A Bachelor of Science in secondary education will prepare and license you for a career in teaching students from grades 9-12. As a secondary education major, you'll take professional education credits dispersed with the content specialization courses you need to pursue a teaching career in your chosen area of study.
Ninety percent of graduates from Greenville University’s School of Education find work in the field of education within the first year after graduation.
99% pass rate on edTPA
Students at GU currently have a 99% pass rate on the edTPA, a high-stakes test required in the State of Illinois for licensure.
300 classroom hours
Acquire more than 300 hours of experience in classroom from rural to urban settings.
Why GU
Double licensure. Complete double licensure requirements for early childhood and elementary education in a four-year bachelor's degree program. Double licensure allows teachers to work with students from birth through grade 6 in public schools, providing a wide range of opportunities.
Gateways ECE credential. Greenville University is a Gateways to Opportunity entitled institution for the ECE credential levels 2,3,4, and 5.
Fully accredited. Our School of Education is accredited through the Council for the Accreditation of Educator Preparation (CAEP) and the Illinois State Board of Education (ISBE).
Character education. Earn nationally recognized certification in character education from Character Plus and learn to educate the whole child.
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Success Stories
The education program at GU has equipped me to be a lifelong learner. With small class sizes, professors that care, and ample opportunities to gain real-life classroom experience, I feel confident in my skills and abilities going into my own classroom. Because of Greenville, I will be able to shape the future of education.
-Sidney Webster
My experience at GU has prepared me for real-life teaching scenarios. Having observed a variety of classrooms allowed me to see different teaching methods and apply coursework in real application. The educational program at GU fosters an environment of diversity and appreciation for every student that teachers take into the classroom.
This course prepares the candidate for admission to the Teacher Education licensure program. Course content includes the characteristics of the Greenville College Teacher Education Program, the aim of American schooling, a survey of the legal, social, economic, historical, political, and ethical issues involved in public school education. Additionally, the course introduces culturally relevant pedagogy. This course includes 30 hours of field experience in a diverse setting. This course will give you the opportunity to determine whether you want to persist in the Teacher Education Program.
(Offered fall and interterm)
$92 Fee.
The purpose of this course is to explore race and poverty issues that impact the classroom environment. Candidates will search for effective strategies to better meet the needs of underserved populations. The hidden rules of economic class and characteristics of generational poverty will be studied, with emphasis on the impact this has on instruction. Students will spend time assisting in a classroom which serves a high minority and low socioeconomic population. Meets the general education global foundations requirement.
Prerequisite: EDUC 101. (Offered every Interterm.)
Course fee may apply.
This course explores the theories and practice that identify communication skills and competencies in diverse educational settings, including virtual and remote, with multiple stakeholders. The course will also introduce educators to the pedagogy and integration of instructional technologies. Emphasis will be placed on interpersonal and intercultural communication, critical listening and questioning techniques, professional collaboration, digital communication and instructional tools. Students will build a professional, digital portfolio and the option to earn a Level 1 Google Certified Educator certification.
This course will examine the historical context, diverse characteristics, and individual planning for the exceptional child. Students in this course will explore how individuals develop and learn within the context of their cultural, linguistic, and academic experiences. Co-teaching instructional plans based on diverse student characteristics, student performance data, and curriculum goals will be developed. Thirty hours of field experience in a special education classroom are required.
Prerequisite: EDUC 101. Corequisite: EDUC 282. (Offered every semester.)
This course will provide a current and comprehensive overview of research and theory related to human learning. The course will emphasize major concepts of learning theory but will also cover relevant motivational and developmental theories. The course will underscore the relationship between theory, research, and practice. Meets the general education social science or business management requirement.
Prerequisite: EDUC101; Corequisite: EDUC 280. (Offered every term.)
Emphasis is on teaching reading and writing in content areas from grades 6 through 12. Relationships between reading, literacy, and writing within content areas are established and ways of meeting the needs of culturally diverse and dysfunctional students are explored. Candidates design appropriate learning experiences and apply reading-study skills to the content areas. Field experiences required. Cross listed with ENGL 316.
Prerequisite: Admission to the Teacher Education Program. (Offered spring semester.)
