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Available courses

This course is designed to reinforce and expand on the elements of language and expository writing emphasised in Essentials of Communication 1. It provides opportunities for student teachers to read expository texts and engage in critical analyses, summarisation, research and publication through the use of oral, written and booth presentations. These activities require that student teachers be self-directed and involved learners as lecturers guide them in the process of honing their second-language competencies.

The course is an introduction to teaching as a profession and its intention is to expose participants in an interactive, learner centered manner to the boundaries of the profession. There are three themes selected to achieve this end. The first is concerned with the nature of teaching, the second focuses on a rationale for choosing teaching in addition to what it has to offer. The final theme focuses on readiness for entering the profession and what is necessary for on-going professional development.

We recognise the need for graduate students to have a good grasp of the appropriate research methods involved in conducting an actual study. This course is structured to arouse students' interest in pedagogical research. Whenever each step of the research process is discussed in this course, the students will have the opportunity to apply the ideas in a practical way to the research problem. Students will be encouraged, in addition to other means of data collection, to keep journals of their experiences on the job as this will help them to keep record of events as well as to keep track of their thoughts and ideas.  

This course focuses on (a) relating education research to national development, (b) the various approaches to research, (c) understanding research process and plan, (d) data organisation and analysis and (e) preparing research proposal as well as conducting and reporting research findings. 


This course is designed as an introduction to the field of Educational research methodology. Throughout this course, students are expected to learn and understand both qualitative and quantitative methods, main research design techniques and research ethics. The course will focus on an in-depth examination and comparison of qualitative, quantitative and mixed methods designs. Specific aspects to be emphasized include: developing research questions and hypothesis, implementing the chosen design, data analysis and the process of knowledge translation. At the end of the course, students are expected to be able to design his/her own research project/proposal. 

Advanced Primary Curriculum Studies is designed to help Language Arts teachers at the Primary Level to communicate effectively in speech and writing, develop advanced content knowledge, and the requisite skills and competencies which will enable them to support students and teachers as they navigate the Language Arts Curriculum and inform language policies. This forty-five (45) hour course is divided into four units which cover the rudiments of communication and language variation, English language policies and extrapolated rules of Standard English morphemes, constituents and paragraphs. In addition, the content covers the analysis of narratives, exposition and rhetoric. Further, the content explores the planning, development and delivery of oral presentations in face-to-face (in person) and online contexts. The course is assessed by formative and summative coursework activities.

Problem-solving and Assessment Strategies in the 21st Century Classroom is a forty-five (45) hour course which is designed to allow mathematics practitioners to develop advanced technical understanding of problem-solving and assessment strategies for the 21st century mathematics classroom. The course comprises six Units - Understanding Problem Solving, Problem Solving Theories, Problem Solving Strategies, Problem Solving and Mathematics Education, Theoretical Understanding of Assessment and 21st Century Assessment Strategies. The Units have been designed to facilitate the sequential development of concepts and skills through investigation, integration and scaffolding. During the course, students engage in a variety of self-directed learning activities such as discussions, article reviews, critiques and oral presentations.  The course is assessed by coursework only - presentation, project, in-course test.

Issues and Trends in Teaching Primary and Secondary Mathematics is a forty-five (45) hour course which is designed to provide programme participants with the opportunity to interrogate the six guiding elements critical to the development of effective mathematics education programmes, identify the factors impacting them and determine how successful jurisdictions have overcome challenges. The course comprises Six Units - Issues and Trends: Teaching and Learning, Issues and Trends: Curriculum Development and Implementation, Issues and Trends: Assessment and Feedback, Issues and Trends: Access and Equity, Issues and Trends: Tools and Technology and Issues and Trends: Professionalism in Mathematics Education. The Units have been designed to facilitate the sequential development of concepts and skills through investigation, integration and scaffolding. During the course, students engage in a variety of self-directed learning activities such as individual and group based research activities, discussions, article reviews, critiques and oral presentations.  The course is assessed by coursework only - presentation, research paper, in-course test.

Elements of Linear and Abstract Algebra at the Advanced Level is a forty-five (45) hour course which is designed to expose programme participants to both the practical computations and theoretical principles that form the core of Linear and Abstract Algebra. The course will also provide programme participants with several applications of these areas to the real world. The construction of formal proofs is also an important component of the course.The course comprises five Units - Vector Spaces, Eigenvalues and Eigenvectors and their Applications, Abstract Algebra: Group Theory, Abstract Algebra: Ring Theory and Abstract Algebra: Field Theory. The Units have been designed to facilitate the sequential development of concepts and skills through integration and scaffolding.  During the course, participants get opportunities to demonstrate their understanding of problems and theoretical concepts through a variety of self-directed learning activities such as individual and group based discussions and worksheets.  The course is assessed by coursework only - worksheets, research paper and in-course test.

Introduction to Differential Equations is a forty-five (45) hour course which is designed to facilitate learners' understanding/appreciation of the usefulness of Differential Equations for modelling physical and other phenomena. It provides opportunities for learners to apply their knowledge to real world problems as they learn how to solve the equations and interpret the solutions. In three Units, learners are introduced to the basics of Differential Equations, topics in Second Order Ordinary Differential Equations and topics in Linear Systems of Differential Equations. Emphasis is placed on the development of abstract concepts and applications to the real world. Learners get opportunities to demonstrate understanding of theoretical concepts and select and use appropriate models and techniques for finding solutions to Differential Equations-related problems. Learners also use of mathematical software to solve differential equations problems.  The course is assessed by coursework only.

CHEM 4005 seeks to provide a fundamental understanding of the principles underlying atmospheric and soil chemistry.  It is designed to give an introduction to atmospheric issues, composition, and structure.  It provides an understanding of the concepts of kinetics, photolysis, and catalytic cycles that are important in atmospheric chemistry.

In  addition, this course introduces the chemical principles necessary to critically examine the soil environment, and to identify the chemical processes that occur in the soil environment and ultimately impact the fate and behaviour of substances in soil and other natural water systems. This course will also provide a greater understanding of the soil and the impact of human activity on the soil.

The course, Practical Approaches to Problem Solving in School Management Part 1, is created to equip you with the many skills and competencies engendered in learning about problem solving and the practical approaches to adopt in your pursuit to make the schools you manage efficient and relevant to your clientele. This course is built on the premise that learning is integrative and reflective hence you will constantly draw relevant content ideas from prerequisite courses as well personal experiences including self-knowledge to make informed choices and decisions as you work through its units. Also this course is premised on the belief that if changes are to be effected, then you who will influence change should be self-assured; hence, Practical Approaches to Problem Solving in School Management Part 1 should challenge you as school manager and administrator (problem solver) to understand yourself in the different contexts in which you operate.

The course is structured to last one (1) semester and addresses schools from the perspective of systems and reflective/reflexive thinking, the nature and principles of contemporary problem solving approaches and methodologies in school management, and related data analysis techniques to be utilized by you in the execution of your professional practice. Reflection and its techniques are integrated throughout the four (4) units. Each unit carries its own assessment hence your performance will be evaluated based on an accumulation of the units' assessment tasks. 

Welcome to The Mico Curriculum Resource Container (MCRC). Navigate this space to satisfy your curriculum needs. In the Reflective CafĂ©, you are invited to initiate or extend discussions, as well as challenge ideas raised. 

Enjoy the experience!