Secondary Education (BSEd)
Loyola's secondary education program is designed for undergraduates seeking to become licensed high school educators. Secondary Education pathways include both a secondary education major and a major in an additional content area (English, History, Mathematics, Political Science, or Psychology). To be a Science teacher, you can specialize in Biology, Chemistry, or Physics in our dual bachelor's/master's degree program (presently on hold).
All of Loyola’s Bachelor of Science in Education (BSEd) students complete the Teaching, Learning, and Leading with Schools and Communities (TLLSC) curriculum. This approach emphasizes authentic practices in real classrooms. TLSC modules largely take place in school and community settings across the City of Chicago, and were designed with four Cornerstones in mind—partnering with schools and communities, classroom diversity, ongoing classroom experience, and participating in professional learning communities.
Upon graduation, Secondary Education majors earn a BSEd in Secondary Education, and a BSEd or BA in their content area. They are eligible for the Illinois State Board of Education Professional Educator License (PEL) in their secondary content area, as well as the English as a Second Language (ESL) endorsement and the International Baccalaureate (IB) certificate.
Related Programs
Curriculum
The order of the TLLSC curriculum is fixed; therefore we recommend that you refer to the Suggested Sequence of Classes tables (further down on this page) to locate the specific requirements of your major. The Curriculum table below provides general information about requirements for all Secondary Education majors.
Course Requirements
Your degree program as a Secondary Education major will include Core Curriculum, School of Education, and content area major courses. These requirements vary by major, and you should consult the Suggested Sequence of Classes table for your major’s unique requirements. Each of these types of requirements is explained in the table below.
| Code | Title | Hours |
|---|---|---|
| University Core courses | ||
| Core requirements are typically met by taking 16 courses across ten central areas of knowledge and inquiry. Some Core requirements may be met by taking pre-approved courses within the Secondary Education major (e.g., ELPS 219 and ELPS 302). Certain Core requirements may be met by taking the courses in your content area major or through transfer credit. Consult the Suggested Sequence of Classes tables below to identify the Core requirements for each content area, and always consult with the SOE undergraduate advisor about which Core requirements apply to your major. | ||
| Content area major courses | ||
| These courses provide you with required foundational knowledge of the content area you plan to teach (e.g., mathematics, social sciences, English). Content area courses are usually offered through the College of Arts and Sciences and include students from other majors across the University. The specific required courses within your content area major (as well as any electives) are indicated in the Suggested Sequence of Classes tables below. Because of the strong concentration of this coursework in your content area, your content area major courses typically address not only degree and licensure requirements, but an area of the University Core as well. The SOE undergraduate advisor will guide you through these requirements. | ||
| School of Education CIEP and ELPS Courses | ||
| Education degree requirements include a small number of courses offered within the School of Education and designed for Education majors. At times, these courses address a specific University Core requirement; for example, all Secondary Education majors meet the Philosophical Tier 2 Core requirement by taking ELPS 302. Secondary English and Math majors must take ELPS 219 (Tier 2 Historical), and only Secondary English majors must take CIEP 350. | ||
| CIEP 350 | Adolescent Literature | 3 |
| ELPS 219 | History of American Education | 3 |
| ELPS 302 | Philosophy of Education | 3 |
| School of Education field-based TLSC modules | ||
| TLSC modules must be taken in order and in established groups each semester, called Sequences. As you move through the three TLLSC Phases, you will gain extensive field experience, as well as knowledge and skills that will help you stand out from graduates of other teacher education programs. You will enter the field prepared to work in today’s diverse classrooms with students of many backgrounds. The TLLSC secondary curriculum includes a one-year internship (TLSC 360, TLSC 370, TLSC 380) in a high school under the supervision of a licensed and experienced teacher in your content area in collaboration with a University Supervisor. You must also enroll in Professional Learning Communities (PLCs) each fall (TLSC 300A) and spring (TLSC 300B). In these PLCs, you will collaborate with the other students in your major and content area. PLCs are led by faculty experts in each content areas. To better understand how this curriculum will look over your four-year undergraduate experience, you should visit the Suggested Sequence of Classes table for your content area. TLSC modules are listed below in numerical order. | ||
| Phase One - Exploration | ||
| TLSC 110 | The Profession and Our Program (TLLSC) | 1 |
| TLSC 120 | Bringing Language, Learning & Development Theory into Practice | 2 |
| TLSC 130 | Sequence One: 130 Community Immersion | 1 |
| TLSC 140 | Teaching, Learning and Leading for Social Justice | 1 |
| TLSC 150 | Constructive Learning Environments For Diverse Students | 1 |
| TLSC 160 | Analyzing Culturally-Responsive Classroom Instruction | 1 |
| TLSC 210 | Educational Policy For Diverse Students | 2 |
| TLSC 221 | Individualized Instruction and Assessment for Diverse Learners 2 | 2 |
| TLSC 222 | Authentic Assessment and Instruction for Bilingual Learners | 2 |
| TLSC 300A | Professional Learning Communities (Secondary Education majors must enroll each fall in the TLSC 300A section that corresponds with their major/content area. Fall/Spring PLC credit is issued in the spring. Students must enroll in PLCs every semester.) 1 | 0 |
| TLSC 300B | Professional Learning Communities (Secondary Education majors must enroll each spring in the TLSC 300B section that corresponds with their major/content area. Students must enroll in PLCs every semester.) 1 | 1 |
| Phase Two - Concentration | ||
| Phase Two includes one full semester (usually the fourth) of content area coursework and no TLSC modules. | ||
| TLSC 310 | Language and Literacy for Diverse Students | 2 |
| TLSC 320 | Using Classroom Data in a Collaborative Env to Advance Student Achievement | 2 |
| TLSC 330 | Discipline-Specific Literacy for Diverse Students | 2 |
| TLSC 340 | Teaching and Learning in an Area of Specialization | 2 |
| TLSC 350 | Teaching and Learning with a Global Framework | 4 |
| Phase Three - Specialization | ||
| TLSC 360 | Developing Rigorous and Relevant Instruction & Assessment 3 | 3 |
| TLSC 370 | Design&Implement Rigorous&Rlvnt Instrctn&Assmt: Tching Perform Assmt Prep 3 | 3 |
| TLSC 380 | Tching, Lrning & Leading with Schools & Communities Internship: Stud Tching 4 | 12 |
| Total Hours | 53 | |
- 1
This course is waived for students admitted into Track 2: 2+2 Transfer Program.
