INTRODUCTION

The objective of this handbook is to provide useful information needed to guide new and old students of the Department of Biology in particular and the University in general. The information include among other things University, Faculty/Departmental admission requirements, course structure, course description, grading system, regulations governing the conduct of examinations, examination offences and penalties etc. designed to make their stay comfortable and rewarding.

In recognition that the student is the pivot of the University's primary objectives of teaching, manpower training and research, let it be borne in mind that these can be achieved only in a healthy atmosphere of peace and stability, predicted upon respect for rule of law, and maintenance of cordial relationship and interaction within the University environment.

Brief Historical Background

The Department of Biology started at the inception of the College of Education in January 1972 with the 3 - year Nigeria Certificate in Education (NCE) Programme. With the upgrading of the institution to degree awarding status in 1980, the Department began the Bachelor of Education (B.Ed.) degree programme in Biology on May 28, 1982, as the College matriculated the pioneer students under the affiliation of the University of Ibadan.   Since then to date the Department has been effectively managed by Heads (Appendix Ill). Through the effective and efficient teaching skills of the lecturers, the department has
produced 15 First Class students (Appendix 1 1 ) and three of whom were the best graduating students in their respective academic sessions: they were, Miss Rosemary Boate, 1999/2000; Miss Gloria Oroma Green, 2002/2003, Miss Victoria Adanna Adikwu, 2008/2009. The department has also produced to her credit some very good students who now serve the department as lecturers. Some of them are, Dr. Lebari Gboeloh, Mrs Martha Njoku; Mr. Kingsley Elele. Mr. Upadhi Friday and Mr. Ikechi Okere.

PHILOSOPHY

The Philosophy of the Department of Biology under the Biology
Education programme includes:

  • To train professional Biology teachers and teacher trainers at the Bachelor's degree level; well equipped with the relevant knowledge, skills, methods and attitude to cultivate inquiring, knowing and rational mind for the conduct of good life and democracy Produce Biology teachers (scientists) for national development.
  • Prepare teachers who will service studies in science and technology and technological development.
  • Produce teachers who will provide knowledge and understanding of the complexity of the physical world. The forms and the conduct of life at the secondary level of education.

Objectives of Biology Education

The Objectives include:

  1. To produce Biology teachers with the practical intellectual and professional background adequate to enable them impart the knowledge to their students;
  2. To produce Biology teachers who have sound mastery of biology problem solving skills that would enable them to also work in the industry;
  3. To produce Biology teachers who can disseminate information in Biology education to the individual or the society at large;
  4. To produce Biology teachers who can use new technologies and strategies that are relevant in teaching- Iearning processes to impart knowledge on students;  
  5. To produce Biology teachers with the spirit of creativity and entrepreneurship;
  6. To produce Biology teachers who are committed to the teaching profession;
  7. To produce Biology teachers with knowledge, skills and attitudes which would enable them to contribute effectively to the growth and development of their communities in particular and the society in general;
  8. To produce Biology teachers with proper leadership qualities that would enable them assume leadership positions successfully in future.
  9. To produce Biology teachers who can pursue further studies either in Biology Education, Biology or any of the options in Education foundations.

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The Department of Chemistry started at the inception of the College of Education in August 2, 1971 with three (3) Academic Staff and one (1) Laboratory Assistant to prepare students for the Nigerian Certificate in Education (NCE) Programme. The first batch of NCE students was sixteen (16) in number and graduated in 1974. The Department started the Bachelor of Education (B.Ed.) programmein 1981 with seven (7) students who did the Post NCE course. These students graduated in 1983.                                                    .

Presently, the Department of Chemistry has two well-equipped laboratories with competent lecturers. It also has skilled and devoted administrative and technical staffs that are always willing to assist students in their practical classes and teach them on how to make use of laboratory equipment.

The Department of Chemistry has at present over one hundred and fifty students. The recent boost in the number of admitted students into the Department could be attributed to the granting of autonomy and license to the Institution to operate as a University. Over the years, our students are known to be hard-working and disciplined and do not indulge in examination malpractice. I congratulate every student admitted into this Department and I wish that you make the best use of this opportunity. Every student should brace up to the challenges which lie ahead by addressing squarely the onerous task of pursuing his/her studies with vigor and ensure that he/she sails through the demands of the courses spelt out in this hand book.

