BSED - Loyola University Chicago by yaohongmeiyes

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									                                                                   REVISED: December 8, 2006

                            PROPOSED PROGRAM APPROVAL
                           B.S.ED. MATHEMATICS EDUCATION


GENERAL INFORMATION

Title: Mathematics Education with Elementary Certification

Degree: Bachelor of Science in Education

Primary Focus:

The primary focus of this program is an enhanced knowledge base of mathematics education with
a sophisticated understanding of mathematics content and pedagogy. Candidates who complete
this program will not only be elementary mathematic “experts,” but be certified to teach
elementary education (K-9) with an endorsement in middle grade mathematics.

RATIONALE

Program Justification

The justification for this program is to address the shortage of qualified mathematics educators in
our public schools. We already know that one of the most important factors to ensuring a quality
education is the teacher. Study after study reveals that students being taught by teachers who have
knowledge of both the content of the subject and the pedagogical tools necessary to ensure that
students grasp and learn the material consistently outperform students in classrooms with a
teacher who has only mastered one, or, in some situations, neither of these qualifications.
According to the Illinois’ Educator 2005 Supply and Demand Annual Report, the greatest need of
teachers in terms of numbers for the fourth year in a row, includes mathematic educators (p. vii).
As reported, it is desirable to produce at least two people for every teaching opening to ensure an
adequate supply of quality applicants for Illinois public schools due to competition. Mathematics
educators are close to this under-production criterion with a ratio of 1.5 (p. 9).

According to a 2002 NCES report on qualifications of public school teachers, 37% of high school
math teachers and 31% of science teachers lack a major or certification in their field. Similarly,
69% of math teachers and 57% of science teachers lack a major or certification in their field.
According to RNT's 2000 study of the largest urban school districts, nearly 98% of responding
districts noted an immediate demand for science teachers and 95% reported an immediate
demand for mathematics teachers. Shortage of qualified mathematics and science teachers comes
just when the expectations for what students should know in these subjects are rising.

Program’s Strengths

The strengths of the proposed program are numerous. First, the depth and breadth of the math
knowledge to be learned is well beyond the minimum required by our accrediting bodies.
Content is designed around the Illinois Learning Standards. All candidates enrolled in the School
of Education undergraduate initial teacher preparation program will have a solid knowledge base
for teaching mathematics. The unit is accredited by the National Council for the Accreditation of
Teacher Educators (NCATE) and the Illinois State Board of Education (ISBE).


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Distinctiveness of Program

This program is distinctive from others presently offered at Loyola in several ways. This new
program will require students to complete a 27-hour concentration in mathematics and nine hours
in mathematics and pedagogy. The specifically designed sequence of courses for this program
will emphasize mathematics content and also allow some discussion of pedagogical techniques.
This program’s uniqueness is the coupling of this solid core of classes with pedagogy.

Our candidates will receive clinical experience in an urban environment. The program will equip
them with the knowledge, skills, and dispositions to be successful and ready to face the
challenges in our urban schools. The shortage of math teachers for the middle grades is most
critical in urban schools.

MARKETS

Internal and External Markets
The middle grade math concentration that began about five years ago with approximately 10
students has grown to classes with an average of 40 students. We predict that about 25 percent of
those students would want/qualify for the new degree program. The new degree allows students
another option in the field of mathematics.

Currently, there are no institutions that offer a math education degree for students interested in
teaching at the elementary level. DePaul University offers a middle grade concentration at the
graduate level that includes mathematics as an option. Illinois State University has a similar
program, again at the graduate level. Roosevelt University and University of Illinois at Chicago
allow students to complete a middle grade endorsement at the undergraduate level that includes
mathematics as an option. Eastern Illinois University offers the middle grade mathematics
concentration, while not a math degree, consists of similar course work proposed in this new
major.