- 2
Students in the 2+2 Transfer Program take this course for 1 credit hour.
- 3
Students in the 2+2 Transfer Program for 2 credit hours.
- 4
Students in the 2+2 Transfer Program take this course for 8 credit hours.
Content Area Options
English Language Arts
Option 1: Double major in Secondary Education and English
You will graduate with two degrees: a BSEd in Secondary Education and B.A. in English. This option meets requirements for state licensure. Upon graduation you will earn the Professional Educator License (PEL) in Secondary Education with an endorsement to teach secondary English. This option includes the English as a Second Language (ESL) endorsement and entitlement for the International Baccalaureate (IB) certificate. This option leaves little very room for coursework outside of your majors. You must take the English coursework required in that major and will likely not have time to take additional relevant courses. Completing these two degrees within four years is not guaranteed due to scheduling conflicts between extensive CAS English requirements and the Secondary Education pathway, and the possibility of needing to withdraw from and/or retake courses for any reason. Note that a dual degree may seem like a more attractive option to district administrators who are hiring English teachers for their schools. However, you will need to consider whether the requirements for (and restrictions of) the English degree align sufficiently with the key knowledge and skills you will need to support students' learning of the high school curriculum.
Option 2: Secondary Education major with a minor in English
If you pursue this option, you will graduate with a BSEd in Secondary Education with an English Minor. This option meets requirements for state licensure. Upon graduation you will earn the Professional Educator License (PEL) in Secondary Education with an endorsement to teach secondary English. This option includes the English as a Second Language (ESL) endorsement and entitlement for the International Baccalaureate (IB) certificate. It is recommended that you take as many English courses as possible by the end of Sequence 4 (fourth semester), including completion of the minor requirement. You can take additional courses after this point. This option can be completed within four years. It enables you to take additional English (or other) courses during your four year pathway, and you can pursue other teaching endorsements if desired (see Section 3 on Endorsements for information about these requirements).
Courses for Minor: 18 or more hours of English courses, which you can select with your specialty area faculty's support and that of your SOE advisor. In order to qualify for the minor, four courses (12 hours) should be 300-level. Up to two courses may be drawn from UCLR-100E and advanced 200-level (ENGL 270 and above) courses.
| Code | Title | Hours |
|---|---|---|
| Possible Courses for the English Minor: | ||
| Up to two (2) courses can come from this list: | 6 | |
| Interpreting Literature - English | ||
| Exploring Poetry | ||
| Exploring Drama | ||
| Exploring Fiction | ||
| Exploring Shakespeare | ||
| African-American Literature | ||
| African-American Literature 1700-1900 | ||
| African-American Literature since 1900 | ||
| Women in Literature | ||
| Asian American Literature | ||
| Nature in Literature | ||
| Human Values in Literature | ||
| South Asian Literature and Civilizations | ||
| Advanced Writing | ||
| Writing in/with New Media | ||
| Writing Toward Social Justice: Eloquentia Perfecta | ||
| Four (4) courses should come from this list: | 12 | |
| Some courses have prerequisites. | ||
| History of English Language 1 | ||
| Grammar: Principles & Pedagogy 1 | ||
| Studies in Women Writers | ||
| Topics in Feminist and Gender Studies | ||
| U.S. Latino/a Literature | ||
| Studies in World Literature in English | ||
| Border Literatures | ||
| South Asian Literatures in English | ||
| The Writing of Poetry 2 | ||
| The Writing of Fiction 2 | ||
| The Writing of Fiction: Writing Rome 2 | ||
| Writing Creative Nonfiction 2 | ||
| English Literature: Medieval Period | ||
| Intro to Old English | ||
| Chaucer | ||
| Studies in Medieval Literature | ||
| British Literature-The Renaissance | ||
| Shakespeare: Selected Major Plays | ||
| Studies in Shakespeare | ||
| Studies in The Renaissance | ||
| Milton | ||
| British Literature - The Romantic Period | ||
| Studies in The Romantic Movmnt | ||
| British Literature - The Victorian Period | ||
| Studies in the Victorian Period | ||
| Studies in Modernism | ||
| British Literature Since 1900 | ||
| Studies in British Literature Since 1900 | ||
| Studies in Postmodernism | ||
| Contemporary Literature | ||
| Contemporary Critical Theory | ||
| Studies in Literary Criticism | ||
| Literature from a Writer's Perspective | ||
| Modernist Poetry | ||
| Studies in Poetry | ||
| Major Author, Before 1700 | ||
| Major Author, 1700-1900 | ||
| Major Author, After 1900 | ||
| Modern Drama | ||
| Studies in Drama | ||
| Women in Drama Before 1700 | ||
| The Modern Novel | ||
| Studies in Fiction | ||
| American Literature to 1865 | ||
| American Literature 1865-1914 | ||
| American Literature 1914-1945 | ||
| Studies in American Literature | ||
| Comparative American Literature | ||
| Studies in American Culture | ||
| Theology and Literature | ||
| Studies in African American Literature | ||
| Advanced Seminar | ||
| Special Studies in Literature | ||
| Total Hours | 18 | |
- 1
Secondary Ed students strongly encouraged to take either ENGL 300 or ENGL 303.
