR 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

CURR526: Teaching for Learning I (3 hours lecture)

This is the first course in a two-semester sequence (CURR 526, CURR 543). This course focuses on developing classroom practices necessary for student teaching and the beginning of a professional career in teaching, building from the knowledge and skills developed in previous courses in the professional sequence. In conjunction with CURR 527-Fieldwork, students have the opportunity to observe in classrooms and to do individual, small group, and whole class teaching. Students investigate democratic classroom practice by focusing on curriculum development; creating a positive, well-structured climate for learning in their classrooms; learning and practicing techniques for effective classroom management; and choosing appropriate teaching strategies and assessments to create successful learning experiences for their students. 3 sh.

Prerequisites: CURR 505 or EDFD 505; CURR 509 or EDFD 509; CURR 516 or EDFD 516; CURR 517; CURR 518; READ 501. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

CURR527: Fieldwork (3 hours lecture)

Students spend 60 hours, or approximately one day per week, in a selected public school. Activities include, but are not limited to, observing classroom teachers, facilitating small group and individual instruction, participating in after-school activities, tutoring, attending department meetings, shadowing and interviewing students and teachers, lesson planning and teaching, and assessing student work. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 509 or EDFD 509; and CURR 516 or EDFD 516; and CURR 517; and CURR 518; and EDFD 519 or CURR 519; and READ 501. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

CURR529: Student Teaching (6 hours lab)

Full time student teaching in the public schools of New Jersey for the duration of a semester is required of all students who complete the regular program of certification requirements. 6 hour lab requirements. May be repeated once for a maximum of 12.0 credits. 6 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 509 or EDFD 509; and CURR 516 or EDFD 516; and CURR 517; and CURR 518; and CURR 519 or EDFD 519; and CURR 526; and CURR 527; and READ 501; and content area methods course(s). Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

CURR543: Teaching for Learning II (3 hours lecture)

This is the second course in a two-semester sequence (CURR 526, CURR 543). This course focuses on putting into practice all the knowledge and skills students have developed throughout their professional sequence in their full-time, supervised student teaching experience. A primary focus is on planning and implementing curriculum. In addition to curriculum planning and using appropriate instructional and assessment strategies, students learn about the impact of the school and classroom culture and climate on student learning and on relationships between and among students, teachers, and other professionals in school. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 509 or EDFD 509; and CURR 516 or EDFD 516; and CURR 517; and CURR 518; and CURR 526; and CURR 527; and READ 501; and content area methods course(s). Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

EDFD505: Teaching, Democracy, and Schooling (3 hours lecture)

This course brings together differing viewpoints regarding the purposes of teaching in the United States and the teacher's role in fostering democracy. It provides future teachers with the habits of mind, skills, tools and resources to analyze and evaluate the relationship between the history of public education, the evolution of teacher identity, and the roles teachers and teaching have played in shaping the United States as a society and vice versa. Using Montclair State's Portrait of a Teacher as an organizing framework, this course places particular emphasis on the idea that all students can learn regardless of their gender, ability, race, ethnicity, or economic background. Students in the course study the history, philosophy, and politics that shape differing views about the roles and responsibilities of teachers, especially as these views relate to integration and inclusion in the classroom. Cross listed with CURR 505. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

EDFD509: Sociocultural Perspectives of Teaching (3 hours lecture)

This course examines how teachers, teaching, & schooling can foster the learning of pupils from diverse socio-economic, linguistic & cultural backgrounds. Students explore the ways socialization shapes perceptions of oneself & others; reflect on their own beliefs & assumptions about their sociocultural identities & how those have been shaped through experience; examine the nature & impact of the increasing social, cultural, & linguistic diversity in K-12 schools; & reflect on their capacity to bring about educational change that promotes equity & affirms diversity. They investigate ways of teaching all children successfully, particularly through a culturally responsive curriculum, & of developing positive relationships among teachers, parents, & children across diversity. Through a community study of an urban area with a predominantly poor & diverse population, students develop a framework for understanding the relationship between schools, communities, & society; cultivate skills needed to familiarize themselves with diverse communities & their residents; & envision ways they can help future students see connections between their in-school & out-of-school experiences. They also develop their ability to work collaboratively with colleagues. May be repeated once for a maximum of 6.0 credits. Cross listed with CURR 509. 3 sh.

