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Undergraduate Secondary Teaching Licensure (STEM Education Minor)

The College of Science offers a program that allows students to meet all of the requirements to be licensed by the state of Illinois to teach Secondary Mathematics (grades 6-12) and Secondary Science: Biology, Chemistry, or Physics (grades 6-12). This seven course, 24-credit-hour program may be completed for a STEM Education minor during the completion of a mathematics, science or engineering major at IIT.*
 
For additional information about your specific program and concerns, please contact Judith Lederman, associate professor and director of teacher education, by email at ledermanj@iit.edu or by phone at 312.567.3662.

Program Requirements 


The sequence of MSED classes (and terms offered) is:

Fall
MSED 200 Analysis of Classrooms (3 hours)

Spring
MSED 250 Middle and Secondary Curriculum (3 hours)

Fall
MSED 300 Instructional Methods/Strategies I (3 hours)
MSED 320 Inquiry & Problem Solving in Mathematics and Science (3 hours)

Spring
MSED 400 Instructional Methods/Strategies II (3 hours)

Fall
MSED 350 Advanced Methods for Inclusive Instruction (3 hours) 

Spring
MSED 450 Professional Internship (6 hours)
Since the professional internship is a full-time experience, no other classes can be taken in this term. Special Topics-MSED 497 may be needed for financial aid purposes during the last semester of study. 



MSED 200 - Analysis of Classrooms
This is an introductory course providing students background in learning theory, motivation theory, classroom management, aspects of effective teaching, critical classroom variables, and the school as a system. This course includes a two-hour weekly seminar along with a practicum experience of five hours per week in an area school. 2-5-3 (C) 

MSED 250 - Middle and Secondary Curriculum/Foundations
This course focuses on history/sociology of education, rationales, and goals of current reform efforts, curriculum design, development, and curriculum analysis. This course is designed to develop the participant's understanding of mathematics and science curricula in middle and secondary schools. Studies will include the roles of goals, standards, and learning theories in the development and selection of instructional materials, assessments, and technology. The course includes consideration of issues of equity and student diversity on middle and secondary school curricula. The course will involve readings, reflections, curriculum development, and evaluation projects. 3-0-3 (C)

MSED 300 - Instructional Methods/Strategies I
Discussion/laboratory-oriented course that focuses on instructional planning, implementation considerations of various teaching methods, and development of instructional activities. Students are also provided with opportunities to practice instructional skills in peer teaching lessons. 3-0-3 (C)

MSED 320 - Inquiry and Problem Solving in Mathematics and Science
This course provides students with opportunities for reflection on aspects of inquiry and problem-solving and nature of science and mathematics. It provides background for student development of instructional materials focusing on inquiry/problem-solving, nature of science/mathematics, and how to modify and differentiate instructional materials to include the participation of all students. Must have received a passing score on the ISBE Basic Skills Exam. 3-0-3 (C)

MSED 350 - Advanced Methods for Inclusive Instruction and Practicum
The complex needs of today's diverse student population require a collaborative effort by all educators to bring together best practices to ensure that all students have appropriate opportunities to learn. This course is designed to advance math and science pre-service teachers' understandings and experiences to create inclusive learning environments that support all students. In addition to a two-hour seminar on campus each week, students will spend approximately five hours per week in secondary mathematics and science classrooms as well as informal and community based sites. 2-5-3 (C)

MSED 400 - Instructional Methods/Strategies II
Follow-up course to Instructional Methods/Strategies I with a strong focus in various advanced instructional models such as inductive, deductive, problem-solving, and inquiry role development as well as cooperative learning and assessment. The course will emphasize the development, implementation, and assessment of differentiated instructional materials and plans that are consistent with current cognitive and social theories on student learning and personal development for all aspects of intellectual, social, and emotional development of all students regardless of cultural, social, and ethnic background. Students will have several opportunities to practice instructional models in peer teaching lessons. 3-0-3 (C)

MSED 450 - Professional Internship
Capstone experience in which students assume continuous teaching responsibilities in at least three classes in an area school. Students will spend a full semester in the area school under the supervision of a classroom teacher and university supervisor. Students must have received a passing score of the ISBE Content Exam and faculty approval. 0-40-6 (C) 

* To be a licensed secondary math teacher in the state of Illinois, one must have 24 credits of math, 12 of which need to be 300 level or higher. Science teachers need 32 credit hours in science. At least 12 of these need to be in their primary science area (Biology, Chemistry or Physics) and they need to show that they have some taken at least one course in the other two areas as well.