Open Electives: 18 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, WRD 101, MAT 94, and MAT 95.
Student Teaching: 12 quarter hours required, grade of B- or better required
Registration in student teaching requires completion of all requirements and procedures above. EDU 95
indicates to the Illinois State Board of Education that all field experience hours are complete. All students also take PE 387
during the spring of the senior year (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. Physical Education 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.
- Physical Education Content Area Test (test #144) – assesses knowledge of health-related physical fitness, movement and skill acquisition, the role of physical education in promoting development, and the physical education program in schools. Test is required before Student Teaching (deadlines apply).
- Assessment of Professional Teaching (APT) (test #104, grade K-12) – assesses knowledge of teaching planning, delivery, assessment, professionalism, and technology. Test is required to be licensed; recommended to be taken before Student Teaching.
Each student seeking licensure from the College of Education / Professional Education Unit must complete supervised field experiences in appropriate settings in conjunction with education courses. The field experiences must include a variety of grade levels, multicultural experiences, and a minimum of 10 hours in special education settings. All field experiences must be completed prior to final approval for student teaching. Field experience hours should be entered by the student into the FEDS system when completing courses with field experience requirements. For details on requirements, expectations, documentation, & courses in your program that require hours, visit the College of Education website.
(2 credits) This course is designed to provide the student with skill instruction and analysis of the most widely used swimming strokes and basic dives. Principles of hydrodynamics and basic water safety will also be emphasized. Various individual skill levels will be considered to provide a safe and inclusive experience. Additionally, this course introduces the student to the concepts and procedures for teaching basic swimming in a school setting.
(2 credits) This course introduces the student to the concepts and procedures for teaching basic gymnastics in a school setting. Emphasis will be given equally to skill acquisition, spotting techniques, explanation/demonstration of skills, and the theoretical framework, which supports a gymnastics program. Students will be provided with the opportunity to acquire skills and spotting techniques for basic stunts, tumbling, balance, balance beam, parallel & uneven parallel bars, vaulting, and rhythmic gymnastics.
(2 credits) Fundamentals, techniques, terms and teaching principles of line dance, square dance, ballroom, and swing dance will be covered. Students are introduced to basic style and basic choreography.
(2 credits) Offered alternate years. Fundamental skills, group drills, strategy, styles of offensive and defensive team play will be covered. Physical education majors will focus on teaching, officiating and assessment.
(2 credits) Offered alternate years. Fundamental skills, drills, strategy, team play, rules interpretation, and officiating will be covered. Physical education majors will focus on teaching, officiating and assessment.
(2 credits) Offered alternate years. Development of basic skills and progressive teaching stages: fundamental stage, game-related stage, game-condition stage, and functional training to include experience in soccer and other lead-up activities.
(2 credits) Offered alternate years. Fundamental skills, group skills, styles of offensive and defensive team strategy will be covered. Physical education majors will focus on teaching, officiating and assessment.
TRACK AND FIELD
(2 credits) Offered alternate years. Track and field skills, rules, warm-up drills, management of track and field meets will be covered. Physical education majors will focus on teaching, officiating and assessment.
(2 credits) This class introduces and reviews the fundamentals of basketball. It covers basic skills and knowledge of game play, court positions, rules, and drills carried out in practice situations. Physical education majors will focus on teaching, officiating and assessment.
(2 credits) Instruction and practice on basic patterns of movement of tennis skills. Knowledge of rules, etiquette, playing instructions and teaching methods for application of skills stressed.
LITERACY IN THE CONTENT AREAS
The course explores the interrelationships between reading, writing, and other forms of communication (e.g., classroom talk, technology, visual arts) that are available to content area middle-level and high-school teachers. There will be an emphasis on the interrelationship of all aspects of language, oral and written, that result in literacy as a meaning-making tool in the construction of content-area knowledge. The course will discuss specific aspects of literacy processes from a multicultural, multilingual perspective as they apply to a variety of school settings in general and urban schools in particular. Students will become acquainted with theoretical issues as well as a wide range of literacy-teaching strategies including reading, writing, research, and study skills to be tailored to the needs of different students and to be applied across a variety of learning situations and text types. 30 Level 2 Field Experience hours.