- 2
Secondary Ed students strongly encouraged to take a writing course.
Mathematics
Option 1: Double Major in Secondary Education and Math
You may prefer to complete both the Education and Mathematics degrees; this option also meets all requirements for IL educator licensure for teaching secondary math. You may need extra time beyond a typical four-year pathway to complete the requirements for both degrees. See suggested sequence below for a roadmap to the BSEd in Secondary Education and Mathematics (double major). SOE faculty and your Education advisor cannot guarantee that you will be able to complete all of these requirements within four years. Scheduling conflicts and extensive Mathematics BS requirements will likely necessitate adding a fifth year to your undergraduate program.
Option 2: Major in Secondary Education and a Minor in Math
You also have the option of completing a minor in Mathematics, which also meets all requirements for IL educator licensure for teaching secondary math. This option allows you to enroll in additional Mathematics courses that fit your interests and the needs of the high school math curriculum; select these courses under the guidance of math education faculty. To complete this option, you will complete the Secondary Education pathway and complete the College of Arts and Sciences requirements for a Mathematics Minor. Note that Math Minor courses are prescribed by the Math Department in the College of Arts and Sciences, whereas the endorsement option (option three) allows you greater flexibility to craft and individualized pathway to building your expertise. Where you have room in your four-year plan, it is recommended that you enroll in additional relevant Mathematics courses.
| Code | Title | Hours |
|---|---|---|
| Required Courses | ||
| MATH 161 | Calculus I | 4 |
| MATH 162 | Calculus II | 4 |
| MATH 263 | Multivariable Calculus | 4 |
| Select one of the following three options: | 6 | |
| Linear Algebra and Ordinary Differential Equations | ||
| Introduction to Discrete Mathematics & Number Theory and Ordinary Differential Equations | ||
| Introduction to Discrete Mathematics & Number Theory and Differential Equations and Linear Algebra | ||
| Any 300-level Mathematics course | 3 | |
| History of Mathematics | ||
| Introduction to Probability | ||
| Introduction to Mathematical Statistics | ||
| Numerical Methods | ||
| Abstract Algebra | ||
| Advanced Topics Abstract Algebra | ||
| Advanced Topics in Linear Algebra | ||
| Combinatorics | ||
| Mathematical Logic | ||
| Advanced Number Theory | ||
| Algebraic Coding Theory | ||
| Cryptography | ||
| Geometry | ||
| Introduction to Financial Mathematics Derivatives | ||
| Introduction to Real Analysis I | ||
| Introduction to Real Analysis II | ||
| Introduction to Complex Analysis | ||
| Methods of Applied Mathematics | ||
| Introduction to Mathematical Modeling | ||
| Introduction to Optimization | ||
| Introduction to Game Theory | ||
| Introduction to Partial Differential Equations | ||
| Applied Dynamical Systems | ||
| Formal Language & Automata | ||
| Introduction to Topology | ||
| Total Hours | 21 | |
Option 3: Math Concentration Option
To ensure that you complete your educator preparation program within four years, we recommend that you select 18 hours of Math courses with the assistance of the math education faculty member in the School of Education (Dr. Barcus) and your SOE Advisor. Teaching high school math requires a minimum of 18 hours of Math courses and meets the requirements for IL educator licensure in secondary math. This option allows you to enroll in additional Mathematics courses that fit your interests and the needs of the high school math curriculum; select these courses under the guidance of math education faculty. Where you have room in your four-year plan, it is recommended that you enroll in additional relevant Mathematics courses. Students have flexibility to choose Math courses that align with their educational interests. Faculty Advisors should be consulted before registration as they can help shape your interests with course selection.