Examination malpractice is not condoned in this Department: know that hard work is the key to success, no short cuts! On behalf of the staff and students of the Department, I welcome you to a successful time of studentship in the Department of Chemistry.

GREAT CHEMISTS!
REACTION!!

God Bless you

PROF. EKPETE, OZIOMA DAUNWO
Head of Chemistry Department

lAUE, Rumuolumeni Port Harcourt.

The philosophy of the Department of Chemistry is to

  • Train professional Chemistry teachers for competency on their job and capable of developing inquiry and creative minds in teaching at different levels of Post Primary Educational Institution
  • Produce Chemistry teachers capable of training other people both in Applied and Natural Sciences.
  • Produce Chemistry teachers who will provide knowledge and understanding of the complexity of the physical world, the forms and the conduct of life at the secondary level of education
  • Produce Chemistry teachers (scientists) for national development

The objectives of Chemistry Department include:

  • To produce Chemistry teachers who are committed to the teaching profession.
  • To produce Chemistry teachers with the spirit of creativity and entrepreneurship
  • To produce Chemistry teachers who have sound master of  chemistry problem, solving skills that would enable them to also work in the industry
  • To produce Chemistry teachers with proper leadership qualities that would enable them assume leadership positions successfully in future
  • To produce Chemistry teachers who can make rational judgments based on the understanding of methods in science
  • To produce Chemistry teachers with knowledge, skills and attitudes which would enable them to contribute effectively to the growth and development of their communities in particular and the society 'in general
  • To produce Chemistry teachers with practical, intellectual and professional background, adequate to enable them impart the knowledge to their students.
  • To produce Chemistry teachers who can pursue further studies either in Chemistry, Chemistry Education or any of the options in Education Foundations.

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At its inception far back in 1971, Rivers State College of Education did not have a department of computer science. This was not then an omission. The subject had then not made its way down from the tertiary levels of education to the primary or secondary education levels. It can easily be verified from the history of computers and computing that computer science as a formal education discipline remained active only in the tertiary realms of education practically through the first half of the 20th century (i.e. Up to and right through the 1940s)! However, in Nigeria, and beginning especially with the thoughts and the corresponding moves which had led to the Universal Basic Education (UBE) programme and the consequent school curricular reforms, serious considerations were given to school level computer science.

The early years of the 21st century were particularly marked with intensive moves to introduce computer studies at least into the Nigeria primary and secondary school curricula. In particular, the national agencies regulating formal education at the various levels (such as FME, NERDC, NUC, NBTE and NCCE) all effectively contributed in the period, 2000-2003, to the curriculum reform debates which culminated in the introduction of computer science into the programme curricula of all university degrees of bachelor, polytechnic diploma programmes, and college certificate programmes like the NCE. Then, most happily, in 2002, official circular letters were issued to the institutions concerned, directing the introduction of General Studies (GS) courses in computer science at least, as a matter of urgency. The reason was given that it was from then required of every tertiary educational institution to produce and turn out only graduates who had been taken through one or more general studies courses in computer science, and who hopefully then had picked up a good working blend of knowledge and practical competencies in computer applications.

In February 2002, Academic Board of RSCOE took the decision to establish a department of computer science. The problem was then how best to get foundation staff members to start up the new department in an institution which was devoid of computer Science graduate staff. The college could not, of course, immediately run ahead of government to recruit computer science graduates so the urgent stop-gap measure taken was to pick out and redeploy the following five lecturers from four closely allied departments to start up the Department of Computer Science Education (DOCSE) of Rivers State College of Education.

Philosophy of the Department of Computer Science Education

The Curriculum is designed to produce Computer scientists who are to train other people both in theory and practical of computer science. The programme is also designed to develop confidence in the computer teachers that will enhance their abilities to adapt to rapidly changing situations in a scientifically and technologically oriented global society.