This course will investigate the structures of a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, positive social interaction, active engagement, and academic risk-taking. A three tiered level of positive behavior supports (PBS) will be explored as a framework for creating plans to accomplish a productive learning environment. Twenty hours of field experience required.
Prerequisite: EDUC 280
This course is designed to explore classroom evaluation of student growth as an integral part of instruction. Candidates explore the purpose of evaluation as it relates to planning instruction. Professional, social, ethical, and philosophical considerations related to teaching/learning are also explored.
Prerequisite: Admission to the Teacher Education Program. (Offered every semester.)
A study of social and philosophical assumptions related to curricula, materials, and methods of instruction pertinent to middle grades students. Focus is on organizing classes, making curricular decisions, determining methods and selecting learning resources along with the literacy needs of the middle grades student. (Offered fall semesters.)
Prerequisite: Admission to the Teacher Education Program.
After admission to the professional internship, candidates receive student teaching placements. Candidates work with their cooperating teachers during the first week of school. Five days of clinical experience required.
Prerequisite: Admission to the Professional Internship. (Offered fall semester)
Teacher candidates work to integrate prior coursework experienced into the context of real classrooms. Teacher candidates develop a teaching philosophy and an operational "professional identity." Candidates consider the impact that various factors have on the learning environment, develop teaching strategies that promote active learning and which engage students with diverse abilities, cultures, and ethnicity. Candidates explore methods specific to their subject areas under the additional guidance of the program coordinator. Teacher candidates will engage in preparing for the edTPA. Candidates complete a minimum of 15 hours in the clinical setting completing pre-mini student teaching assignments. Students must take EDUC 409 and 410 (Offered Interterm) during the same academic year. Meets the general education upper division writing intensive requirement.
Prerequisites: Admission to the Teacher Education Program; EDUC 316, 333, and 340. (Offered fall semester.)
Candidates complete a mini-student teaching experience, consisting of 12 full days in the secondary classroom. Teacher candidates will meet on campus for a minimum of three class sessions. The course faculty member, assisted by the Director of Field Experience, will determine the placement for the clinical experience. Students must take EDUC 409 in the same academic year.
Prerequisite: Admission to the Teacher Education Program and EDUC 409. (Offered Interterm.)
Candidates complete their full semester professional internship and EdTPA assessment.
*K-12 physical education majors are required to complete eight weeks of student teaching in conjunction with EDUC 424.
Prerequisite: Admission to the Professional Internship. (Offered every semester.)
The seminar addresses professional topics within the field of education. In addition, the seminar provides an opportunity for teacher candidates to focus on the required performance assessment. The performance assessment, aligned with state standards, is an authentic assessment tool that shows how teacher candidates develop and evaluate student learning. The centerpiece is a portfolio that describes and documents authentic practices from the candidates teaching experience. The portfolio addresses planning, instruction, assessment, analyzing teaching, and academic language to reveal the impact of a candidates teaching performance on student learning. As a capstone seminar, the course requires students reflect mastery of self-reflection and critical self-awareness, collaboration across disciplines, communication in multiple modes with multiple audiences, and reflection on how Christian faith impacts and guides their daily work. The seminar topics and tasks guide and support the candidates progress in the teaching profession. Meets the general education senior seminar requirement.
Areas of Study
Biology
Courses
This course deals with the basic principles of biology. Consideration is given to cell biology and structural and functional organization of plants and animals. Principles of reproduction, genetics, and ecology are introduced as well as a brief survey of the kingdoms of living organisms. Beginning course for all biology majors. Meets the general education laboratory science requirement. (Three hours lecture and two hours lab per week.) (Offered every semester.) Corequisite: BIOL 110L
This course is a continuation of BIOL 110. It introduces gene replication, expression, and regulation; evolution; diversity of life, with phylogeny, characteristics, and importance of major phyla; and structure and function of selected plant and/or animal systems. (Three hours lecture and two hours lab per week.)
Prerequisite: BIOL 110. Corequisite: BIOL 112L (Offered spring semester.)
Major emphases in this course are the scientific method; structure and function of plants, and their economic and ecological importance; and discussion of current issues such as genetic modification of crops. Meets the general education laboratory science requirement. (Three hours lecture and two hours lab per week.) (Offered fall semester of even calendar years.) Corequisite: BIOL 115L
In this course the major emphasis is on a survey of the vascular plants and common families of flowering plants. Topics included are principles of flowering plant taxonomy, mechanisms of adaptation and plant ecology. (Three hours lecture and two hours lab per week.)