Students may choose from the options in the below list, but other available courses might be used with consultation from the math education faculty. All courses have prerequisites that will need to be completed before registration.
| Code | Title | Hours |
|---|---|---|
| Six (6) MATH Courses | 18 | |
| Calculus I | ||
| Calculus II | ||
| Introduction to Discrete Mathematics & Number Theory | ||
| Linear Algebra | ||
| Multivariable Calculus | ||
| Ordinary Differential Equations | ||
| Differential Equations and Linear Algebra | ||
| History of Mathematics | ||
| Introduction to Probability | ||
| Introduction to Mathematical Statistics | ||
| Numerical Methods | ||
| Abstract Algebra | ||
| Advanced Topics Abstract Algebra | ||
| Advanced Topics in Linear Algebra | ||
| Combinatorics | ||
| Mathematical Logic | ||
| Advanced Number Theory | ||
| Algebraic Coding Theory | ||
| Cryptography | ||
| Geometry | ||
| Introduction to Financial Mathematics Derivatives | ||
| Introduction to Real Analysis I | ||
| Introduction to Real Analysis II | ||
| Introduction to Complex Analysis | ||
| Methods of Applied Mathematics | ||
| Introduction to Mathematical Modeling | ||
| Introduction to Optimization | ||
| Introduction to Game Theory | ||
| Introduction to Partial Differential Equations | ||
| Applied Dynamical Systems | ||
| Formal Language & Automata | ||
| Introduction to Topology | ||
| Total Hours | 18 | |
Social Studies
Option 1: Double Major in Secondary Education and either History or Political Science
You may prefer to complete both the Secondary Education and History BA, OR Secondary Education and Political Science BA degrees; this option meets all requirements for IL educator licensure for teaching secondary history or political science. You may need extra time beyond a typical four-year pathway to complete the requirements for both degrees. SOE faculty and your Education advisor cannot guarantee that you will be able to complete all of these requirements within four years. Double major programs are the result of collaboration between the School of Education and the History Department in the College of Arts and Sciences. These programs provide the deep content area knowledge in these areas that is necessary to serve as an effective educator.
Option 2: Secondary Education Major with Content Area Minor Programs
If you are interested in teaching in the following areas, you may add a minor in the appropriate content area. Your resulting IL licensure will be the same as in dual major options, except that you will earn an endorsement only in the content area(s) of your choice. If you are in a dual major program, you can add one of these minors as well, provided you are willing to add a year to your undergraduate pathway. Additional endorsements require only the corresponding minor and no additional degree.
Secondary Education and Anthropology: BSEd in Secondary Education, Anthropology Minor
| Code | Title | Hours |
|---|---|---|
| A minor in anthropology consists of 15 credits | ||
| Two (2) ANTH 100, 200, or 300 level course | 6 | |
| Three (3) ANTH 200 or 300 level course | 9 | |
| Possible Courses (Some courses have prerequisites): | ||
| Globalization and Local Cultures | ||
| Human Origins | ||
| Culture, Society, and Diversity | ||
| Biological Background Human Social Behavior | ||
| The Human Ecological Footprint | ||
| Human Biocultural Diversity | ||
| Sex, Science and Anthropological Inquiry | ||
| Ancient Worlds | ||
| Violence, Social Suffering, and Justice | ||
| Gender in Cross-Cultural Perspective | ||
| Economies, Culture, and Development | ||
| Language and Identity | ||
| Visual Representation of Culture | ||
| Peoples of Latin America | ||
| Peoples of Native North America | ||
| Culture in Africa | ||
| African-American Anthropology | ||
| Culture in Contemporary Asia | ||
| Cultures of Migration | ||
| Mexican Culture & Heritage | ||
| Contemporary Cultures of the Middle East | ||
| Culture in Contemporary Europe | ||
| Social Movements, Culture, and Activism | ||
| Museum Cultures | ||
| Linguistic Anthropology | ||
| Principles of Archaeology | ||
| Mesoamerican Archaeology and Survivance | ||
| North American Archaeology | ||
| Historical Archaeology | ||
| Gender in Deep Time | ||
| Ancient Human-Animal Interactions | ||
| Aliens, Atlantis, and Archaeology | ||
| Medical Anthropology & Global Health | ||
| Evolution of Human Disease | ||
| Evolution of the Human Diet | ||
| Anthropology Career Development | ||
| People and Conservation | ||
| Anthropological Theory | ||
| Violence and Culture | ||
| Anthropology and Human Rights | ||
| The Body and Culture | ||
| Urban Anthropology | ||
| Applied Anthropology | ||
| Anthropology of Religion & Ritual | ||
| Explore Chicago: Research in Culture and History | ||
| Anthropology of Tourism | ||
| Human Rights in Latin America | ||
| Human Evolution | ||
| Primatology-Behavior & Ecology | ||
| Human Osteology Lec/Lab | ||
| Dental Anthropology | ||
| Pompeii and Herculaneum | ||
| Language in Popular Culture | ||
| Language, Race, and Inequality | ||
| Intro to Classical Archaeology | ||
| Classical Archaeology: Greek Temple | ||
| Rise & Fall of Civilizations | ||
| Biology of Women | ||
| Museum & Material Culture Research | ||
| Epidemics and Pandemics | ||
| Paleopathology | ||
| Issues in Archaeology | ||
| Issues Cultural Anthropology | ||
| Issues in Biological Anthropology | ||
| Issues in Linguistic Anthropology | ||
| Lithic Technology | ||
| Archaeology of Early Greece | ||
| Total Hours | 15 | |
Secondary Education and Psychology: BSED in Secondary Education, Psychology Minor
A total of 6 psychology courses (18 credit hours) are required for the Psychology Minor. Students must take 101, and 5 additional psychology courses. Courses may be any 200 (except PSYC 201) or 300 level psychology courses or NEUR 101.Three courses of the minor can be fulfilled with courses transferred into Loyola. Some courses have prerequisites.
