Received by the Graduate Council—December 1, 2008
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
Second Meeting/2008-09 Academic Year
November 10, 2008
SECTION B – Recorded, but further approval needed before inclusion in the Graduate Catalog
p. 1 of 13
COLLEGE OF EDUCATION
Department of Teaching and Learning
CITC
Course Revision
Page 120, 2008-09 Graduate Catalog
TLSE 514. METHODS FOR TEACHING SECONDARY STUDESTS WITH HIGH-INCIDENCE
DISABILITIES (3). Instructional theories, curricula, methods, and materials as they relate to teaching
secondary-aged students with high-incidence disabilities. Emphasis on instructional procedures and
adaptations. , and progress monitoring systems. PRP: ETR 434 or ETR 534, TLSE 540, or consent of
department.
COLLEGE OF HEALTH AND HUMAN SCIENCES
School of Allied Health and Communicative Disorders
BOT/ Other Catalog Change
Page 145, 2008-09 Graduate Catalog
IBHE
School of Allied Health and Communicative Disorders
(AHCD, AHPT, AHRC, AUD, COMD)
↓
Graduate Faculty
↓
The School of Allied Health and Communicative Disorders offers graduate programs leading to the
Master of Arts (M.A.), Master of Physical Therapy (M.P.T.), and Doctor of Audiology (Au.D.) and the
Doctor of Physical Therapy (D.P.T.) degrees. The M.A. curriculum prepares students for careers as entrylevel speech-language pathologists and rehabilitation counselors. Students admitted to the professional
physical therapy program through the limited admissions undergraduate major in health sciences in fall
2009 will be the last cohort to begin the M.P.T. program in spring 2011. The Au.D. is an entry-level
degree that prepares individuals for professional practice in the area of audiology. The D.P.T. program
prepares individuals to function as entry-level practitioners in physical therapy.
The M.A. specialization in speech-language pathology is accredited by the Council on Academic
Accreditation in Speech- Language Pathology and Audiology of the American Speech- Language-Hearing
Association.
↓
The M.P.T. and DPT programs is are accredited by the Commission on Accreditation
of Physical Therapy Education.
↓
Master of Arts in Communicative Disorders
Communicative Disorders
Received by the Graduate Council—December 1, 2008
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
Second Meeting/2008-09 Academic Year
November 10, 2008
SECTION B – Recorded, but further approval needed before inclusion in the Graduate Catalog
p. 2 of 13
Specialization in Audiology
Rehabilitation Counseling
Speech-Language Pathology
Master of Physical Therapy (M.P.T.)
Physical Therapy
Doctor of Audiology (Au.D.)
Doctor of Physical Therapy (D.P.T.)
Master of Arts in Communicative Disorders
Admissions

BOT/ Other Catalog Change
Page 147, 2008-09 Graduate Catalog
IBHE
Master of Physical Therapy (M.P.T.)
↓
Requirements (50-52)
AHPT 603 - Psychosocial Issues in Physical Therapy (2)
↓
AHPT 670 – Seminar in Physical Therapy (2)
Students admitted to the professional physical therapy program through the limited admissions
undergraduate major in health sciences in fall 2009 will be the last cohort to enter the M.P.T. program in
spring 2011. The M.P.T. program will be replaced by the Doctor of Physical Therapy program.
BOT/ Other Catalog Change
Page 147-148, 2008-09 Graduate Catalog
IBHE
Doctor of Audiology
The Doctor of Audiology (Au.D.) is an entry-level degree that
prepares individuals for professional
↓
Admission
↓
Requirements
↓
Students must complete the minimum academic and clinical requirements for professional certification
issued by the American Speech-Language-Hearing Association.
Received by the Graduate Council—December 1, 2008
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
Second Meeting/2008-09 Academic Year
November 10, 2008
SECTION B – Recorded, but further approval needed before inclusion in the Graduate Catalog
p. 3 of 13
Doctor of Physical Therapy
The Doctor of Physical Therapy (D.P.T.) program prepares individuals to function as entry-level physical
therapists. Successful completion of this accredited academic program in physical therapy will meet one of
the eligibility requirements for state licensure.