Attraction of the Program
     Opportunity to major in math and elementary education
     Another career option for education majors
     Prepares candidates to be “highly qualified”
     Helps teacher candidates become more competitive in the job market
     Availability of jobs due to teacher shortage in this area

4. CURRICULUM

Program Learning Outcomes (knowledge, skills, dispositions, values, experiences)

The format of the math pedagogy classes will be to provide instruction in mathematics
content topics through hands-on activities, lecture and practice problems. Each course
will give participants an opportunity to give a presentation that demonstrates correct
content knowledge and best practice methods. An opportunity for feedback, reflection
and refinement of the presentation will also be provided. The reflection and refinement
components will highlight strategies to adapt the material to a diverse community of
learners and to enhance the use of technology in the instructional design. Connections to


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mathematical problem situations in every day life will also be strengthened. The 27 hours
in math represent a rigorous concentration in the content area that is appropriate for
elementary education majors.

The Math Education major combines the current elementary education major with a core
of math classes and a math methods course specific to middle grade instruction. The
elementary education major meets the current standards required by the National Council
for Accreditation of Teacher Education (NCATE) and the Illinois State Board of
Education (ISBE).

The teacher preparation goals are then derived from the Program Standards for
Elementary Teacher Preparation that state what elementary teacher candidates should
know and be able to do to have a positive effect on student learning. These are listed in
Appendix 1. The specific performance standards identified for the NCATE elementary
education standards are listed in Appendix II.

The math education major consists of 27 hours or nine courses devoted to math content
and another nine hours or 3 courses devoted to math and pedagogy. The outcomes for
these nine courses are derived from the NCATE standards and the Illinois Learning
Standards (ILS) and are listed in Appendix III.


Curriculum Summary

Math 117: College Algebra
Prerequisite: Math Placement Test or MATH 100.
Functions and their graphs, with emphasis on polynomials and rational functions.
Complex numbers, synthetic division, binomial theorem, inverse functions, conic
sections, the remainder and factor theorems, fundamental theorem of algebra. Word
problems emphasized throughout the course.

Math 118: Precalculus
Prerequisite: Math Placement Test or MATH 117
Exponential and logarithmic functions. Trigonometric functions, trigonometric identities
and equations. Law of sines, law of cosines, area problems, and Heron’s formula. The
complex plane and DeMoivre’s theorem. Vectors and parametric equations. Polar
coordinates. Mathematical induction. Review of conic sections. Optimization problems.
Gaussian elimination, partial fractions. Word problems emphasized throughout the
course.

Note: Candidates may place out of the above two courses if they test into Calculus I.

ONE of the following:

       Math 131: Elements of Calculus I
       Prerequisite: Math Placement Test or MATH 118.



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       An introduction to differential and integral calculus, taught at the intuitive level,
       intended primarily for students in the life and social sciences, computer science,
       and business. Topics include: limits, continuity, differentiation, exponential
       growth and decay, integration, area, the fundamental theorem of calculus, chain-
       rule, curve-sketching including concavity, applied max/min problems.

       Math 161: Calculus I
       Prerequisite: Math Placement Test or Math 118.
       A traditional introduction to differential and integral calculus. Functions, limits,
       continuity, differentiation, intermediate and mean-value theorems, curve
       sketching, optimization problems, related rates, definite and indefinite integrals,
       fundamental theorem of calculus, log and exponential functions. Applications to
       physics and other disciplines.

(Students may not receive credit for both MATH 161 and MATH 131 without permission
of the departmental chair.)

Math 123: Topics - History of Mathematics
This course will provide a thematic approach to the history of mathematics with emphasis
on contributions by noted mathematicians and mathematical societies highlighting
women and under-represented populations.

Math 123: Topics – Probability and Statistics
Data collection and display, simulations, surveys, probability, and elementary statistics
will be the focus of this course.

ONE of the following:

       Programming for Mathematics:
       Under development

       Stat 303: SAS Programming
       Prerequisite: STAT 103 or 203 or 335.
       An introduction to SAS programming in the context of practical problems taken
       from applied statistics. SAS programming includes extensive data-set
       manipulations such as inputting, from raw data and external files, subsetting,
       working with single and multidimensional arrays, SAS functions, basic macros.
       SAS procedures include MEANS, FREQ, GLM, PLOT, REG, UNIVARIATE,
       and selected topics from IML, LOGISTIC, MIXED, NLIN. Statistical topics
       include t-tests, simple and multiple regression, ANOVA, categorial analysis,
       repeated measures.