| Code | Title | Hours |
|---|---|---|
| Required Course | ||
| PSYC 101 | General Psychology | 3 |
| Five (5) PSYC 200 or 300 level courses or NEUR 101 | 15 | |
Possible Courses: | ||
| Introduction to Neuroscience | ||
| Psychology of Human Sexuality | ||
| Cross-Cultural Psychology | ||
| Psychology of Gender | ||
| Understanding Bias and Inclusivity | ||
| Cognitive Psychology | ||
| Learning and Memory | ||
| Developmental Psychology | ||
| Lifespan Development | ||
| Philosophy of Mind | ||
| Psychology of Judgment and Decision-Making | ||
| Psychology of Language | ||
| Lab in Psychobiology | ||
| Lab in Cognitive Neuroscience | ||
| Lab in Experimental Psychology: Cognition | ||
| Lab in Tests & Measurements | ||
| Lab in Experimental Psychology: Sense & Perception | ||
| Lab in Developmental Psychology | ||
| Laboratory-Social Psychology | ||
| Lab on Body Image | ||
| Affective Neuroscience | ||
| Psychology of Women | ||
| Psychology of Adolescence | ||
| Maturity and Aging | ||
| Developmental Cognitive Neuroscience | ||
| Neuropsychology | ||
| Neuroethics | ||
| Understanding Prejudice | ||
| Industrial/Organizational Psychology | ||
| Counseling | ||
| Psychology of Political Behavior | ||
| Psychology & Law | ||
| Health Psychology | ||
| Community Psychology | ||
| Psychology of Addiction | ||
| Psychology of Religion | ||
| Psychology of Music | ||
| Drugs and Behavior | ||
| Psychology Seminar: Selected Topics | ||
| Seminar in Behavorial and Cognitive Neurosciences | ||
| Internship in Psychology | ||
| Independent Research | ||
| Special Studies in Psychology | ||
| Total Hours | 18 | |
Secondary Education and Sociology: BSEd in Secondary Education, Sociology Minor
Students may earn a minor in Sociology by completing five courses in Sociology in addition to SOCL 101 Society in a Global Age (or its equivalent). Students who minor in Sociology are advised to choose electives with some focus in mind (e.g., health in society, social justice in society, urban problems and policies). Only one semester of SOCL 380 and one 100-level course in addition to SOCL 101 (or its equivalent) can count for the minor. In completing minor requirements, only three courses (nine semester credit hours) will be accepted in transfer from other colleges and universities.
| Code | Title | Hours |
|---|---|---|
| Required Course | ||
| Elective Courses | 15 | |
List of possible courses: | ||
| Social Problems | ||
| Race and Ethnic Relations | ||
| Mass Media and Popular Culture | ||
| Chicago: Urban Metropolis | ||
| Social Analysis and Social Action | ||
| Religion & Society | ||
| Sociology of Sex and Gender | ||
| Sociological Thought | ||
| Principles of Social Research | ||
| Gender and Work | ||
| Law & Society | ||
| The Sociology of Violence | ||
| Sociology and Culture of the Life Course | ||
| Poverty & Welfare in America | ||
| Sociology of Health Care | ||
| Science, Technology, & Society | ||
| Sociology of the African American Experience | ||
| Self & Society | ||
| Childhood and Society | ||
| City, Suburbs & Beyond | ||
| Communities in a Global Age | ||
| Population Studies | ||
| Professions and Society | ||
| Understanding Bias and Inclusivity | ||
| Families | ||
| Sociology of Education | ||
| Sociology of Culture | ||
| Inequality in Society | ||
| Global Inequalities | ||
| Sociology of Migration | ||
| Deviance and Social Control | ||
| Confronting Homelessness: Local to Global | ||
| Power in Society | ||
| Social Movements & Social Change | ||
| Globalization & Society | ||
| Italy Today | ||
| Environmental Sociology | ||
| The Sociology and Politics of Food | ||
| Global Health | ||
| Topics in Contemporary Sociology | ||
| Current Issues in Medical Education | ||
| Statistics for Social Research | ||
| Qualitative Research | ||
| Global Civil Society and Social Movements | ||
| International Development | ||
| Social Science Research Practicum: Cook County Community Survey | ||
| Latinas/os/xs in Space | ||
| Urban Semester Seminar | ||
| Social Theory & Social Research | ||
| Undergrad Seminar-Special Topics | ||
| SOCL 101 | Society in a Global Age | 3 |
Secondary Education and Economics: BSEd in Secondary Education, Economics Minor
| Code | Title | Hours |
|---|---|---|
| Required Courses | ||
| ECON 201 | Principles of Microeconomics | 3 |
| ECON 202 | Principles of Macroeconomics | 3 |
| Select one of the following: | 3 | |
| Intermediate Microeconomics | ||
| Intermediate Macroeconomics | ||
| Electives | ||
| Select three of the following: | 9 | |
| Intermediate Microeconomics (if not taken above) | ||
| Intermediate Macroeconomics (if not taken above) | ||
| Urban Economics | ||
| International Economics | ||
| International Monetary Relations | ||
| Economics of Growth & Development | ||
| American Economic & Business History | ||
| Environmental Economics | ||
| Health Economics | ||
| Economics of Government Expenditures & Taxation | ||
| Monetary and Fiscal Policy | ||
| Econometrics | ||
| Labor Economics | ||
| Pricing & Industrial Organization | ||
| Special Topics in Economics | ||
| Introduction to Game Theory | ||
| Total Hours | 18 | |
Science
Option 1: Double Major in Secondary Education and a Science (Biology, Chemistry, Physics, or Environmental Science)
You may prefer to complete both the Education and science degrees; this option also meets all requirements for IL educator licensure for teaching secondary science. You will likely need extra time beyond a typical four-year pathway to complete the requirements for both degrees. SOE faculty and your Education advisor cannot guarantee that you will be able to complete all of these requirements within four years. Scheduling conflicts and extensive science BS requirements will likely necessitate adding a fifth year to your undergraduate program.