Prerequisite: BIOL 110 & BIOL 112. (Offered spring semester of even calendar years.) Corequisite: BIOL 215L
This course is designed to deal with all the human body systems as to structure and function. Material covered is intended for those planning to teach biology in high school or enter the allied health professions. (Three lectures and one two-hour lab per week.) (Offered fall semester) Corequisite: BIOL 245L
The facts of heredity; reproduction; the molecular mechanism of heredity; hybridization and Mendel's laws; heredity in man and in its broader social applications. (Three hours lecture and three hours lab per week.)
Prerequisite: BIOL 110 and 112. (Offered spring semester.)
Corequisite: BIOL 305L
Organisms do not exist or function in a vacuum, but are strongly influenced by their environment and, in turn, alter that environment and affect the growth and development of other organisms. In this course we will consider the interaction of organisms and their environments. We will study ecological processes functioning at levels of individuals, populations, communities, and ecosystems. (Three hours lecture and three hours lab per week.)
Prerequisite: BIOL 112. (Offered fall semester.) Corequisite: BIOL 370L
A capstone course for majors in Biology and Environmental Biology, with an emphasis on technical writing and scientific communication. Students select a topic and utilize the primary literature to develop a technical review article and a presentation on the topic. Secondary education and pre-medical/technical biology majors should take this course during their junior year. Cross-Listed as CHEM 409. Meets the general education upper division writing intensive requirement.
Prerequisite: 16 credits of biology
Basic principles of chemical reactions and descriptive chemistry are integrated in terms of atomic structure, bonding theory, molecular geometry, reaction rates, equilibrium, and thermodynamics. Meets the general education laboratory science requirement. (Three lecture hours and three lab hours per week.) (Offered fall semester.) Corequisite: CHEM 111L
Basic principles of chemical reactions and descriptive chemistry are integrated in terms of the periodic table, atomic structure, bond types, molecular geometry, reaction rates, and thermodynamics. (Three lecture hours and three hours lab per week.) (Offered spring semester). Corequisite: CHEM 112L
This course examines effective strategies for middle grades science students. In addition, methods to be used to assess students' progress will be explored. Pre-service teachers will be provided instructional tools including questioning strategies, mini-lessons, investigations, format of lessons, formative and summative assessment strategies, meeting students' diverse needs including ELLs, and methods of eliminating gender and ethnic/racial biases in mathematics instruction. Field experiences required.
Prerequisite: Admission to the Teacher Education Program
Principles and ideas from elementary science are applied to the broad topics of energy, pollution, and transportation. The student should gain an awareness of some of the major environmental problems and develop a basis for understanding the complexity of the problems. Introductory physical processes are introduced so that this course not only counts toward a graduation science requirement, but also serves as a foundation for other science courses. Three hours lecture and optional two hours lab each week. Students enrolling in and successfully completing the lab will receive four credits; students not enrolled in the lab will receive three credits for the class. To take the class, students must be concurrently enrolled in the lecture part of the class. Meets the general education laboratory science requirement. (Offered spring semester) Corequisite: PHYS102L.
This course covers general and fundamental areas of physical sciences that are important to educators. Readings and assessments will address scientific principles and underlying relationships from various branches of physical sciences, including earth and space sciences. In-class work revolves around some of the most common misconceptions of the physical sciences. Students use inquiry skills as they: investigate phenomena; collect, interpret, and analyze data; and generate evidence-based arguments and explanations. Students will explore and debate one current event topic where science, technology, and society intersect.
Studies the structure and function of the cell, while examining the highly significant and diversified roles that cells play in living organisms. Includes information about major macromolecules, organelles and their functions, such as protein synthesis, cellular respiration, replication, and characteristics of different type cells. Lab includes biotechnological and biochemical experiments. (Three hours lecture and three hours lab per week.)