       Comp 150: Introduction to Programming
       Computers are everywhere today. The ideas in this course should be useful both
       to modern citizens of the world with main interests in other areas and also to
       people who are going on to further Computer Science study.



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       Comp 170: Object-Oriented Programming
       An introduction to the computer science major, covering basic concepts using an
       object-oriented programming language such as Java. The course addresses the
       following questions: What is an algorithm? How does one write a computer
       program? How does one convert an algorithm into a computer program? How
       does one judge a program? Topics include: variables, data types, input/output,
       repetition, choice, arrays, subprograms, classes/objects, and recursion. This course
       is programming intensive. A weekly lab component is required.

Math 123: Topics - Number Theory
Greatest common divisors, prime factorization, decimal fractions, continued fractions,
primes, composite numbers, tests for divisibility, perfect numbers, polygonal numbers,
number bases, and patterns in addition and multiplication tables are a sample of the topics
covered. (Illinois State Goal 6 and related performance descriptors)

Math 212: Linear Algebra
Prerequisite: MATH 162 or 132.
An introduction to linear algebra in abstract vector spaces with particular emphasis on Rn.
Topics include: Gaussian elimination, matrix algebra, linear independence, span, basis,
linear transformations, determinants, eigenvalues, eigenvectors, and diagonalization.
Some of the basic theorems will be proved rigorously; other results will be demonstrated
informally. Software such as MAPLE may be utilized.

Math 123: Topics - Geometry
Area, perimeter, volume, surface area, properties of two and three dimensional figures,
points, lines, planes, space, the Pythagorean theorem, transformations, fractals,
tessellations, perspective drawings, and informal proofs will be covered with respect to
Illinois State Standards 7 (measurement) and 9 (geometry). Activities and appropriate use
of technology will be stressed.

Math 123: Topics – Logic and Problem Solving
Three key themes will be explored: 1) mathematical logic including symbolic logic,
paradoxes, syllogisms, if-then statements, 2) problems that develop important
mathematics in geometry, arithmetic, number theory, real world applications, contests,
and recreational mathematics, and 3) implications for teaching and student learning.

Math 123: Topics – Math in Cahoots with Science
Mathematical concepts such as rates, ratios and proportions, probability and statistics,
and measurement that support scientific investigation and analysis will provide the focus
for this course. Hands-on activities that illustrate the connections will be used.


Math Education Course Descriptions

CIEP M80: Materials and Methods for Middle School Instruction



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This course focuses on instructional activities appropriate to middle school
departmentalized school curriculum (Separate section focuses on mathematics in the
middle grades).

Math 147 (CIEP 104): Mathematics for Teachers I
This course develops essential understanding of data analysis, geometry, and
measurement.

Math 148 (CIEP 105): Mathematics for Teachers II
This course develops essential understanding of number and operations, algebra, and
probability.

Elementary Education Course Descriptions

CIEP 206: Children’s Literature (ENGL 206)
The course explores the history of children’s literature and provides criteria for
evaluation of contemporary children’s books. It is designed for candidates, teachers, and
parents who are interested in providing better guidance for children’s reading.

ELPS 219: American Education
The course in American Education is an examination of American education with
emphasis on the history, aims, organization, and control of public and private schools.
Emphasis is placed on the development of American educational ideas and institutions in
a multicultural society.

CIEP 229: Introduction to Educational Psychology
This course is structured in three parts 1) learning and developmental theories/theorists,
2) student motivation and 3) testing and assessments of students. Cultural diversity, child
and adolescent development, and the notion of intelligence will be discussed. This
course is designed to give candidates theoretical background in order to facilitate
meaningful practical implications for the teacher/practitioner.

ELPS 302: Philosophy of Education
This course discusses philosophical principles underlying education and their
applications. ELPS 301-History of Western Education can be substituted for this
requirement.

CIEP 339: The Exceptional Child
This course serves as an introduction to the concept of exceptionality dealing with
atypical child growth and development. Focus is given to the psychology and teaching of
culturally diverse and atypical children including those with learning disorders.