Option 2: Major in Secondary Education and a Minor in one of the Sciences
You also have the option of completing a minor in one of the sciences listed below, which also meets all requirements for IL educator licensure for teaching secondary science. This option allows you to enroll in additional science courses that fit your interests and the needs of the high school curriculum; select these courses under the guidance of science education faculty. To complete this option, you will complete the Secondary Education pathway and complete the College of Arts and Sciences requirements for a science minor in an area listed below. Where you have room in your four-year plan, it is recommended that you enroll in additional relevant science courses. NOTE: All Science candidates should also take TLSC 231 to add middle grades endorsement as well. **NOTE: Some of these courses have prerequisites
Secondary Education and Environmental Science: BSEd in Secondary Education, Environmental Science Minor
The Environmental Science Minor would be eligible ONLY if the student selects 18 hours (6 courses) from the ENVIRONMENTAL/ECOLOGICAL SCIENCE list. This would go above the 4 courses that the minor requires but would get students to the 18 credit hours required by ISBE for a secondary endorsement. Alternatively, someone could do the Environmental Science Minor as stated and pursue the middle grades science licensure. In order to meet licensure requirements and minor requirements, students would have to complete 27 credit hours, the requirements for the minor and two additional courses in the Environmental/Ecological Science list.
Possible courses:
| Code | Title | Hours |
|---|---|---|
| ENVS 207 | Plants and Civilization | 3 |
| ENVS 218 | Biodiversity & Biogeography | 3 |
| ENVS 223 | Soil Ecology | 3 |
| ENVS 224 | Climate & Climate Change | 3 |
| ENVS 226 | Science & Conservation of Freshwater Ecosystems | 3 |
| ENVS 237 | Foundations of Environmental Chemistry | 3 |
| ENVS 267 | Bird Conservation and Ecology | 3 |
| ENVS 273 | Energy and the Environment | 3 |
| ENVS 283 | Environmental Sustainability | 3 |
Secondary Education and Biology: BSEd in Secondary Education, Biology Minor
Students take the basic lecture and laboratory biology courses with the Biology majors, as well as a limited number of biology electives. Students may satisfy requirements for a minor concentration in biology by completing a minimum of 24 credit hours of biology with grades of “C-” or better with an overall minor GPA of 2.0 or higher. The minor in biology requires 24 credit hours including 17 credit hours of required biology courses and seven credit hours of biology electives.
| Code | Title | Hours |
|---|---|---|
| Required Courses | ||
| BIOL 101 | General Biology I | 3 |
| BIOL 102 | General Biology II | 3 |
| BIOL 111 | General Biology I Lab | 1 |
| BIOL 112 | General Biology II Lab | 1 |
| BIOL 251 | Cell Biology | 3 |
| BIOL 265 | Ecology | 3 |
| BIOL 282 | Genetics | 3 |
| Elective Courses | 7 | |
List of possible options: | ||
| Plant Biology Lec/Lab | ||
| Laboratory Techniques | ||
| Anatomy and Physiology I | ||
| Anatomy and Physiology II | ||
| Cell Biology Laboratory | ||
| Ecology Laboratory | ||
| Genetics Laboratory | ||
| Introduction to Research | ||
| General Microbiology Lec/Lab | ||
| Intro to Developmental Biology | ||
| Biology of Stem Cells | ||
| Introductory Immunology Lec/Lab | ||
| Limnology Lec/Lab | ||
| Models of Human Disease | ||
| General Virology | ||
| Great Transitions in Vertebrate History | ||
| Comparative Anatomy Lec/Lab | ||
| Conservation Biology | ||
| Global Change Biology | ||
| Histology Lec/Lab | ||
| Microbial Evolution and Human Well-being | ||
| Vertebrate Physiology | ||
| Sleep/Circadian Rhythms | ||
| Natural History of Vertebrates | ||
| The Evolution of Animal Sex | ||
| Neural Disease, Degeneration, and Regeneration | ||
| Developmental Neurobiology | ||
| Neurobiology | ||
| Writing a Scientific Manuscript | ||
| Plant Ecology Lec/Lab | ||
| Invertebrate Biology | ||
| Ichthyology Lec/Lab | ||
| Aquatic Insects Lecture & Laboratory | ||
| Seminar in Molecular/Cellular Neuroscience | ||
| Molecular Pathogenesis | ||
| Genetics and Evolution of Development | ||
| Epigenetics | ||
| Molecular Genetics | ||
| Microbial Pathogenesis of Infectious Disease | ||
| Prin Electron Microscopy Lec/Lab | ||
| Human Genetics | ||
| Genomics | ||
| Bioinformatics | ||
| Molecular Biology Laboratory | ||
| Metagenomics | ||
| Special Topics in Biology Laboratory | ||
| Special Topics in Biology | ||
| Research | ||
| Course-Based Undergraduate Research Experience in Biology | ||
| Total Hours | 24 | |
Secondary Education and Chemistry: BSEd in Secondary Education, Chemistry Minor
| Code | Title | Hours |
|---|---|---|
| Required Courses | ||
| CHEM 160 | Chemical Structure and Properties | 3 |