Objectives of Computer Science Education

The objectives of the Course are:

  1. To produce graduates who are very conversant with theories, principles and applications of computers so that they could be thoroughly resourceful, adaptive and innovative in their latter employment whether in the field of computer research in the university or teaching in schools or in the industry or on their own.
  2. To produce competent and highly knowledgeable computer teachers at all levels of education.
  3. To produce graduates (teachers) who will be able to undertake installations, repairs and maintenance of computer systems.
  4. To produce computer teachers who will be able to motivate students' interest in computer through the use of appropriate teaching strategies at all levels of education.
  5. To produce graduates who will be well equipped to proceed for higher degrees in Computer Science or Computer Education.
  6. To produce teachers that can organize short term programmes in:
    • Computer Operations
    • Diploma and Certificate Courses in Computer studies
    • Diploma in Computer Repairs and Maintenance.

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The Physical and Health Education Department was established in 1971 with Late Dr. EJ Chu as the only staff for the programme. Since he could not teach all the courses alone, the college relied on part time teachers to help run the programme. Those who featured as part-time lecturers were: Mr. R.O Viator, Mr. S.G Eben-Spiff and all were of the then Rivers State Sport Council and Mr. M Osujih, then an Education Officer Grade 11 at the Federal Government College Port Harcourt.

Initially there was no Physical and Health Education examination. The combinations offered were Physical Education/Biology, Physical Education/ Geography. Physical and Health Education combination was introduced in 1975 when Mr. R.O Viator and Mr. Michael Osuijih joined the College as permanent members of staff.

The purpose of the Department is to train Physical and Health Education personnel, to train teachers at the various teacher training colleges in the state in particular and Nigeria. The Department was involved in the initial degree awarding programme at the upgrading of the institutions to a degree awarding institution in 1981/1982 session

The Department later changed its name from Physical and Health Education to the present name Human Kinetics, Health and Safest, Education. The objectives slightly changed given rise to the present philosophy.

OUR PHILOSOPHY

The philosophy of Human Kinetics, Health and Safety Education department is to produce competent professional needed for teaching, coaching and performance of jobs in sport, Physical and Health Education and Recreation in secondary schools, higher institutions of learning, sport councils, sport commissions and such related organization. The department also mount programmes geared towards the promotion of general fitness for students, staff and society in general

OUR OBJECTIVES

The objectives of Human Kinetics, Health and Safety Education are to:

  1. produce teachers who can inculcate and promote sound health attitude through practical at the post primary institution
  2. Produce teachers who can organise and administer sports programmes (both intramural and extramural) at post primary institutions.
  3. Initiate and sustain community health programmes, apply scientific skills and knowledge gained through the study to solve day to day problems.
  4. Observe and explore the physical, biological and social environment with the intent to effecting the necessary changes to make them healthful and habitable.
  5. Demonstrate convincing enthusiasm and intellectual ability for further studies in Human Kinetics Health and Safety Education and allied discipline. 6. Develop skills and competence in the area of in Human Kinetics Health and Safety Education with capabilities to interpret data, formulate and test hypothesis.
  6. Demonstrate convincing abilities to initiate and sustain researches in Human Kinetics, Health and Safety Education and allied discipline.
  7. Make rational judgement based on the understanding of methods in science

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The department of integrated Science was established as an autonomous and full pledged department in 1985/1986 session. Prior to this period; the department had existed as a unit of primary education at the St John's campus of the College and trains NCE teachers in the following combinations:

  1. Integrated Science/Chemistry
  2. Integrated Science/Mathematics
  3. Integrated Science/Biology
  4. Integrated Science/Physics
  5. Integrated Science/Geography
  6. Integrated Science/Primary Education
  7. Integrated Science/Computer Science.

The department started a B.Ed. programme in 1992 and turned out the first graduate in 1995.

The philosophy of the Department of Integrated Science under the Integrated Science Education Programme (B.Sc. Ed) includes among others:

 

To train professional integrated science teachers and teacher trainers at the Bachelor's degree level; adequately motivated and equipped with the relevant knowledge, skills, methods and attitude to cultivate inquiring, knowing and rational minds for the conduct of good life in order to;

  • Produce teachers who shall provide knowledge and understanding of the complexity of the physical world, the forms and the conducts of life at the basic education level.
  • Produce professional Integrated Science Teachers for national development.
  • Prepare teachers who will service studies in Science and Technology and technological development

The objectives of the programme include:

