V. Program Information
DI Secondary Integrated Science Comprehensive Major
Philosophy, rationale, and objectives:
The Secondary Integrated Science Comprehensive Major will prepare prospective secondary teachers to teach science at the secondary (primarily middle school) level. These students will receive the DI endorsement. As the Michigan Department of Education (MDE) is discontinuing the current General Science Group Major and Minor (Michigan Teacher Test for Certification, DX endorsement) effective December 31, 2003, we created this new comprehensive program for Integrated Science commensurate with the description of the program certification on the MDE document for DI Content Standards:
"A secondary integrated science endorsement prepares candidates to teach integrated science (biology, chemistry, physics, and earth/space science) at the secondary level in courses designed to meet the Michigan Curriculum Framework science standards. The preparation of integrated science teachers includes courses of study in each of the three major categories of science identified in the Michigan Curriculum Framework: Life Sciences, Physical Science, and Earth/Space Science. The Secondary Integrated Science Endorsement requires either a group major with a minimum of 36 semester hours distributed among the three major categories for a balance of credits across the areas, or a comprehensive group major with a minimum of 50 semester hours distributed among the three major categories with no additional minor area of study. Candidates who apply for the DI endorsement (secondary) must pass the Michigan Test for Teacher Certification integrated science test at the secondary level."
We opted for the Comprehensive group major to ensure students in this major receive sufficient exposure to the content in the three major categories of science as described above. A student receiving a DI endorsement is NOT qualified to teach specific content courses in biology or chemistry or earth science or physics. Our comprehensive major has at least 56 science (plus math) content hours as did the old General Science Group Major/Minor that it replaces.
EMU is one of the largest producers of educators in the
Sequence of Coursework:
Secondary Integrated Science Comprehensive Group Major……(56-57 hours)
a) BIOL 110 Introductory Biology I 5
b) BIOL 120 Introductory Biology II 5
c) BIOL 324 Global Ecology and the Environment 4
a) CHEM 121-122 General Chemistry I w/ lab 4
b) CHEM 123-124 General Chemistry II w/ lab 4
c) CHEM 120 Fundamentals of Organic & Biochemistry 4
d) PHY 221 Mechanics, Sound, and Heat 4
e) PHY 222 Electricity and Light 4
a) ASTR 205 Principles of Astronomy 4
b) ASTR 315 Observational Astronomy 3
c) ESSC 110 The Dynamic Earth System 4
d) ESSC 111 The Earth System Through Time 4
e) ESSC 212 Weather, Climate and the Earth System 3
a) MATH 120, or (MATH 119 & MATH 107) 4 or 5
A recommended course sequence would have the students begin with their math requirements (if they do not have them from high school) so that they can take PHY 221 Mechanics, Sound and Heat, and PHY 222 Electricity and Light. Physics and math form a foundation for studying all the other sciences and are recommended before taking chemistry which, in turn, is recommended before biology or the earth/space sciences. However, due to scheduling constraints, students would be advised to take the courses as scheduling allows so as not to delay their graduation. Prerequisites, of course, would be enforced. Course numbers within a department, with few exceptions, indicate recommended sequencing, hierarchy of knowledge, and order of difficulty. As one progresses in each sequence, the material is by nature cumulative and increasingly integrated, e.g. principles of physics are applied in chemistry and earth science and astronomy, as are principles of chemistry and physics in the life sciences.
Following is the professional Studies program in the College of Education.
Professional Studies (39 hours)
Pre-admission phase: The Learner and the Community (8 hrs)
EDPS 322 Human Development and Learning (4 hrs)
FETE 201 Field Experience I (1 hr)
SPGN 251 Education of Students with Exceptionalities (3 hrs)
The following courses require formal admission to the teacher education program:
Phase I: Curriculum, Assessment and the Social Context (10 hrs)
SOFD 328 Schools in a Multicultural Society (3 hrs)
CURR 305 Curriculum and Methods: Secondary (3 hrs)
FETE 302 Field Experience II: Secondary (1 hr)
EDPS 340 Introduction to Assessment and Evaluation (3 hrs)
Phase II: Content Methods, Literacy and Technology (9 hrs)
RDNG 311 Teaching Reading in the Secondary School (3 hrs)
FETE 402 Field Experience III: Secondary (1 hr)
EDMT 330 Instructional Applications of Media and Technology (2 hrs)
PHY 325 Methods of Teaching the Physical Sciences (3 hrs) or BIOL 403 Methods and Materials for Teaching Biology or ESSC 347 Teaching Earth Science and Physical Geography
Phase III: Capstone Experience (12 hrs)
EDUC 492 Student Teaching (12 hrs)
Variety of Instructional Approaches:
Science faculty use a wide range of instructional approaches, including (but not limited to) traditional lectures, peer teaching, group learning experiences, open-ended projects, and learning through laboratory exercises. Requirements in CURR 305, the science teachings methods class, and the student teaching experience involve variety in teaching strategies and reflections on how to meet the needs of diverse learners.