SEC 364 and Advanced Teacher Candidate Standing are prerequisites for this class.
PHYSICAL EDUCATION AND CLASSROOM MANAGEMENT IN THE ELEMENTARY SCHOOL
The course is designed to promote an understanding of the contribution that physical education makes to the elementary school curriculum and the development of the whole child. Lesson planning, instructional delivery, and classroom management will be focused as students engage in 15-20 hours of supervised field experience teaching WHOLE classes of children in local schools. (PREREQUISITE(S): Junior status and 25 hours of Clinical Experience).
A Physical Education major in Advanced Standing is a prerequisite for this class.
METHODS AND MATERIALS FOR PHYSICAL EDUC CURRICULUM/INSTRUCTION-SECONDARY SCHL
This course is designed to provide an understanding of physical education curriculum planning, teaching methods, classroom management, unit and lesson plans in a secondary school setting. Students will engage in 20-24 hours of field work to observe and participate in whole class instruction, in an attempt to integrate theoretical classroom content with on-site experiences.
Advanced Teacher Candidate Standing is a prerequisite for this class.
(2 credits) Basic patterns of movement for a controlled golf swing with woods and irons; chipping, pitching and putting skills. Golf course rules and playing instructions. Teaching methods for application of skills stressed.
PHYSICAL EDUCATION STUDENT TEACHING IN ELEMENTARY EDUCATION
(6 or 12 credits) Five school days a week of supervised teaching in a cooperating elementary school for half an academic quarter. Feedback and discussion of problems encountered in student teaching as well as new materials and techniques of student teaching. PREREQUISITE(S): Application and approval required. Open to only DePaul students.
PHYSICAL EDUCATION STUDENT TEACHING IN SECONDARY EDUCATION
(6 or 12 credits) Five school days a week of supervised teaching in a cooperating secondary school for half an academic quarter. Feedback and discussion of problems encountered in student teaching as well as new materials and techniques of student teaching. PREREQUISITE(S): Application and approval required. Open only to DePaul students.
CAPSTONE SEMINAR IN PHYSICAL EDUCATION
This course is designed to help candidates integrate the central emphases of their Liberal Studies curriculum with their professional knowledge and behavior. It provides opportunities and activities to prospective educators that engage them in being analytic and reflective upon their major and related disciplines; guide them in further considering their value commitments and how they relate to their chosen profession; apply critical and creative thinking in addressing 'real-time' professional issues and needs; and examine extant practices from multicultural perspectives. Candidates develop a professional teaching portfolio that reflects the standards of the various guiding professional organizations and the Illinois State Board of Education (ISBE). The course is grounded in the College of Education's framework for an Urban Professional Multicultural Educator as well as the goals of the Liberal Studies program. The course is taken simultaneously with student teaching. COREQUISITE(S): PE 378 and PE 379.
SOCIAL AND HISTORICAL ISSUES IN EDUCATION
This course examines through an interdisciplinary framework sociological and historical issues and concerns associated with the relationship between education and public life. The course analyzes education as a form of cultural power, addressing its political and ideological effects. Emphasis will be placed upon the social and historical meanings and purposes assigned to education, especially as it pertains to questions of race, gender, sexuality, and the political economy of class.
ADOLESCENT AND ADULT GROWTH AND DEVELOPMENT
Theories of development throughout adolescence including current issues of problems and growth crises in attaining maturation. The course also includes adult and aging life span considerations. Emphasis is placed on the role of the early childhood professional in interaction with adults in the lives of young children (i.e., parents, grandparents).
HUMAN GROWTH AND DEVELOPMENT
This course is an introduction to the study of the process of human development from conception to old age. Through a range of theories, the periods of childhood, adolescence, and adulthood are examined with particular attention to the role of culture, gender, and class as they inform the contextualized process of growth and change across the life span.
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.
CLINICAL EXPERIENCE WITH CHILDREN AND YOUTH
(no credit) Required of all students. Observations and participatory experience with children and youth in a school or agency. This course is a prerequisite for student teaching and related professional courses.