The faculty of the physical therapy program has determined that for students to successfully complete the
professional physical therapy program, they must have abilities and skills in observation, communication,
motor function, intellectual performance, and professional behavior. A student must, with or without
reasonable accommodation, possess these technical skills upon admission to the physical therapy program.
A copy of these technical standards for the physical therapy program can be obtained from the Physical
Therapy Program Office.
In addition to the usual costs for a university student, physical therapy majors are responsible for the costs
involved in
appropriate clinical attire
transportation to and from, and room and board at, clinical facilities
proof of Hepatitis B, rubella, mumps, rubeola, and varicella immunity
annual TB tests
student professional liability insurance
clinical site specific requirements
maintenance of CPR certification
professional textbooks and supplies
Full-time clinical experiences are an integral part of the curriculum, providing the student opportunities to
apply academic knowledge under the supervision of skilled physical therapists. Clinical experiences,
offered throughout the United States, are scheduled by the NIU physical therapy faculty. Students are
required to complete two full-time six-week clinical experiences, as well as two full-time eight-week
clinical experiences. Specific clinical sites may require background checks and/or drug testing.
Admission
Admission to the D.P.T. is limited and competitive. To be assured consideration for admission to the
D.P.T. program, prospective students must submit separate and completed application materials to the
physical therapy program and to the Graduate School no later than October 1 for the following fall session.
Applicants must meet or exceed the following admission requirements:
Bachelor’s degree from an accredited institution, in progress or completed
Competitive scores on the GRE General Test
A minimum 3.00 GPA (on a 4.00 scale) in the last 60 semester hours of undergraduate course work
A minimum 3.00 GPA (on a 4.00 scale) in the following prerequisite courses:
AHPT 405 - Physical Therapy and the Rehabilitation Process (3)
Received by the Graduate Council—December 1, 2008
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
Second Meeting/2008-09 Academic Year
November 10, 2008
SECTION B – Recorded, but further approval needed before inclusion in the Graduate Catalog
p. 4 of 13
3 semester hours of general psychology
3 semester hours of developmental psychology
3 semester hours of abnormal psychology
3 semester hours of statistics
3 semester hours of research methods
5 - 8 semester hours of anatomy and physiology
8 semester hours of general biology with laboratory
8 semester hours of general chemistry with laboratory
8 semester hours of general physics with laboratory
Provisional acceptance may be granted pending completion of admission requirements. Contact the
physical therapy program regarding admissions.
Program Requirements
Students must complete a minimum of 106 semester hours that include the following:
AHPT 602 - Communication and Educational Skills for Physical Therapists (3)
AHPT 608 - Physical Therapy Research I: Evidence-Based Practice (2)
AHPT 609 - Physical Therapy Research II (3)
AHPT 610 - Foundations of Physical Therapy I (3)
AHPT 611 - Foundations of Physical Therapy II (3)
AHPT 612 - Foundations of Physical Therapy III (3)
AHPT 613 - Foundations of Physical Therapy IV (4)
AHPT 614 - Foundations of Physical Therapy V (3)
AHPT 615 - Neurological Basis of Human Movement (3)
AHPT 616 - Motor Development for Physical Therapists (3)
AHPT 617 - Pathology for Physical Therapists (3)
AHPT 618 - Pharmacology for Physical Therapists (2)
AHPT 620 - Clinical Experience I (1)
AHPT 621 - Clinical Experience II (1)
AHPT 622 - Clinical Experience III (4)
AHPT 636 – Physical Therapy Management of Individuals with Acute Medical Problems (3)
AHPT 637 - Cardiopulmonary Physical Therapy (3)
AHPT 639 - Evaluation and Treatment of Musculoskeletal Disorders (4)
AHPT 641 - Physical Therapy Management of Complex Musculoskeletal Disorders (4)