  1. Enabling students gain the concept of the fundamental unity of science.
  2. Instilling in the students commonality of approach to problems of a scientific nature.
  3. Increasing students understanding of the role and functions of science in everyday life and in the world in which they live.
  4. Making students well informed and scientifically literate.
  5. Enabling students acquire and demonstrate the intellectual competence and professional skills necessary to the teaching of integrated science in primary and junior secondary schools, as an inquiry based subject in conformity with the national curriculum.
  6. Developing in students, the ability to impart and encourage their spirit of inquiry into living and non-living things and energy changes in the environment.
  7. Developing the ability and motivation in students to work and think in an independent manner.
  8. Enabling students carry out scientific investigations, emphasizing cooperation, development of appropriate scientific processes and skills and improving their writing and oral communications skills.

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Brief History of the Department of Mathematics/Statistics

As an integral part of the university, the evolutionary trajectory of the Department of Mathematics/Statistics, as it is now known, is synonymous with the three-stage metamorphosis of the Institution. It started as the Department of Mathematics when the Institution was established as the
Advanced Teacher Training College (T.T.C) in 1970. The Department took off with 17 students and 4 lecturers. In 1975 the name of the Institution was changed to Rivers State College of Education. By this change, the status and structure of the Institution also changed. By Edict NO.1 of 25th February, 1975, Rivers state College of Education was statutorily empowered to award the Nigeria Certificate in Education (N.C.E) to graduating students.

Being one of the Departments in the then School of Natural and Applied Sciences, the Department of Mathematics prepared students for the award of the N.C.E. in affiliation with the University of Ibadan. Thus, the Department fielded 12 graduating students at the first graduation ceremony of Rivers State College of Education held in 1977, which covered four graduating sets (1977).

In 1984, the Department was considered competent to prepare students for the award of the Bachelor of Education (B.Ed.) in Mathematics. One student started this programme in 1984.

The third stage of the metamorphosis of the Institution happened in 2009. In that year, the Institution was elevated to university status. The name then changed first from Rivers State College of Education first to Rivers Stare University of Education and later to Ignatius Ajuru University of Education. The change also brought about structural changes. In consonance with the new status, the Department also metamorphosed       from the Department of Mathematics to the Department of Mathematics/Statistics in the Faculty of Natural and Applied Sciences. Since 1984 when the B.Ed. Programme started, the Department has been training and graduating students, some coming out with First Class. In Fact, the best graduating student in the whole university in 2014 came from the Department of Mathematics/Statistics. Furthermore, the Department has a vibrant National Association of Mathematics Students (NAMS) which has won laurels to the department in inter-departmental and inter-faculty competitions.

A Peep into the Future It is the fervent desire of the department to make the Statistics curriculum option of the department fully operational in order to give students wider latitude of areas of specialization. The basic structures are being put in place to achieve this dream.

Furthermore, conscious of the dearth of Mathematics teachers in the upper echelon of the education system, it is the resolve of the department to work assiduously to commence post graduate programmes in Mathematics and Statistics in the near future. On the whole, the department of Mathematics/Statistics of Ignatius Ajuru University of Education, Rumuolumeni, Port Harcourt, being blessed with competent hands, requisite working materials and conducive atmosphere, is poised to contribute its quota of well trained teachers in Mathematics and Statistics for the well- deserved but as yet elusive scientific and technological development of Rivers State in particular and the nation in general.

The Ignatius Ajuru University of Education (lAUE) Department of Mathematics/Statistics curriculum option of Bachelor of Science in Education (Mathematics) and Bachelor of Science in Education (Statistics) are designed and run with the philosophically sound intention to prepare a new breed of exquisite professional graduate teachers of Mathematics (pure or applied) and Statistics (pure or applied) at the levels of basic education, comprehensive senior secondary education, the college of education NCE programmes and the polytechnic diploma programmes. It is reasonably expected then that in the contexts of NCE, ND or HND programmes, graduates of the IAUE B.Sc. Ed. (Mathematics) and B.Sc. Ed. (Statistics) curriculum options will always be found
worthy of their initial teaching appointments and still found capable of readily availing themselves of the employing institution's staff development programmes leading on to higher degrees In Mathematics Education, Statistics Education, Mathematics (pure or applied) or Statistics (pure or applied) as the job context may require in particular cases.

