From Julie Kraut's AHPH 455: Public Health Epidemiology:

Design of the Course:
This course is designed to introduce students to the principles, concepts, and uses of public health epidemiology. The course focuses on discussion and application of epidemiological and statistical approaches to studying public health problems. A course in statistics at the college level is a prerequisite for this course.

Objectives of the Course:
By the end of this course, students will:

1. Be competent in the basic vocabulary of epidemiology, particularly the concepts most often used to discuss public health issues
2. Analyze public health issues using an epidemiological approaches
3. Be better able to understand epidemiological studies, which will help them be more competent public health practitioners

Course Description:   Objectives and organization of the curriculum and instructional materials for mathematics programs for grades 6-12 with attention to methods of instruction, the needs of exceptional students, reading techniques in mathematics, and planning for multicultural learning situations.  Accepted for credit toward the major or minor only for those preparing to teach.  Accepted for credit as a methods course for grades 6-12, but not as an upper-division mathematical content course.  Not used in major or minor GPA calculation except for mathematics education majors and minors.  CRQ:   MATH 353 and consent of department.

COURSE OBJECTIVES

1. Learn and practice techniques used to implement the NCTM’s Principles and Standards for School Mathematics (issued 2000) and the Illinois Learning Standards in Mathematics in Grades 6-12 both within the present day middle school and secondary school curriculums which are in transition to implementation of the Standards and in a curriculum which fully implements the Standards at the middle and secondary level.
2. Develop and practice ways of effectively using and adapting different methods of instruction, including cooperative learning and working with instructional aids, to meet the needs of all students in mathematics.
3. Learn how to develop and to adapt lesson plans and performance based objectives, questioning and assessment techniques, motivational and discipline methods, and ways of incorporating manipulatives, visual aids, technology and multicultural aspects of mathematics into the classroom in accordance with the abilities, learning styles & special needs of the students in their classrooms and the performance objectives these students are trying to achieve.
4. Learn valuable teaching techniques by sharing ideas and concerns about your clinical experiences (observations/teaching) and by working together in groups on projects and by doing class presentations.
5. Constructively reflect on the progress toward the above goals and on current issues in education and to help you use the results of these reflections to become better math educators.
6. Learn about the opportunities for professional growth in mathematics education through membership and active participation in the many professional organizations for mathematics educators so that learning is seen as a life-long process.
7. Articulate how NIU’s Conceptual Framework provides the “scaffolding” for the mathematics certification program.