Prerequisite: BIOL 360 and CHEM 112. CHEM 201 recommended. (Offered spring semester.) Corequisite: BIOL340L
Behavior and activity of microorganisms more or less common in the natural environment. Special attention given to the physiology of bacteria. Includes concepts of immunology and epidemiology. Required of all biology majors in secondary education and all pre-med and med-tech students. (Two hours lecture and four hours lab per week.)
Prerequisite: BIOL 110, BIOL 112, CHEM 112. Corequisite: BIOL 360L. (Offered fall semester.)
Chemistry
Courses
This course deals with the basic principles of biology. Consideration is given to cell biology and structural and functional organization of plants and animals. Principles of reproduction, genetics, and ecology are introduced as well as a brief survey of the kingdoms of living organisms. Beginning course for all biology majors. Meets the general education laboratory science requirement. (Three hours lecture and two hours lab per week.) (Offered every semester.) Corequisite: BIOL 110L
Basic principles of chemical reactions and descriptive chemistry are integrated in terms of atomic structure, bonding theory, molecular geometry, reaction rates, equilibrium, and thermodynamics. Meets the general education laboratory science requirement. (Three lecture hours and three lab hours per week.) (Offered fall semester.) Corequisite: CHEM 111L
Basic principles of chemical reactions and descriptive chemistry are integrated in terms of the periodic table, atomic structure, bond types, molecular geometry, reaction rates, and thermodynamics. (Three lecture hours and three hours lab per week.) (Offered spring semester). Corequisite: CHEM 112L
A two-tiered approach to organic chemistry is taken. CHEM 201 is a one semester survey of the fundamentals of organic chemistry. Basic structure, bonding, nomenclature, stereochemistry, properties, and reactions of organic molecules are examined. The second course (CHEM 301) covers the same topics, but to a much greater extent and theoretical depth. Major emphasis is placed on reaction mechanisms and much new material is covered, especially in the areas of spectroscopy, bonding theory, and structure/property relationships. (Three hours lecture and three hours lab per week.)
Prerequisite: CHEM 112. Cerequisite: CHEM 201L. (Offered fall semester.)
A continuation of CHM 201. (Three hours lecture and three hours lab per week.) Prerequisite: CHM 201 or equivalent. (Offered spring semester.)
CHEM399 Open Titled (3 Credits)
This course examines effective strategies for middle grades science students. In addition, methods to be used to assess students' progress will be explored. Pre-service teachers will be provided instructional tools including questioning strategies, mini-lessons, investigations, format of lessons, formative and summative assessment strategies, meeting students' diverse needs including ELLs, and methods of eliminating gender and ethnic/racial biases in mathematics instruction. Field experiences required.
Prerequisite: Admission to the Teacher Education Program
The first course in the regular calculus sequence. Basic techniques of differentiation and integration are covered. Topics from Analytic Geometry are introduced. Meets the general education quantitative reasoning requirement.
Prerequisite: MATH 111 or equivalent background. (Offered fall semester.)
A calculus-based introductory physics course that covers kinematics and Newtons laws of motion; conservation laws for momentum, energy, and angular momentum; torques and static equilibrium; and simple harmonic motion. Meets the general education laboratory science requirement. (Three hours lecture and two hours of lab per week.)
Corequisite: MATH 115, PHYS 200L (Offered fall semester.)
Continuation of PHYS 200 covering electric fields and forces, electric potential, resistors, capacitors and DC circuits; magnetic fields and forces, electromagnetic induction and inductors, electromagnetic waves and Maxwells equations; and geometrical and physical optics. (Three hours lecture and two hours of lab per week.)
Prerequisite: Grade of C- or higher in PHYS 200. Corequisite: PHYS 210L. (Offered spring semester.)
The study of acid-base, precipitation, redox, and complex-forming theory through titrations, gravimetric precipitations, and instrumental techniques. The use of the more common analytical instruments will be included in the laboratory. (Two hours lecture and six hours lab per week.)
Prerequisite: CHEM 112. Corequisite: CHEM 305L. (Offered spring semester of even calendar years.)
This course covers the major types of instrumentation utilized in Chemistry, Biology and Physics by providing "hands-on" experience as well as emphasizing the underlying principles. (Three hours lecture and three hours lab per week.) Cross listed with BIOL 341.
Prerequisite: CHEM 112, and PHYS 200. Chemistry 201 recommended. Corequisite: CHEM 342L. (Offered spring semester of odd calendar years.)
