College of the Environment, Forestry, and Natural Sciences2021-2022

Department of Biological Sciences

Secondary Education - Biology, Bachelor of Science in Education

Learning Outcomes

Purpose Statement
 
The NAUTeach program is a challenging undergraduate course of study solely designed to prepare mathematics and science teachers for grades 6-12. The program emphasizes the pre-service teacher’s ability to develop research-based pedagogy through a STEM (Science, Technology, Engineering, Mathematics) focused, field intensive, rigorous curriculum. This allows undergraduate students to be highly supported by faculty who specialize in mathematics and science education research and Master Teachers that have years of professional classroom experience. Our program is designed for students with strong skills in mathematics or science seeking certification to teach biology, chemistry, physics, Earth sciences, general science, or mathematics at the secondary level.
 
The NAUTeach program, modeled after the successful UTeach program at the University of Texas, provides opportunities for you to:

  • graduate in four years. Students earn a Bachelor of Science in education in their field of study;
  • earn dual degrees. Students have the ability to earn degrees both in specific fields of science or mathematics and in teaching science or math; 
  • have early classroom teaching immersion. Students are in the K-12 mathematics or science classroom teaching and observing from the first semester and throughout the NAUTeach program to prepare for their capstone student teaching experience;
  • work cooperatively in a STEM focused center. Course of study partnered with the department of Mathematics, Biology, Chemistry, Geology, and Physics;
  • experience “student-centered” instruction. Course structure supports deep student understanding of concepts related to teaching, science, and mathematics;
  • develop numerous STEM based lessons and a full STEM based unit. Students teach numerous STEM lessons and a STEM unit at local secondary schools, which build towards a capstone student teaching experience that utilizes the full range of skills and experiences;
  • engage in educational dialogue and planning. Students plan lessons that promote deep content knowledge, analytical reasoning, creative thought and use of appropriate teaching strategies;
  • use technology to enhance learning. Students experience technology throughout NAUTeach courses and develop lessons that model technology use in 6-12 classrooms;
  • earn scholarships, internships and loan forgiveness. Numerous financial opportunities exist for secondary mathematics and science education majors;
  • inspire future scientists, engineers, and mathematicians to change the world. Visit Teachers who inspired great scientists to see how teachers change the world.
Student Learning Outcomes

Outcomes align with Standards from the Council for the Accreditation of Educator Preparation, the National Science Teachers Association, and the Interstate New Teacher Assessment and Support Consortium
  • Design instruction that develops all students’ abilities to meet academic standards;
  • Reflect on teaching practices including the creation of a classroom environment based on respect and rapport that fosters a positive climate for learning, equity, and excellence;
  • Create and maintain a learning climate that supports the development of all students’ abilities to meet academic standards;
  • Implement and manage instruction that develops all students’ abilities to meet academic standards;
  • Assess learning and communicate results to all students, parents and other appropriate professionals with respect to all students’ abilities to meet academic standards;
  • Collaborate with colleagues, parents the community and other appropriate agencies to design, implement, and support learning that supports all students’ abilities to meet academic standards;
  • Review and evaluate personal performance in order to improve teaching practices through reflection;
  • Develop and nurture current professional knowledge of the teaching/learning process;
  • Provide evidence of student learning through the design and implementation of instruction that makes use of effective communication techniques, is based on student prior knowledge, actively engages students in the learning process, and provides timely high-quality feedback;
  • Reflect on the roles and responsibilities and adhere to legal and ethical requirements of the profession;
  • In collaboration with other professionals, participate in the design, implementation, and assessment of individual education programs;
  • Provide evidence of meeting the Arizona Professional Teaching Standards by taking the AEPA Secondary Professional Knowledge exam;
  • Core Knowledge in the Biological Sciences:
    • Life processes in living systems including organization of matter and energy
    • Similarities and differences among animals, plants, fungi, microorganisms, and viruses
    • Ecological systems including the interrelationships and dependencies of organisms with each other and their environments
    • Population dynamics and the impact of population on its environment
    • General concepts of genetics and heredity
    • Organizations and functions of cells and multi-cellular systems
    • Behavior of organisms and their relationships to social systems
    • Regulation of biological systems including homeostatic mechanisms
    • Fundamental processes of modeling and investigating in the biological sciences
    • Applications of biology in environmental quality and in personal and community health
    • Bioenergetics including major biochemical pathways
    • Molecular genetics and heredity and mechanisms of genetic modification
    • Molecular basis for evolutionary theory and classification
  • Advanced Competencies in the Biological Sciences
    • Biochemical interactions of organisms and their environments
    • Causes, characteristics, and avoidance of viral, bacterial, and parasitic diseases
    • Molecular genetics
    • Issues related to living systems such as genetic modification, uses of biotechnology, cloning, and pollution from faming
    • Historical development and perspectives in biology including contributions of significant figures and underrepresented groups, and the evolution of theories in biology
    • How to design, conduct, and report research in biology
  • General Supporting Competencies
    • Chemistry: Biochemistry
    • Physics: Light, Sound, Optics, Electricity, Energy and order, Magnetism
    • Earth Sciences: Energy and geochemical cycles, Climate, Oceans, Weather, Natural resources, Changes in the Earth
    • Mathematics: Probability, Statistics

 


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