McCarthy Hall 236A
Joel Abraham (Biological Science), Tara Barnhart (Secondary Education), Nathalie Bursztyn (Geological Sciences), Barbara Gonzalez (Chemistry and Biochemistry), Maria Grant (Secondary Education), William Hoese (Biological Science), Phil Janowicz (Chemistry and Biochemistry), Jeff Knott (Geological Sciences), Antinette Linton (Secondary Education), Michael Loverude (Physics), Gina Passante (Physics), Megan Tommerup (Biological Science), Natalie Tran (Secondary Education), Sean Walker (Biological Science)
The philosophy of the Science Education Program is based on the belief that teachers play a preeminent role in the science educational process. We prepare teachers to have confidence in their own abilities to access resources and gain the understanding that they need to help individual students become more scientifically literate. We also believe that effective science content preparation is critical in preparing teachers who are able to transform the science content knowledge that they learn in their courses into pedagogical content knowledge that can be taught to others. This process of transformation encompasses all aspects of instruction and evaluation nexus. The science education faculty agrees that teachers must be open and interested in new ideas. They engage in their own inquiry as co-investigators with students who learn science through multiple methods, including inquiry. We support teachers who, as active, alert members of their school community, help the next generation become effective and positive contributors to a diverse society. The mission of the Science Education Program is to prepare students who are competent in subject matter content to teach science at the elementary and secondary levels. We provide guidance and support for beginning and experienced teachers in the study and use of educational practices developed for teaching science, as well as helping these teachers develop original ideas as they relate to their areas of specialization. The program’s primary goal is to address the special needs of pre-service and in-service science teachers.
Learning Goals and Student Learning Outcomes
Science Coursework for Elementary Teachers
Science coursework for elementary teachers is designed to deepen the skills and knowledge of future K-8 teachers in the areas of scientific content, scientific processes, and investigation and experimentation in the physical sciences (GEOL 410 and GEOL 420 ) and the biological sciences (BIOL 453 ). Courses for specific disciplines can be found within the natural science departments.
Introductory Subject Matter Authorization: Science
Introductory subject matter authorization: science is an additional authorization that may be added to an existing credential. It authorizes the credential holder to teach introductory courses in science, K-9th grades. It is not a separate credential, but is in addition to a pre-existing Single or Multiple Subject Credential. Non-remedial collegiate coursework in science totaling 32 semester or 48 quarter hours is required, including a minimum of six semester or eight quarter hours in each of four content areas.
Programs and Courses Offered
ProgramsMaster of Arts in Teaching ScienceNon-Degree
Courses are designated as SCED in the class schedule.