AHPT 642 - Medical Issues in Musculoskeletal Physical Therapy (3)
AHPT 651 - Medical Issues in Neurological Physical Therapy (2)
AHPT 652 - Neurological Rehabilitation (6)
AHPT 657 - Pediatric Physical Therapy (2)
AHPT 660 - Clinical Experience IV (4)
AHPT 700 - Physical Therapy Administration(3)
Received by the Graduate Council—December 1, 2008
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
Second Meeting/2008-09 Academic Year
November 10, 2008
SECTION B – Recorded, but further approval needed before inclusion in the Graduate Catalog
p. 5 of 13
AHPT 701 - Professional Roles in Physical Therapy (1)
AHPT 702 - Physical Therapy Management of Complex Patients I (2)
AHPT 703 - Physical Therapy Management of Complex Patients II (2)
AHPT 709 - Physical Therapy Research III (2)
AHPT 710 - Practice Issues in Physical Therapy (2)
AHPT 760 - Clinical Experience V (6)
AHPT 761 - Clinical Experience VI (6)
AHPT 798 - Comprehensive Examination in Physical Therapy (1)
AHRC 628 - Psychosocial Aspects of Disability (3)
BIOS 546 - Gross Human Anatomy (6)
School of Family, Consumer and Nutrition Sciences
CITC
Other Catalog Change
Page 157, 2008-09 Graduate Catalog
Teacher Certification Family and Consumer Sciences
↓
Requirements in School (61-62)
↓
Nutrition, Wellness, and Hospitality (5)
FCNS 200B - Food Preparation Laboratory (2)
FCNS 202 - Introduction to the Hospitality Industry (3),
OR FCNS 301 - Introduction to Food Services (3),
OR FCNS 406 - Global Food and Nutrition Issues (3),
OR FCNS 424– Cultural and National Food Patterns (3),
School of Nursing and Health Studies
CITC
New Course
Page 170, 2008-09 Graduate Catalog
CIP CODE:
PHHE 684. MIDDLE SCHOOL STUDENT TEACHING IN HEALTH EDUCATION (3-6). Student
teaching for eight weeks in middle school health education. Includes seminars of current issues in teaching.
Assignments to be arranged with the health education teacher certification coordinator. See “Teacher
Certification Requirements.” S/U grading may be used. PRQ: Pass ICTS Subject Area Test of Content
Knowledge in Health Education, complete all other certification requirements, and consent of school.
CITC
New Course
CIP CODE:
Page 170, 2008-09 Graduate Catalog
Received by the Graduate Council—December 1, 2008
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
Second Meeting/2008-09 Academic Year
November 10, 2008
SECTION B – Recorded, but further approval needed before inclusion in the Graduate Catalog
p. 6 of 13
PHHE 686. SECONDARY SCHOOL STUDENT TEACHING IN HEALTH EDUCATION (3-6).
Student teaching for eight weeks in secondary school health education. Includes seminars of current issues
in teaching. Assignments to be arranged with the health education teacher certification coordinator. See
“Teacher Certification Requirements.” S/U grading may be used. PRQ: Pass ICTS Subject Area Test of
Content Knowledge in Health Education, complete all other certification requirements, and consent of
school.
CITC
Course Revisions
Page 169-170, 2008-09 Graduate Catalog
PHHE 500. METHODS AND MATERIALS IN SCHOOL HEALTH EDUCATION (3). Health education
programs in middle and secondary schools. Methodologies, strategies, materials, and resources for teaching
health education. PRQ: Consent of school.
PHHE 500 626. METHODS AND MATERIALS IN SCHOOL HEALTH EDUCATION (3). Health
education programs in middle and secondary schools. Methodologies, strategies, materials, and resources
for teaching health education. PRQ: Consent of school.
PHHE 601. INTRODUCTION TO HEALTH SYSTEMS IN THE UNITED STATES (3). Evaluation of
health care controversies using critical thinking and knowledge of the sources, uses, and analysis of the
health literature, especially data. Overview of the structure, function, and evolution of the U.S. health
system. Systems approach to the organization, financing and delivery of health care and public
health services. Topics include the role of technology, health system structure and labor force, services
financing methods, mental health, primary care, inpatient services, insurance and managed care, long-term
care, the role of the public policy process, the public health infrastructure and others. PRQ: Consent of
school.