Differences Between Elementary and Secondary Education Science Preparation Programs:
The elementary science major and minor prepares teachers to teach science in K-5 classrooms as well as in grades 6-8 middle school science programs. The secondary integrated science program focuses on preparing teacher candidates to teach grades 7-12. Elementary students complete pre-service field experiences as well as student teach in elementary classrooms K-5. Secondary education students complete pre-service field experiences and student teaching in grade appropriate classrooms, basically grades 7-12. In addition, secondary students complete the CURR 305 course, Curriculum in the Secondary Schools and Elementary Education students complete CURR 304, Curriculum in the elementary schools. Both these courses focus on age appropriate classroom practices, specific curriculum topics and subject matter, and generate lesson plans that meet the curriculum needs of children appropriate for the overall program. Teaching methods for specific grades is taught in: CURR 304 Curriculum and Methods: Elementary, RDNG 300 Early Literacy and RDNG 310 Literacy Across the Curriculum in Intermediate Grades. The elementary students take four content/methodology courses: PHY 100, CHEM 101, ESSC 202, and BIOL 303. The secondary students take a methodology course in their specific content area for the major: PHY 325 Methods of Teaching the Physical Sciences (3 hrs) or BIOL 403 Methods and Materials for Teaching Biology or ESSC 347 Teaching Earth Science and Physical Geography.
Addressing Gender Equity, Multi-Cultural and Global Perspectives:
The University and the College of Education are committed to offering programs that are equitable and open to all students. Students are admitted to the University without regard to gender bias, social economic status, race, religion, or other barrier. The Dean of Students Office provides assistance to all students who attend Eastern Michigan University. The offices that provide support to specific student populations on campus through this area are: Center for Multicultural Affairs (CMA), Office of Foreign Student Affairs (OFSA), Access Services (formerly Office of Students with Disabilities) (AS), Office of Greek Affairs (GA), and Lesbian, Gay, Bisexual, and Transgendered Resource Center (LGBTRC).
In BIOL 403, CURR 305, and EDUC 492, reflection questions require candidates to reflect on gender and multi-cultural issues regarding their lesson plans. Lesson plans designed in the secondary science methods courses include the science/technology/society approach addressing a global issue or concern. SOFD 328 Schools in a Multicultural Society, part of the required professional studies, is designed so that students explore the interactive relationship between schools and society, and the development of a culturally responsible pedagogy. Special emphasis is on educational equity and the theoretical foundations of multicultural education. SPGN 251 Education of Exceptional Children is also part of the professional studies core. This introductory survey course provides the historical, philosophical, and organizational factors leading to the enactment of federal and state laws, rules, and regulations governing special education and implications for teaching children with special needs and backgrounds. Therefore, students learn to plan lessons and provide opportunities for all children that are sensitive to gender, race, cultural backgrounds, ethnicity, special needs, and linguistic differences.
Multiple Methods of Assessment:
Students are evaluated/graded using both cognitive and performance-based assessments that provide data to measure the level of students’ knowledge of content, pedagogy, and educational technology, and integration of science and mathematics. Examples of assessments include course exams, quizzes, laboratory reports, independent investigations, class inquiry projects and presentations, reports using primary literature, lesson and unit plans, and reflection essays.
EDPS 340 requires the CAP (Classroom Assessment Plan) which requires students to develop both traditional and authentic assessments. BIOL 403 lesson plans designed for middle and high school teaching must include pre- and post- assessments. In student teaching, students must create and implement an assessment plan for their unit, documenting evidence for student learning. Furthermore, in the various other science and science teaching methods courses, students experience a variety of assessment approaches ranging from traditional multiple-choice and problem-solving test to problem sets, papers, lab reports, and oral presentations.