CPSY 342: Issues in Identity Development and Cultural Pluralism
This course provides a critical examination of theory and research on the role of culture
in identity development. Particular emphasis will be given to such concepts as racism,
sexism, ethnicity, culture, class prejudice, and ethnocentrism and to discussion of how


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these factors help shape an individual’s identity and society’s conceptualization of
culture.

CIEP 359: Teaching Reading-Elementary
The purpose of this course is to introduce the education student to the teaching and
learning processes associated with providing balanced literacy instruction in the
elementary school. Developmental stages of learning to read and write, interactive
teaching strategies, and instruction methods and materials will be presented. Emphasis
will be placed on the development of a knowledge base needed to assist beginning
teachers in making insightful decisions regarding literacy introduction.

CIEP 362: Reading and Writing in the Content Areas
This course concentrates on the theoretical and practical applications associated with
teaching reading and writing in the subject areas. Emphasis will be on strategies that are
effective in developing thinking skills, vocabulary knowledge, and reading
comprehension processes. Candidates will learn about the link between reading and
writing and the role both play in providing a framework for effective teaching of content.

CIEP 354: Classroom Management
This course examines the methods teachers can use to establish classroom procedures,
rules and consequences; teach the social skills; unite the student teams; and solve
behavior problems. It also reviews the critical social issues related to an effective
learning environment. In addition it addresses the role that meaningful classroom
instruction plays in establishing positive interactions and meaningful learning.

CIEP 364: Classroom Assessment
This course is designed to address the assessment and evaluation of student progress
towards meeting targeted objectives, competencies, goals and standards. There is a need
to examine and utilize the balanced assessment model of student evaluation strategies.
Educators need to use standardized tests and teacher-made tests to provide information
about norm-referenced tests, criterion-based tests, and content knowledge. Educators also
need to utilize portfolios to monitor students’ growth and development and performance-
based assessments to measure application and transfer. This course will provide tools for
utilizing and monitoring a variety of assessment methods to provide an accurate picture
of student achievement.

CIEP M23: Introduction to Elementary Teaching and General Methods
This course is designed to help candidates examine the complex role of the teacher and to
understand principles and methods of curriculum, instruction, and evaluation in the
elementary school. Class activities will be organized around lesson planning with an
emphasis on the demonstration of teaching models, gaining an understanding of the roles
and responsibilities of teachers, and educational issues which impact the teaching field, in
general, and the work of teachers, specifically. These concepts are examined with regard
to issues of student diversity (gifted, special needs, gender, race, and ethnicity) and
within the content areas of social studies and language arts.



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CIEP M48: Art in the Elementary Classroom
This course is designed to give teacher candidates an understanding of the use of art in
elementary classrooms. It provides an opportunity to explore various media and
strategies for integrating them into the elementary school curriculum. Class activities
will be organized around art concepts, art history and art development throughout the
world, and the use of art as a means to understanding content area knowledge.

CIEP M83: Advanced Methods of Teaching Science
This course focuses on developing methods of teaching with emphasis on math and
science. Individual and group work designed to develop effective techniques of teaching
science concepts to diverse learners (gender, different socio-economic backgrounds etc.).
Attention is given to equipment, safety and planning.

CIEP MU5: Student Teaching-Elementary School
Student teaching is a full-time, full semester classroom experience with increasing
teacher responsibility. Candidates must have completed all professional education
courses with a grade point average of 2.80 or higher.

Curriculum Relationship to Core
Two of the math courses will be used to satisfy the quantitative literacy requirement. In
addition, several of the classes for the elementary education program have been
submitted for core classes or a waiver will be requested. The chart below shows the
program’s relationship to the university core.