| CHEM 161 | Chemical Structure and Properties Laboratory | 1 |
| CHEM 180 | Chemical Reactivity I | 3 |
| CHEM 181 | Chemical Reactivity I Lab | 1 |
| CHEM 240 | Chemical Reactivity II | 3 |
| CHEM 241 | Chemical Reactivity II Laboratory | 1 |
| CHEM 260 | Quantitative Methods in Chemistry | 3 |
| CHEM 272 | Analytical Chemistry Laboratory | 2 |
| CHEM 280 | Environmental & Chemical Analysis | 3 |
| Select four additional credit hours at the 300 level | 4 | |
List of possible courses: | ||
| Physical Chemistry I | ||
| Physical Chemistry II | ||
| Physical Chemistry Lab I | ||
| Physical Biochemistry for the Biological Sciences | ||
| Physical Biochemistry Lab | ||
| Inorganic Chemistry | ||
| Instrumental Analysis | ||
| Medicinal Chemistry | ||
| Advanced Inorganic Chemistry | ||
| Advanced Inorganic Laboratory | ||
| Principles of Biochemistry | ||
| Proteomics | ||
| Biochemistry I | ||
| Biochemistry II | ||
| Biochemistry Laboratory I | ||
| Biochemistry Laboratory II | ||
| Chemistry Seminar | ||
| Advanced Enzyme Kinetics and Mechanisms | ||
| The Chemistry of Enzymes | ||
| Plant Biochemistry | ||
| Biophysical Chemistry | ||
| Special Topics in Chemistry | ||
| Special Topics in Biochemistry | ||
| Total Hours | 24 | |
Secondary Education and Physics: BSED in Secondary Education, Physics Minor
A minimum grade of C- must be earned to satisfy a course requirement and a 2.0 minimum overall GPA is required for each major or minor. Final confirmation of degree requirements is subject to department, school, and university approval.
| Code | Title | Hours |
|---|---|---|
| Required Courses | ||
| Physics Courses | ||
| PHYS 121 | College Physics I with Calculus Lecture/Discussion | 3 |
| PHYS 111L | College Physics Laboratory I | 1 |
| PHYS 122 | College Physics II with Calculus Lecture/Discussion | 3 |
| PHYS 112L | College Physics Lab II | 1 |
| PHYS 235 | Modern Physics | 3 |
| PHYS 235L | Modern Physics Laboratory | 1 |
| Physics Electives | ||
| Complete six credit hours from the following list. A minimum of three hours must be at the PHYS 300-level | 6 | |
| Freshman Projects | ||
| Introduction to Computational Physics | ||
| Mathematical Methods in Physics | ||
| Electronics I | ||
| Electronics Laboratory | ||
| Optics | ||
| Optics Lab | ||
| Biophysics | ||
| Special Topics in Physics | ||
| Research 1 | ||
| Ordinary Differential Equations | ||
| Math Courses | ||
| MATH 161 | Calculus I | 4 |
| MATH 162 | Calculus II | 4 |
| MATH 263 | Multivariable Calculus | 4 |
| Total Hours | 30 | |
Suggested Sequence of Courses
The below sequence of courses is meant to be used as a suggested path for completing coursework. An individual student’s completion of requirements depends on course offerings in a given term as well as the start term for a major or graduate study. Students should consult their advisor for assistance with course selection.
Track 1: Traditional 4-Year Program
| Freshman | ||
|---|---|---|
| Fall | Hours | |
| TLSC 110 | The Profession and Our Program (TLLSC) | 1 |
| TLSC 120 | Bringing Language, Learning & Development Theory into Practice | 2 |
| TLSC 130 | Sequence One: 130 Community Immersion | 1 |
| TLSC 300A | Professional Learning Communities | 0 |
| Hours | 4 | |
| Spring | ||
| TLSC 140 | Teaching, Learning and Leading for Social Justice | 1 |
| TLSC 150 | Constructive Learning Environments For Diverse Students | 1 |
| TLSC 160 | Analyzing Culturally-Responsive Classroom Instruction | 1 |
| TLSC 300B | Professional Learning Communities | 1 |
| Hours | 4 | |
| Sophomore | ||
| Fall | ||
| CIEP 350 | Adolescent Literature | 3 |
| ELPS 219 | History of American Education | 3 |
| TLSC 210 | Educational Policy For Diverse Students | 2 |
| TLSC 221 | Individualized Instruction and Assessment for Diverse Learners | 2 |
| TLSC 222 | Authentic Assessment and Instruction for Bilingual Learners | 2 |
| TLSC 300A | Professional Learning Communities | 0 |
| Hours | 12 | |
| Spring | ||
| TLSC 300B | Professional Learning Communities | 1 |
| Hours | 0 | |
| Junior | ||
| Fall | ||
| TLSC 300A | Professional Learning Communities | 0 |
| TLSC 310 | Language and Literacy for Diverse Students | 2 |
| TLSC 320 | Using Classroom Data in a Collaborative Env to Advance Student Achievement | 2 |
| TLSC 330 | Discipline-Specific Literacy for Diverse Students | 2 |
| Hours | 6 | |
| Spring | ||
| TLSC 300B | Professional Learning Communities | 1 |
| TLSC 340 | Teaching and Learning in an Area of Specialization | 2 |
| TLSC 350 | Teaching and Learning with a Global Framework | 4 |
| Hours | 6 | |
| Senior | ||
| Fall | ||
| TLSC 300A | Professional Learning Communities | 0 |
| TLSC 360 | Developing Rigorous and Relevant Instruction & Assessment | 3 |
| TLSC 370 | Design&Implement Rigorous&Rlvnt Instrctn&Assmt: Tching Perform Assmt Prep | 3 |
| ELPS 302 | Philosophy of Education | 3 |
| Hours | 9 | |