This course is a survey of the chemical reactions in living systems. The general biochemistry including a detailed look at DNA, transcription, translation, protein synthesis, lipid metabolism (e.g., cholesterol synthesis) and amino acid and nucleic acid metabolism will be studied. (Three hours lecture and three hours lab per week.)
Prerequisite: CHEM 201 or concurrent enrollment. Corequisite: CHEM 314L. (Offered fall semester.)
This course presents a chemically detailed overview of the metabolic transformations of fatty acids, complex lipids, amino acids, and the purine and pyrimidine nucleotides. The course also includes discussion of the structure and function of proteins, the chemical mechanisms and regulation of enzyme catalysis, the structure and metabolism of carbohydrates, and the bioenergetics and ATP synthesis and utilization. (Three hours lecture and three hours lab per week.)
Prerequsite: CHEM 301. Corequisite: CHEM 315L. (Offered spring semester of even calendar years.)
An introduction to the basic principles of theoretical chemistry with emphasis on thermodynamics and kinetics. (Three hours lecture and three hours lab per week.) Prerequisite: CHEM 112, MATH 115, and PHYS210. (Offered fall semester of even calendar years.) Corequisite: CHEM 321L.
A quantitative understanding of atomic, molecular, and nuclear physics is presented through the applications of introductory quantum mechanics. (Three hours lecture and three hours lab per week.)
Prerequisite: MATH 217, MATH 218, CIST 140, and PHYS 200. Corequisite: CHEM 322L. (Offered fall semester of odd calendar years.)
English Language Arts
Courses
Gender, class, and race, as represented in media, present a metric for understanding the dominant cultural conceptions of the identity of individuals in groups. This course provides a survey of the theory, issues, and practice of gender, race, class, and identity in relationship to popular culture and Western Media. Specifically, this course considers topics such as relationships of power, spectatorship, authorship, and how popular media shapes the cultural assumptions made about individual and group identity.
Prerequisite: COMM 304.
A writing intensive course with special attention to the uses of expository writing and group discussion in interrogating culture, a sense of self, and one's calling. Through discussion of both fiction and non-fiction texts, students enhance the critical thinking ability required for meaningful academic communication (both written and oral) within the disciplines. Emphasis given to the development of thesis statements, logical organization, and the honest and effective use of sources in summary, analysis, and argument. Meets the general education written communication requirement. (Offered every semester.)
The course explores various aspects of literature including literary analysis, creative writing, and the role of literature in a liberal arts education. In studying three genres (poetry, fiction, and drama) students will learn to analyze literary texts within a cultural context, explore the role of literary theory in this process, try their hand at creative writing, and consider the ways an understanding of how literature plays a role in a well-rounded liberal arts education and preparation for a chosen career. Meets the general education humanities/literature requirement. (Offered every semester.)
This class is designed as an introduction to the history, principles, and practice of news writing. It will provide students with extensive experience in basics of newsgathering and reporting., while placing great emphasis on "hard" news and "beat" writing. Cross-listed with COMM 226.
Prerequisite: ENGL 105. (Offered fall semester.)
A study of the chief writers and types of American literature. Meets the general education humanities/literature requirement. (Offered spring semester of odd calendar years.)
A study of literary selections in various genres from diverse writers around the world. Meets the general education global foundations and humanities/literature requirements. (Offered spring semester.)
A survey of the major literary currents of Great Britain, England, Ireland, Scotland, Wales through the study of selected major works by representative major writers. Meets the general education humanities/literature requirement.
A study of the development of English with attention to historical influences as well as to linguistic evolution of sound, forms, structure, and meaning. Students will focus throughout the semester on current issues of gender, ethnicity, regionalism, etc. as they apply to the language. An introduction to the form and syntax of Modern English, with emphasis on the descriptive approach to grammar. Includes review of both traditional grammar and transformational-generative grammar.
Prerequisite: ENGL 105. (Offered fall semester of odd calendar years.)
The course centers on a study of personae (speakers) and their role in the oral performance and communication of literature. There is emphasis on point of view, mode, characterization and dialogue, vocal techniques, and the use of imagery and tone color in oral interpretation. Emphasis is placed on performance as a method for studying literature.