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                           MATH EDUCATION MAJOR (K-9)

Course Name                                                      Hours

University Core                                                  39 Hours
College Writing Seminar                                            3
Artistic Knowledge or Experience                                   3
Historical Knowledge                                               6
Literary Knowledge                                                 6
Quantitative Literacy                                              waived (CIEP 104 &
105)
Philosophical Knowledge                                           6
Scientific Literacy                                               waived (NTSC 103 &
105)
Societal and Cultural Understanding                               6
Theological & Religious Studies Knowledge                         6
Ethics1                                                           3


Education Core                                                   29 Hours
NTSC 103-Life and Inquiry and NTSC105-Physical Science: Motion     6
6 hours of science electives                                       6
HIST 111 or 112-United States History2                             3
CIEP/ENGL 206-Children’s Literature3 or                            3
    CIEP 350-Adolescent Literature3
ELPS 302-Philosophy of Education4                                 3
ELPS 219-American Education5                                      3
PLSC 101-American Politics6                                       3
CIEP 365-Health and Fitness in Education                          2

Major-Science                                                    30-31 hours
MATH 131 or 161, Calculus I                                        3-4
MATH 212, Linear Algebra                                           3
MATH 123, Geometry                                                 3
MATH 123, Number Theory                                            3
MATH 123, History of Math                                          3
MATH 123, Probability and Statistics                               3
MATH 123, Logic and Problem Solving                                3
MATH 123/ NTSC 395, Math in Cahoots with Science                   3
Programming Elective                                               3
CIEP M80, Middle School Math Methods                               3

Major-Elementary                                                 42 Hours
CIEP 104/Math 147-Math for Teachers 1                              3
CIEP 105/Math 148-Math for Teachers 2                              3
CIEP 229-Educational Psychology                                    3
CIEP 364-Classroom Assessment                                      2
CIEP 354-Classroom Management                                      3
CIEP M23-Teaching Social Studies                                   3
CIEP M48-Teaching Art                                              1
CIEP 339-Exceptional Child                                         3


                                                                                    9
CIEP 359-Reading                                                            3
CIEP 351-Curriculum and Teaching in the Middle Schools                      3
CIEP M83-Teaching Science                                                   3
CIEP 362-Literacy                                                           3
CIEP MU5-Student Teaching                                                   9

Electives*                                                                  0

Total                                                                       128 - 140 hours
1
    Students may double count eligible core courses as both Philosophical Knowledge Core or
    Theological Knowledge Core. This option will add 3 hours of electives.
2
    Students may take this course for 3 hours of their Historical Knowledge Core. This option will
    add 3 hours of electives.
3
    Students may take this course for 3 hours of their Literary Knowledge or Experience Core. This
    option will add 3 hours of electives.
4
    Students may take this course for 3 hours of their Philosophical Knowledge Core. This option
    will add 3 hours of electives.
5
    Students may take this course for 3 hours of their Historical Knowledge Core. This option will
    add 3 hours of electives.
6
    Students may take this course for 3 hours of their Societal and Cultural Understanding Core.
    This option will add 3 hours of electives.




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Development of Research Skills and Methods

A major component of all certificate programs in the School of Education is the connection of
theory and “best practices” to the practical task of teaching. Every field experience our
candidates participate in, emphasize this application of theory to practice. Candidates will get the
opportunity to experience and apply techniques, methods, and process skills that are in
accordance with "best" practice in mathematics education. CIEP 104 Mathematics for Teachers
I, CIEP 105 Mathematics for Elementary School Teachers II, and CIEP M80 Methods and
Materials for Middle Grade Instruction will be attached to a clinical experience. The will provide
the candidates an additional opportunity to practice the methods of mathematical inquiry and to
develop evaluation type vehicles that they will be able to use in their own classrooms one day.

Capstone Experience

Candidates complete a full semester of student teaching where they will have the opportunity to
combine math content and pedagogy into one experience. Candidates are assigned a university
supervisor who visits the candidate five times within the semester and once weekly for an
evening semester. At the conclusion of student teaching, candidates present a portfolio that
includes selected artifacts from their entire program that demonstrate competency and
understanding of the accrediting standards.

Advising

Attached below is a sample program plan for the major. Candidates are easily able to finish this
program in four years, including a semester abroad if so desired. The School has a full-time
academic advisor who meets every semester with every student. As the program grows,
additional advisors may be needed to continue with the excellent quality of advising our school
has been able to provide our students. The School maintains a presence at both the Lake Shore
and Water Tower campuses. Our plan is to continue that service.