| Spring | ||
| TLSC 380 | Tching, Lrning & Leading with Schools & Communities Internship: Stud Tching | 12 |
| Hours | 12 | |
| Total Hours | 53 | |
Track 2: 2+2 Transfer Program
Pathway for Transfer Students coming into Loyola with a two year degree (associate's degree or 60 credits):
| Year 3 | ||
|---|---|---|
| Fall | Hours | |
| TLSC 110 | The Profession and Our Program (TLLSC) | 1 |
| TLSC 120 | Bringing Language, Learning & Development Theory into Practice | 2 |
| TLSC 130 | Sequence One: 130 Community Immersion | 1 |
| TLSC 210 | Educational Policy For Diverse Students | 2 |
| TLSC 221 | Individualized Instruction and Assessment for Diverse Learners | 1 |
| TLSC 222 | Authentic Assessment and Instruction for Bilingual Learners | 2 |
| PHIL 190 | Loyola's Mission: The Philosophical Vision | 3 |
| Hours | 12 | |
| Spring | ||
| TLSC 140 | Teaching, Learning and Leading for Social Justice | 1 |
| TLSC 150 | Constructive Learning Environments For Diverse Students | 1 |
| TLSC 160 | Analyzing Culturally-Responsive Classroom Instruction | 1 |
| ELPS 302 | Philosophy of Education | 3 |
| Hours | 6 | |
| Year 4 | ||
| Fall | ||
| ELPS 219 | History of American Education | 3 |
| TLSC 310 | Language and Literacy for Diverse Students | 2 |
| TLSC 320 | Using Classroom Data in a Collaborative Env to Advance Student Achievement | 2 |
| TLSC 330 | Discipline-Specific Literacy for Diverse Students | 2 |
| TLSC 340 | Teaching and Learning in an Area of Specialization | 2 |
| TLSC 350 | Teaching and Learning with a Global Framework | 4 |
| Hours | 15 | |
| Spring | ||
| TLSC 360 | Developing Rigorous and Relevant Instruction & Assessment | 2 |
| TLSC 370 | Design&Implement Rigorous&Rlvnt Instrctn&Assmt: Tching Perform Assmt Prep | 2 |
| TLSC 380 | Tching, Lrning & Leading with Schools & Communities Internship: Stud Tching | 8 |
| Hours | 12 | |
| Total Hours | 45 | |
School of Education Requirements
Each Undergraduate student in the School of Education must complete all degree requirements with a grade of C or better in order to meet degree requirements. They must also enroll in and pass PLCs each semester. In order to enroll in TLSC modules, all students must complete required documentation procedures, including background checks, at designated points in their pathway and as required by field sites. TLSC field-based learning modules address the University requirement for Engaged Learning.
Licensure Requirements
In order to be entitled for the Illinois State Professional Educator License (PEL), students must also pass the Illinois licensure test(s) for their secondary content area prior to their final internship semester. Information about licensure tests will be provided by teacher education faculty.
Additional Undergraduate Graduation Requirements
All Undergraduate students are required to complete the University Core, at least one Engaged Learning course, and UNIV 101. SCPS students are not required to take UNIV 101. Nursing students in the Accelerated BSN program are not required to take core or UNIV 101. You can find more information in the University Requirements area.
Learning Outcomes
- After the first three semesters of the program, candidates will articulate and apply principles of social justice and theories of learning to critically reflect upon their own identities and emerging teaching practices in middle and high schools.
- After the first three semesters of the program, candidates will analyze educational policies to suggest instructional practices that support individual students in equitably accessing curriculum and instruction in middle and high schools.
- After the first six semesters of the program, candidates will analyze assessment data and curriculum to make instructional decisions to support adolescent students’ disciplinary learning, language development, and social-emotional well-being.
- After the first six semesters of the program, candidates will design instruction that articulates clear disciplinary learning goals, aligned assessments, and engaging instruction in response to adolescent students’ backgrounds, abilities, and needs.
- By program completion, candidates will use culturally and linguistically responsive teaching strategies to create inclusive learning environments in content-specific secondary settings that promote adolescent student engagement, motivation, and participation.
- By program completion, candidates will demonstrate content and pedagogical knowledge by developing and delivering content-specific instruction (e.g., history, biology, English) that accurately represents disciplinary concepts and supports student understanding.
- By program completion, candidates will reflect on middle and high school teaching practice using evidence of student learning to identify areas for instructional adjustments, stakeholder collaboration, and professional development.