PHHE 622. CURRICULUM DEVELOPMENT IN SCHOOL HEALTH EDUCATION (3). Application
of fundamental principles and concepts of curriculum development to comprehensive school health
education. PRQ: Consent of school.
PHHE 624. SCHOOL HEALTH PROGRAMS: PLANNING, MANAGING, AND EVALUATING (3).
Analysis of the principles of initiating, implementing, conducting, and maintaining effective school health
education programs including pertinent supervision and staffing issues. PRQ: Consent of school.
CITC/ Other Catalog Change
Page 163, 2008-09 Graduate Catalog
Pres. Peters/
BOT
Graduate Faculty
↓
The School of Nursing and Health Studies offers programs of graduate study leading to a Master of
Science (M.S.) in nursing, a Master of Public Health (M.P.H.); two post-master’s certificates of graduate
study—family nurse practitioner and nursing education; and two certificates of graduate study–health
education and public health. The school also offers the opportunity for simultaneous enrollment in the
Received by the Graduate Council—December 1, 2008
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
Second Meeting/2008-09 Academic Year
November 10, 2008
SECTION B – Recorded, but further approval needed before inclusion in the Graduate Catalog
p. 7 of 13
M.S. in nursing and M.P.H. degree programs to qualified graduate students. In addition, students seeking
initial teacher certification or endorsement in health education may qualify for the M.A.T. or M.S.T.
degrees with specialization in health education.
↓
↓
The M.A.T. and M.S.T. degrees are administered by the university through the Graduate School with
specializations in various teaching content areas. The M.A.T. with specialization in health education leads
to initial teacher certification in health education for candidates with baccalaureate degrees. The M.S.T.
with specialization in health education leads to endorsement to teach health education 6-12 and middle
school for candidates who already hold a secondary teaching certificate in another content area.
Criminal Background Checks and Drug Screening
Students in nursing and the M.A.T. are required to undergo criminal background checks and drug
screening. The nursing program and the M.A.T. specialization in health education may be unable to place
students in a clinical or student teaching settings if they have a positive drug screen or criminal background
check record; therefore, the student may not be able to complete the program of required courses.
CITC
Other Catalog Change
Page 163, 2008-09 Graduate Catalog
↓
Criminal Background Checks and Drug Screening
Students are required to undergo criminal background checks and drug screening. The School of Nursing
and Health Studies may be unable to place students in a clinical setting if they have a positive drug screen
or if the student has a prior criminal background check, record; therefore, the student may not be able to
complete the program of required courses.
CITC/ Other Catalog Change
Page 166, 2008-09 Graduate Catalog
Pres. Peters/
BOT
Courses Applied to M.S. in Nursing (21)
↓
Master of Arts in Teaching (M.A.T.)
Specialization in Health Education, 6-12 and Middle School
A Master of Arts in Teaching (M.A.T.) with specialization in Health Education prepares candidates with a
baccalaureate degree to apply for secondary certification (Type 09) and middle school endorsement to
teach health in Illinois secondary and middle schools. Successful completion of this specialization leads to
health education initial teacher certification. Certification is granted on the basis of completion of an
accredited program of study in health education, two recommended courses regarding middle school
students and schools, and passing the required ICTS tests. By completing these requirements, students will
Received by the Graduate Council—December 1, 2008
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
Second Meeting/2008-09 Academic Year
November 10, 2008
SECTION B – Recorded, but further approval needed before inclusion in the Graduate Catalog
p. 8 of 13
demonstrate knowledge, skills, and dispositions related to assessment, diversity and special needs, human
development and learning, and pedagogy in the content area.
Admission
All applicants to the M.A.T. program must meet requirements for admission to the Graduate School and be
accepted for admission by the faculty admissions committee of the specialization in health education. The
completed application must include GRE scores, official transcripts verifying the applicant’s baccalaureate
degree, two letters of recommendation from professors or supervisors that can provide supportive evidence
of the applicant’s professional qualifications and potential for success in graduate study, and a writing
sample that describes the applicant’s career goals and philosophy of health education.