Vision of the Department

The Department of Mathematics/Statistics of Ignatius Ajuru University of Education envisions itself as the specific establishment of the university's Faculty of Natural and Applied Sciences which is directly responsible for classroom teaching, research training and due graduation of top flight Mathematics/Statistics teachers for the Basic and the Senior Secondary levels of the total Nigerian Education system. The department views its responsibilities as stretching over and beyond the initial graduation of its Mathematics/Statistics undergraduate students to their in-service mentorship based professional career advancement in their post-graduation work life.

Mission

The mission of the lAUE Department of Mathematics/Statistics is to provide an atmosphere conducive for undergraduate student maximal learning benefits by instruction, theoretical discipline, laboratory/field research training and practice teaching exposures for flourishing graduate professional teaching careers in Mathematics/Statistics at the Basic and the Senior Secondary levels of Education. It is also intended by the typical student's learning gains in the department to fit him/her for curriculum innovation and field supervision of school Mathematics/Statistics instruction as well as for personal advancement to higher degrees in these teaching subjects.

OBJECTIVES

Hence, the following six salient curriculum objectives of the IAUE B.Sc. Ed. (Mathematics) and the B.Sc. Ed. (Statistics) content options are being vigorously pursued in the Department of Mathematics/Statistics:

  • To prepare globally employable professional graduate teachers holding the Bachelor of Science Education in Mathematics (Pure or Applied) or in Statistics (Pure or Applied) for teaching on all formal educational programmes which are not more advanced in mathematics content than the standard university bachelor degree programme in Mathematics or Statistics,
  • To prepare professional graduate teachers of Mathematics and/or Statistics who have acquired superior expertise in the pertinent pedagogical, curricular and instructional
    knowledge with the practical learners motivational skills and the right attitudinal complements,
  • To prepare graduate education professionals who are very highly capable of adopting and implementing the ICT- supported scientific research approach to problem identification, definition research design, data acquisition, analysis and resolution in the context of mathematics education or statistics education;
  • To prepare graduate education professionals who themselves can make very thoughtful, meaningful and workable contributions to current debates and discussions toward the realization of the innovative instructional strategies, methods, techniques and materials for promoting learning, research and public policy effectiveness particularly in mathematics and statistics education;
  • to produce education professionals in Mathematics and Statistics who can move up to benefit by related more advanced education in any of the mathematical science-
    based specializations such as operations research (OR) and data science (DS) at any university graduate school.
  • to produce the millennial new breed of Mathematics or Statistics Education graduates who can leverage on existing and emerging technologies to make practice, learning and research more of an exciting pleasurable experience than the abhorred drudgery which mathematical and statistical problem-solving can otherwise become.

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INTRODUCTION

Physics is a fundamental natural science discipline that studies the physical processes of the universe. It is based on natural laws and the results of experiments. A well thought out programme of the study of Physics with Education is of great necessity for a proper foundation for natural and applied science students. The programme is designed to lay a solid foundation for studies of specialized areas of Physics and Science Education. The contents of the programme encourage both theoretical and practical approaches. To ensure the achievement of the main objectives of the programme, students are encouraged through guidance and counselling. The approach enables students to properly utilize their academic aptitude. The graduates of our Physics education programme will enjoy the patronage of our secondary schools and industries. The Department also intends to run post graduate programmes in the future.

 PHILOSOPHY

The Physics curriculum is designed to train Physicists, efficient and qualified graduate teachers capable of teaching Physics at Secondary school evel and above, who would be knowledgeable and highly motivated to train other people in both applied and natural sciences. The programme is further designed to develop confidence in Physics teachers, enhance their capacity to adapt and confront challenges of emerging trends in a technological and global society.

OBJECTIVES

The objectives of the Physics programme are:

  • To train professional Physics teachers for competency on their job and capable of developing inquiring and creative minds in teaching at different levels of Post Primary Educational Institutions.
  • To produce teachers who are motivated, diligent, conscientious and efficient in the use of appropriate teaching strategies at all levels of Primary and Post Primary Educational Institutions.
  • To train well-equipped Physics teachers with capacity to pursue higher degrees either in Physics or Physics Education.

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