Prerequisites: CURR 505 or EDFD 505, CURR 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

EDFD516: Meeting the Needs of English Language Learners (1 hour lecture)

This course examines the best practices in educating English language learners. Students gain a greater understanding of the linguistic difficulties and resources of English language learners as well as the importance of a multicultural curriculum. Students learn how to make content comprehensible and differentiate instruction based on the language levels of individual English language learners. Students develop an understanding of the academic and affective needs of English language learners, and of strategies for meeting these needs. May be repeated once for a maximum of 2.0 credits. Cross listed with CURR 516. 1 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

EDFD519: Assessment for Authentic Learning (3 hours lecture)

This course examines the best practices in educating English language learners. Students gain a greater understanding of the linguistic difficulties and resources of English language learners as well as the importance of a multicultural curriculum. Students learn how to make content comprehensible and differentiate instruction based on the language levels of individual English language learners. Students develop an understanding of the academic and affective needs of English language learners, and of strategies for meeting these needs. May be repeated once for a maximum of 2.0 credits. Cross listed with CURR 516. 3 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

ELRS580: Learning Theories (3 hours lecture)

Study of the learning process and its measurement as it applies in the classroom and non-school settings. 3 sh.

MATH122: Calculus I (4 hours lecture)

Limits, continuity; derivative and differentiation; applications of the derivative, maxima, minima, and extreme considerations; antiderivatives; Riemann integral. 4 sh.

Prerequisites: MATH 111 or MATH 112 or placement through the Montclair State University Placement Test (MSUPT) or a satisfactory score on department's Calculus Readiness Test. (Students who did not satisfy the course prerequisite at MSU and students who received a grade of D-, D, or D+ in the prerequisite course taken at MSU are required to demonstrate competency on the department's Calculus Readiness Test.)

MATH221: Calculus II (4 hours lecture)

Riemann integral applications, transcendental functions, techniques of integration, improper integrals, L'Hospital's rule, infinite series. 4 sh.

Prerequisites: MATH 122.

PHYS191: University Physics I (3 hours lecture, 2 hours lab)

This one-semester calculus-based course including laboratory is a study of the principles of physics and some applications to society's problems. Topics covered include mechanics, thermodynamics, fluids, and harmonic motion. 4 sh.

Prerequisites: MATH 122 is prerequisite or co-requisite.

PHYS192: University Physics II (3 hours lecture, 2 hours lab)

Calculus-based course. Study of some principles of physics and some applications to society's problems. Topics include: wave motion, sound and noise pollution, optics, electricity, lasers, nuclear theory, radiation, nuclear reactors, waste disposal. 4 sh.

Prerequisites: MATH 221 is prerequisite or corequisite.

PSYC560: Advanced Educational Psychology (3 hours lecture)

A comprehensive treatment of the cognitive and affective characteristics of the learner and the processes of learning and teaching provide the framework for this course. Behavioral, cognitive and information-processing theory are presented and their applicability to instructional strategies and classroom dynamics is discussed. Other areas included are the origins of individual differences including heredity and environment, early childhood education, cultural differences, student motivation, classroom management, measurement and evaluation, exceptional children and other topics. 3 sh.

READ501: Techniques of Reading Improvement in the Secondary School (3 hours lecture)

Techniques of Reading Improvement in the Secondary School introduces pre-service and in-service teachers to an array of cross-content literacy strategies for the improvement of nonclinical reading difficulties. Students learn how to ground literacy strategies in purposeful and meaningful curricular and pedagogical projects. 3 sh.

Additional Requirements for State Certification The following additional requirements must be met prior to student teaching. Upon admission to the program, the student's submitted transcripts are evaluated to determine if any of these requirements have been fulfilled by previous coursework. In such cases, the requirement(s) appears on the degree audit as being waived.

  • SPCM 101 - Fundamentals of Speech or Speech Challenge Exam or Documented & approved experience
  • Physiology & Hygiene - free test at county office of education or BIOL/HLTH course
  • Educational Psychology - ELRS 580 Learning: Process & Measurement or PSYC 560 Advanced Educational
  • Psychology or equivalent undergraduate course work

Note: Certification requirements are subject to change.