Students may apply a maximum combined total of 18 semester hours of graduate credit earned as a
student-at-large at NIU or as transfer credit, with their adviser’s approval, from another institution toward
the M.A.T. degree.
Admitted candidates must pass the ICTS Basic Skills Test prior to enrolling in PHHE 622.
Deficiency Study
Students are expected to enter the degree program with background in anatomy, physiology, nutrition,
current health concepts including first aid and CPR, an introductory psychology course, and a basic
educational technology course. Students may demonstrate their basic psychology knowledge by taking EPS
300 or its equivalent. Students may demonstrate their basic knowledge of the use of computers in
education by completing ETT 229 or by passing a proficiency test. Students with inadequate background
in health content knowledge may be required to make up these deficiencies with faculty adviser approval.
Requirements
The student must complete at least 46 semester hours of graduate course work; at least 34 of the 46
semester hours must be in health education. All courses outside health education must be approved by the
school in advance.
The student must follow a program of study approved by the school. The program will be designed by the
student and his or her adviser and will be built upon the program requirements below.
In lieu of a comprehensive examination, the student must submit a completed capstone research-based
project in the form of an electronic portfolio of a Teacher Work Sample to be reviewed by the faculty
adviser. The portfolio is completed in the last semester of course work and contains required artifacts and
reflections that demonstrate mastery of the professional teaching standards and degree requirements. If a
student’s portfolio fails to pass as the capstone project, it may be repeated once with permission of the
faculty member and approval of the school.
Program Requirements
Received by the Graduate Council—December 1, 2008
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
Second Meeting/2008-09 Academic Year
November 10, 2008
SECTION B – Recorded, but further approval needed before inclusion in the Graduate Catalog
p. 9 of 13
Assessment (3)
ETR 520 - Introduction to Educational Research (3)
Diversity (3)
TLSE 557 - Systems for Integrating the Exceptional Student in the Regular Classroom (3)
Human Development and Learning (6)
TLCI 522 - Middle School Organization and Instruction (3)
EPS 519 - The Middle School Child (3)
Pedagogy in Health Education (34-42)
PHHE 502 - Community Health Programs and Issues (3)
PHHE 504 - Drug Education (3)
PHHE 506 - Sexuality Education (3)
PHHE 508 - Mental and Emotional Health (3)
PHHE 620 - Theories and Principles in Health Promotion (3)
PHHE 622 - Curriculum Development in School Health Education (3)
PHHE 624 - School Health Programs: Planning, Managing, and Evaluating (3)
PHHE 626 - Methods and Materials in School Health Education (3)
PHHE 682 - Clinical/Field Experience in School Health Education (1-3)
PHHE 684 - Middle School Student Teaching in Health Education (3-6)
PHHE 686 - Secondary School Student Teaching in Health Education (3-6)
One course from the following:
FCNS 602 - Issues in Eating Disorders and Obesity (3)
PHHE 510 - Death Education (3)
PHHE 512 - Consumer Health (3)
PHHE 605 - Quantitative Methods in Public Health (3)
Pres. Peters/Other Catalog Change
Page 166, 2008-09 Graduate Catalog
BOT
Courses Applied to M.S. in Nursing (21)
↓
Master of Arts in Teaching (M.A.T.)
↓
Master of Science in Teaching (M.S.T.)
Specialization in Health Education, 6-12 and Middle School
The Master of Science in Teaching (M.S.T.) with specialization in Health Education prepares teachers
with secondary certification (Type 09) in another content area to teach health in Illinois secondary and
middle schools. Successful completion of this specialization leads to health education and middle school
Received by the Graduate Council—December 1, 2008
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
Second Meeting/2008-09 Academic Year
November 10, 2008
SECTION B – Recorded, but further approval needed before inclusion in the Graduate Catalog
p. 10 of 13
endorsements. The endorsement is granted on the basis of 24 semester hours in health education, two
recommended courses regarding middle school students and schools, and passing the ICTS Subject Area
Test of Content Knowledge in Health Education. By completing these requirements, students will
demonstrate knowledge, skills, and dispositions related to assessment, diversity and special needs, human
development and learning, and pedagogy in the content area.