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                           Math Educator Sequence of Classes

Freshman I                                           Freshman II
                                           HRS                                                   HRS
UCWR 110, College Writing Seminar            3       CIEP 229, Educational Psychology             3
Math 131 or 161, Calculus I                 3-4      CIEP 206, Children’s Literature              3
MATH 123, Geometry                           3       CIEP 104, Math for Elementary                3
                                                     Teachers
NTSC 103, Life and Inquiry                   3       MATH 123, Number Theory                       3
PLSC 101, American Politics                  3       MATH 212, Linear Algebra                      3
                                           15-16                                                 15 hrs
                                            hrs
                                                     Clinical: tutoring
American Studies Block                     HRS       Education Block I                           HRS
ELPS 219, American Education                3        CIEP M23, Introduction to Teaching           3
HIST 112, US History                        3        CIEP M48, Art in the Elementary              1
                                                     Classroom
CPSY 342, Identity and Cultural              3       CIEP 339, Exceptional Child                   3
Pluralism
Science Elective                             3       CIEP 359, Reading for Elementary              3
                                                     Teachers
Programming Elective                         3       CIEP 364, Classroom Assessment               2
MATH 123, History of Math                    3       MATH 123, Probability and Statistics         3
                                           18 hrs                                                15 hrs
Junior I                                   HRS       Education Block II                          HRS
CIEP M80, Middle School Math                         CIEP M83, Science Methods                    3
Methods
CIEP 354, Classroom Management               3       CIEP 105, Math for Elementary                 3
                                                     Teachers II
Health and Fitness in Education              2       CIEP 351, Curr. and Teaching in Middle        3
                                                     School
MATH 123, Logic and Problem Solving          3       CIEP 362, Literacy Instruction                3
Theological & Religious Studies              3       MATH 123, Math in Cahoots with                3
Knowledge                                            Science
Philosophical Knowledge (Phil 186            3       NTSC 105, Physical Science: Motion            3
preferred)
                                           17 hrs                                                18 hrs
Senior I                                   HRS       Senior II                                    HRS
CIEP MU5, Elementary Student                 9       Literary Knowledge or Experience              3
Teaching                                             Elective
ELPS 302, Philosophy of Education            3       Theological & Religious Studies               3
                                                     Knowledge
                                          12 hrs     Science Elective                              3
                                                     Artistic Knowledge or Experience              3
                                                     Elective
                                                     General Elective                               3
                                                     General Elective                              2-3
                                                                                                  17-18
                                                                                                    hrs
                                  Sequence Subject to Change



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Multidisciplinary Contributions

This is a fully multi-disciplinary major between the College of Arts and Sciences and the School
of Education. The planning committee included faculty members from both divisions. The
current middle grade endorsement has been a collaborative endeavor between the math
department and the School of Education. Ms. Laurie Jordan, instructor in the math department, is
a member of the Teacher Preparation Committee and also actively participates in School events.

Assessment of Learning Outcomes

The School of Education is required to collect data on our candidates’ learning outcomes. Data is
collected for individual classes and aggregated for the School. Candidates complete a
professional portfolio that is another means for establishing competency. A sample rubric for the
Showcase Portfolio is attached in Appendix IV.

IMPLEMENTATION

Plans for Implementation

The program will begin to recruit internal and external candidates in Fall 07.

The math department has committed that by fall 09 all MATH 123 courses will be approved and
reassigned course numbers. Beginning spring 07, the math department will offer each semester,
for the next five semesters, one of the specific MATH 123 courses. Each MATH 123 course,
after the semester offered, will be presented to the CAS Academic Council for approval as a free
standing math course. Assuming successful passage, the five distinct middle grade math classes
would be fully incorporated as specific math classes by fall 09.

Unit Responsible for Program Administration

The School of Education is the unit designated by the university and the Illinois State Board of
Education responsible for administering this program.

RESOURCES

Resources Required to Support the Program

At this time, no new faculty or resources are being requested.




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