Prerequisite: ENGL 201 or ENGL 243. (Offered fall semester of even calendar years.)
A comprehensive study of contemporary literature for the adolescent, involving inquiry into the nature and characteristics of literary materials to which adolescents respond; and criteria for selection, and critical evaluation. The course also examines the pedagogy behind teaching literature in middle school and high school. For students who intend to be teachers, this course will examine how to teaching reading, analysis, and writing in grades 7-12. For students who are taking the course to study literature, they will be asked to apply literary theory to the young adult texts of their choice.
Prerequisite: ENG 201 or 243 or consent of instructor. (Offered spring semester of even calendar years.)
A study of the tragedies, histories, comedies, romances, and poetry of William Shakespeare. Students will do a close reading of the texts, analyzing them in light of classical and medieval dramatic influences, English history and Renaissance English society, and Shakespeare's own art and genius.
Prerequisite: ENGL 201 or ENGL 243. (Offered spring semester.) Cross-Listed as COMM 358.
This class is designed as an introduction to the history, principles, and practice of news writing. It will provide students with extensive experience in basics of newsgathering and reporting., while placing great emphasis on "hard" news and "beat" writing. Cross-listed with ENGL 226.
Prerequisite: ENGL 105. (Offered fall semester.)
This course will provide the student with a hands-on experience in utilizing digital media, the internet, and social networking. Each student will utilize video equipment and the internet to promote a group of people (maybe a team, a club, a cause, etc.). A prime goal of this experience will be to create a community following. Blogs, fan pages, text messaging and video sharing services will be utilized. This course can be taken two times for credit.
Prerequisite: DMDA120.
This class is designed as an introduction to the history, principles, and practice of news writing. It will provide students with extensive experience in basics of newsgathering and reporting., while placing great emphasis on "hard" news and "beat" writing. Cross-listed with COMM 226.
Prerequisite: ENGL 105. (Offered fall semester.)
History
Courses
This course delivers economics from individually focused, microeconomics to the infrastructure focused, macroeconomics. This semester will provide a foundation for both business and non-business majors. Meets the general education social science or business management requirement. Offered: Fall semester.
Study of why the world works the way it does, how its unique regions have taken shape, and how those regions are increasingly interconnected. (Offered spring semester of even calendar years.)
This course explores the origin and historical development of various cultures throughout the world and the interplay of physical, economic, political, and social forces in the shaping of world civilization to 1500. Meets the general education humanities/history requirement. (Offered fall semester.)
This course explores the interactions among the diverse cultures around the world and the interplay of cultural, economic, political, and social forces shaping the world civilizations since 1500. Meets the general education humanities/history requirement. (Offered spring semester.)
The study of the history and culture of China and Japan from ancient times to the present. Meets the general education global foundations and humaniities/history requirements. (Offered: Irregularly)
This course allows students the ability to practice and refine the skills necessary for successful secondary history instruction. (Offered spring semester of even calendar years.)
This course examines the settlement, colonization and nation-building of the United States from roughly 1600-1865. This course focuses on the context in which European settlers and the Africans whom they enslaved built a nation, wresting North America from native tribes. We will investigate the loyalties that guided settlers' beliefs and actions; the multi-faceted conflicts that led future generations to demand liberty; and the conflicted notions of equality, democracy and justice that guided the United States in its first eight decades. (Offered fall semester.)
In this course, we will consider how Americans responded to rapidly changing conditions that followed the Civil War. We will consider how a national culture developed in the post-Civil War period, and we will evaluate the benefits and liabilities of this transition. Further we will examine the ways in which the United States assumed a new global identity through the course of the mid-nineteenth to the late twentieth century and consider the repercussions of this new consciousness. Finally, we will study the ways in which Americans placed limitations on state power in order to provide more consistent equality and equity for all. Offered fall semester of even calendar years.
Emphasizes the forces that shaped and are now reshaping the region. Examines historical reasons for the present problems that trouble the area. Cross listed with HIST 110 and SPAN 310. Meets the general education global foundations and humanities/history requirements. (Offered fall semester.)