Admission
All applicants to the M.S.T. program must meet requirements for admission to the Graduate School and be
accepted for admission by the faculty admissions committee of the specialization in health education. The
completed application must include GRE scores, official transcripts verifying the applicant’s baccalaureate
degree, evidence of a current Type 09 Illinois Teaching Certificate in a secondary content area other than
health education, two letters of recommendation from professors or supervisors that can provide supportive
evidence of the applicant’s professional qualifications and potential for success in graduate study, and a
writing sample that describes the applicant’s career goals and philosophy of health education.
Students may apply a maximum combined total of 18 semester hours of graduate credit earned as a
student-at-large at NIU or as transfer credit, with their adviser’s approval, from another institution toward
the M.S.T. degree.
Deficiency Study
Students are expected to enter the degree program with background in anatomy, physiology, nutrition,
current health concepts including first aid and CPR, an introductory psychology course, and a basic
educational technology course. Students may demonstrate their basic psychology knowledge by taking EPS
300 or its equivalent. Students may demonstrate their basic knowledge of the use of computers in
education by completing ETT 229 or by passing a proficiency test. Students with inadequate background
in health content knowledge may be required to make up these deficiencies with faculty adviser approval.
Requirements
The student must complete at least 36 semester hours of graduate course work; at least 24 of the 36
semester hours must be in health education. All courses outside health education must be approved by the
school in advance.
The student must follow a program of study approved by the school. The program will be designed by the
student and his or her adviser and will be built upon the program requirements below.
In lieu of a comprehensive examination, the student must submit a completed capstone research-based
project in the form of an electronic portfolio of a Teacher Work Sample to be reviewed by the faculty
adviser. The portfolio is completed in the last semester of coursework and contains required artifacts and
reflections that demonstrate mastery of the professional teaching standards and degree requirements. If a
student’s portfolio fails to pass as the capstone project, it may be repeated once with permission of the
faculty member and approval of the school.
Received by the Graduate Council—December 1, 2008
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
Second Meeting/2008-09 Academic Year
November 10, 2008
SECTION B – Recorded, but further approval needed before inclusion in the Graduate Catalog
p. 11 of 13
Program Requirements
Assessment (3)
ETR 520 - Introduction to Educational Research (3)
Diversity (3)
TLSE 557- Systems for Integrating the Exceptional Student in the Regular Classroom (3)
Human Development and Learning (6)
TLCI 522 - Middle School Organization and Instruction (3)
EPS 519 - The Middle School Child (3)
Pedagogy in Health Education (24)
PHHE 502 - Community Health Programs and Issues (3)
PHHE 504 - Drug Education (3)
PHHE 506 - Sexuality Education (3)
PHHE 508 - Mental and Emotional Health (3)
PHHE 620 - Theories and Principles in Health Promotion (3)
PHHE 622 - Curriculum Development in School Health Education (3)
PHHE 624 - School Health Programs: Planning, Managing, and Evaluating (3)
One course from the following:
FCNS 602 - Issues in Eating Disorders and Obesity (3)
PHHE 510 - Death Education (3)
PHHE 512 - Consumer Health (3)
PHHE 605 - Quantitative Methods in Public Health (3)
PHHE 626 - Methods and Materials in School Health Education (3)
COLLEGE OF LIBERAL ARTS AND SCIENCES
Department of Biology
Other Catalog Changes
Page 180, 2008-09 Graduate Catalog
(insert immediately above Doctor of Philosophy in Biological Sciences)
Specialization in Biology Teaching
A minimum of 36 semester hours is required for the M.S. degree with specialization in biology teaching.
Students pursuing this specialization must have a B.S. degree in the natural sciences (biology, chemistry,
earth and space science, or physics) and a current ISBE teaching certificate (Type 09 certificate or a B.S.
