BA/BS in Secondary Education

The Secondary Education Major for double majors provides students the opportunity to complete a primary major in Secondary Education and a secondary major in the disciplinary area for which students will be licensed (Art, Design & Media, Biology, Chemistry, English, Environmental Science, History, Mathematics, or Physics). As double majors, students are required to complete both majors and to fulfill all state licensure requirements to be licenses to teach. The double major is designed to provide future Secondary Education teachers with a Secondary Education degree and a disciplinary area degree that reflects disciplinary area expertise. Like the Secondary Education major with disciplinary content courses attached to the major (e.g., Secondary Education Biology, Secondary Education English, et cetera), the Secondary Education Major for double majors draws on the expertise of faculty in the COE’s Secondary Education Program and Educational Policy Studies and Research Department to immerse students into essential issues and themes of education and theories and practices of teaching and learning. Learning Outcomes - Students will be able to: articulate and communicate orally and in writing, as well as demonstrate in practice, a personal philosophy of teaching grounded in adolescent development and learning theories, global perspectives, pedagogical content knowledge research, and DePaul’s Vincentian Mission and the COE’s Conceptual Framework. define, create, and evaluate a safe, healthy, creative, and rigorous learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction and collaboration, and mutual respect and empathy, and encourages active engagement, academic risk-taking, divergent and creative thinking, self-motivation, and personal and whole-class goal-setting. identify, justify, implement, and evaluate differentiated instructional strategies that support rigorous critical, creative, and exploratory thinking and metacognitive awareness, and problem-solving, collaboration, and academic, social, and emotional development of all students. Articulate, analyze, and theorize an understanding of adolescent development within historical scholarly traditions that recognizes the complex roles that linguistic (including English learning and nonmainstream English dialects), social, economic, cultural, academic, spiritual, and personal experiences both inside and outside of school have on classroom instruction and adolescent development and learning. plan, design, implement, and evaluate curricula and instructional practices based on disciplinary content knowledge, pedagogical content knowledge, multiple literacies, diverse student characteristics such as language, learning, and socio-emotional and behavioral differences, diverse types of student performance data, curriculum goals, and the community context. Articulate and demonstrate in practice a foundational knowledge of reading, writing, speaking, listening, and cognitive development theories and related pedagogies that are grounded in sociocultural theories of literacy and reflect an understanding of multiple literacy theory and practice. Articulate and demonstrate disciplinary content knowledge expertise and the historical, social, economic, and political roles and implications of that disciplinary content on human development and societies. plan, design, implement, and evaluate formative and short- and long-term summative assessments for promoting student learning and self-assessment, identifying student needs, monitoring student progress, measuring student growth, and evaluating curriculum and student outcomes using diverse types of data.