African American History II (1860-1970) examines the halting progress Americans made during the 100 years between the Emancipation Proclamation and the civil rights legislation of the 1960's. Students consider the perspective of significant American civil rights activists, including W. E. B. Du Bois, Booker T. Washington, Josephine St. Pierre Ruffin, Mary Church Terrell, Anna Julia Cooper, Marcus Garvey, A. Philip Randolph, Malcolm X, and Martin Luther King Jr. Meets the general education global foundations and humanities/history requirements.
Cross-Listed as: HIST 226. Offered: Fall of even calendar years.
Examines structures, functions, and policies of the national government. (Offered spring semester.)
A basic course introducing the student to the concepts, theories, and methods employed in an objective scientific analysis of society, culture, social institutions and organizations, social control, deviancy, and social factors involved in personality development. Meets the general education social science or business management requirement. (Offered every semester.)
The scientific study of humanity, human origins, fossil forms, and the evolution of material and non-material culture. Meets the general education global foundations and social science or business managment requirement. (Offered spring semester of even calendar years.)
Mathematics
Courses
The first course in the regular calculus sequence. Basic techniques of differentiation and integration are covered. Topics from Analytic Geometry are introduced. Meets the general education quantitative reasoning requirement.
Prerequisite: MATH 111 or equivalent background. (Offered fall semester.)
Techniques of integration, sequences and series, parametric equations, vector valued functions.
Prerequisite: MATH 115. (Offered spring semester.)
The differential and integral calculus of multi-variate functions, line and surface integrals, Green's Theorem, Divergence Theorem, Stokes' Theorem.
Prerequisite: MATH 116. (Offered fall semester.)
Treatment of probability applied to discrete and continuous distributions; tests of hypotheses; independence and correlation; sampling theory.
Prerequisite: MATH 217. (Offered spring semester of even calendar years.)
Includes an introduction to history of mathematics, particularly contributions of Greek scholars; study of Euclid 's elements; transition to Non-Euclidean geometrics developed by Gauss, Bolyai, Lobachevski, and Riemann; history of calculus and mathematical structures.
Prerequisite: MATH 217. (Offered spring semester of odd calendar years.)
This course is designed to give the mathematics student his or her first serious encounter with mathematical systems. Elements of the theory of vector spaces are developed. The student gains experience in matrix algebra, vectors, and linear transformations. Meets the general education upper division writing intensive requirement.
Prerequisite: MATH 115. (Offered spring semester.)
This is the second mathematics course where the content of grades K-5 is carefully studied. Topics including geometry, measurement, problem solving, probability, and statistics are stressed. This course is required of early childhood, elementary, and special education majors. This course does not count towards the mathematics major. Meets the general education quantitative reasoning requirement when taken in conjunction with MATH 143.
Prerequisite: MATH 143.
First-order differential equations, linear equations, and linear systems, power series solutions, Laplace Transforms.
Prerequisite: MATH 116. (Offered fall semester.)
Axiomatic treatment of selected algebraic structures, including rings, integral domains, fields and groups, including an introduction to number theory.
Prerequisite: MATH 312. (Offered fall semester of odd calendar years.)
The language, fundamental concepts, and standard theorems of analysis are explored. The student learns to read the literature and investigates applications. Ideas from elementary calculus are revisited.
Prerequisite: MATH 217 and MATH 312. (Offered fall semester of even calendar years.)
This course will introduce students to computers and programming. It will begin with a study of computer hardware and software relationships, and a review of common operating systems in use today, with a detailed review of microcomputer operating systems. Then programming language construction and principles will be covered, culminating in problem solving and algorithm development in a high level computing language with several programming projects. (Offered spring semester.)
Using a modern high-level programming language, this course introduces algorithmic problem solving, basic control structures, basic data structures, and procedural abstraction.
Prerequisites: MATH 111 and CIST 140. (Offered fall semester.)
This three hour course is designed to introduce a student to general scientific programming and the MATLAB and Perl programming languages in particular. Standard topics of programming including loops, conditionals, functions, subroutines, strings, input, and output will be covered. Additionally, simple programming using vectors and matrices will be learned. The course material will be applied to solve numerous simple problems and some of moderate complexity as well. Some simple data structures like lists and hashes in Perl will be studied. This class is created to be a substitute for CIS210 for mathematics, matematics education, physics, and physics eeducation majors. Prerequisite: MTH115. CIS140 recommended.