Received by the Graduate Council—December 1, 2008
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
Second Meeting/2008-09 Academic Year
November 10, 2008
SECTION B – Recorded, but further approval needed before inclusion in the Graduate Catalog
p. 12 of 13
degree with a Type 03 certificate and a minimum of 32 semester hours of science content). The candidate
must have one year or more of teaching experience in science.
The student will be required to take a proficiency examination in biology at the beginning and end of their
program. In addition, the student will be required to conduct an approved action research project including
submitting a written paper as well as present and defend the project (BIOS 770 or BIOS 699). The action
research project will be developed under the supervision of the graduate adviser and conducted in a school
setting with district approval.
If the student has completed the equivalent of BIOS 570X (or BIOS 572X and BIOS 573X), and ETR 521
and ETR 522 (or BIOS 670) as an undergraduate with a grade of C or better, the courses may be waived as
a requirement in the graduate program and other course work substituted with the approval of the student’s
graduate committee.
Requirements
BIOS 570X - General Biochemistry (3)
ETR 521 and ETR 522 – Educational Statistics I and II (6)
EPS 523 – Application of Psychological Research to Educational Practice (3)
BIOS 605 - Institute for Science Teachers in Biology (3)
BIOS 684 - The Processes and Practices of Science (3)
PHYS 605 – Institute for Science Teachers; Instructional Technology (3)
BIOS 761 – Seminar (minimum of 2 semester hours credit)
BIOS 770 – Independent Study (4-6) or BIOS 699 – Masters Thesis (4-6)
Biology Electives: minimum of 9 semester hours of credit of graduate level courses within the department
Department of English
[CITC]
Course Revisions
Page 204, 2008-09 Graduate Catalog
General
↓
646. THE TEACHING OF LITERATURE IN MIDDLE AND HIGH SCHOOLS (3). Methods, materials,
and curriculum materials for teaching literature and reading in the middle and high schools. Attention is
given to teaching literature and reading to diverse students and to using appropriate instructional
technology. PRQ: ENGL 647 or Cconsent of department. CRQ: ILAS 301 or consent of department.
647. THE TEACHING OF WRITING IN MIDDLE AND HIGH SCHOOLS (3)
Approaches to teaching and evaluating composition in the middle and high school, with emphasis on the
multicultural classroom. PRQ: Admission to teacher certification in English or Cconsent of department.
Received by the Graduate Council—December 1, 2008
GRADUATE COUNCIL CURRICULUM COMMITTEE (GCCC)
Second Meeting/2008-09 Academic Year
November 10, 2008
SECTION B – Recorded, but further approval needed before inclusion in the Graduate Catalog
p. 13 of 13
CRQ: ILAS 3201 or consent of department. (3)
648. MATERIALS AND METHODS OF TEACHING ENGLISH IN MIDDLE AND HIGH SCHOOLS
(3) Methods, devices, techniques, and curriculum materials for teaching English in the middle and high
school. Attention given to teaching English to diverse students. PRQ: ENGL 646, 647, and Ssix semester
hours of graduate-level course work in literature in the department, and or consent of department. CRQ:
ENGL 482 or consent of department.
[CITC]
Other catalog change
Page 204, 2008-09 Graduate Catalog
Teacher Certification
↓
Courses in English Required for Certification (42-45)
ENGL 207 – Fundamentals of English Grammar (3), unless exempted by examination
At least 6 semester hours of American literature, ordinarily to include work in American literature before
1865
At least 12 semester hours of English literature, ordinarily to include Shakespeare
At least 3 semester hours of linguistics
At least 3 semester hours of advanced writing or rhetoric
Three semester hours in teaching of composition
Three semester hours in methods of teaching English
ENGL 647 – The Teaching of Writing in Middle and High Schools (3)
ENGL 646 – The Teaching of Literature in Middle and High Schools (3)
ENGL 648 – Materials and Methods of Teaching English in Middle and High Schools (3)
Twelve semester hours in student teaching (ENGL 485)
ENGL 647, 646, and 648 must be taken in that order and in separate semesters.
↓