Physics
Courses
This course deals with the basic principles of biology. Consideration is given to cell biology and structural and functional organization of plants and animals. Principles of reproduction, genetics, and ecology are introduced as well as a brief survey of the kingdoms of living organisms. Beginning course for all biology majors. Meets the general education laboratory science requirement. (Three hours lecture and two hours lab per week.) (Offered every semester.) Corequisite: BIOL 110L
Basic principles of chemical reactions and descriptive chemistry are integrated in terms of atomic structure, bonding theory, molecular geometry, reaction rates, equilibrium, and thermodynamics. Meets the general education laboratory science requirement. (Three lecture hours and three lab hours per week.) (Offered fall semester.) Corequisite: CHEM 111L
Basic principles of chemical reactions and descriptive chemistry are integrated in terms of the periodic table, atomic structure, bond types, molecular geometry, reaction rates, and thermodynamics. (Three lecture hours and three hours lab per week.) (Offered spring semester). Corequisite: CHEM 112L
This course examines effective strategies for middle grades science students. In addition, methods to be used to assess students' progress will be explored. Pre-service teachers will be provided instructional tools including questioning strategies, mini-lessons, investigations, format of lessons, formative and summative assessment strategies, meeting students' diverse needs including ELLs, and methods of eliminating gender and ethnic/racial biases in mathematics instruction. Field experiences required.
Prerequisite: Admission to the Teacher Education Program
Introduction to the concept of energy and the laws governing the transfers and transformations of energy. Emphasis on thermodynamic properties and the first and second law analysis of systems and control volumes. Integration of these concepts into the analysis of basic power cycles is introduced.
Prerequisite: Grade of C- or higher in ENGR 240 and PHYS 220. ENGR 308 and PHYS 220 may be taken concurrently. (Offered fall semester.)
This course introduces the concept of designing with environmental responsibility in mind. Current environmental regulations, their historical significance, and the agencies responsible for enforcement are introduced. Sustainability in engineering will be defined with it's impacts on the economy and society. New and established technologies promoting sustainability will be evaluated. The concept of life-cycle costs will be introduced.
Prerequisite: Grade of C- or higher in ENGR 240. (Offered spring semester.)
The first course in the regular calculus sequence. Basic techniques of differentiation and integration are covered. Topics from Analytic Geometry are introduced. Meets the general education quantitative reasoning requirement.
Prerequisite: MATH 111 or equivalent background. (Offered fall semester.)
Techniques of integration, sequences and series, parametric equations, vector valued functions.
Prerequisite: MATH 115. (Offered spring semester.)
A calculus-based introductory physics course that covers kinematics and Newtons laws of motion; conservation laws for momentum, energy, and angular momentum; torques and static equilibrium; and simple harmonic motion. Meets the general education laboratory science requirement. (Three hours lecture and two hours of lab per week.)
Corequisite: MATH 115, PHYS 200L (Offered fall semester.)
Continuation of PHYS 200 covering electric fields and forces, electric potential, resistors, capacitors and DC circuits; magnetic fields and forces, electromagnetic induction and inductors, electromagnetic waves and Maxwells equations; and geometrical and physical optics. (Three hours lecture and two hours of lab per week.)
Prerequisite: Grade of C- or higher in PHYS 200. Corequisite: PHYS 210L. (Offered spring semester.)
The third semester of the introductory physics sequence as required by physics and engineering majors. Topics covered include introduction to relativity, quantum mechanics, thermodynamics and statistical mechanics, condensed matter, nuclear physics, the standard models of particle physics, the standard cosmological model, and new frontiers of physics. (Three hours lecture and two hours of lab per week.)
Prerequisite: Grade of C- or higher in PHYS 210 Corequisite: PHYS 220L (Offered fall semester.)
An intermediate course on quantum mechanics using matrix formalism and operator methods; quantum states of photons and electrons, measurement, angular momentum and rotation, two-particle systems and entanglement, time evolution, harmonic oscillator, wave mechanics in three dimension. Three hours lecture and three hours lab per week.
Prerequisite: Grade of C- or higher in PHYS 220. Corequisite: PHYS 324L. (Offered spring semester of odd calendar years.)
