Biology - DA Section 2 Program Summary
a. Describes the philosophy, rationale, and objectives of the program and explains how the program is consistent with the philosophy, rationale, and conceptual framework of the unit.
"Effective science teaching is more than knowing science content and some teaching strategies. Skilled teachers of science have special understandings and abilities that integrate their knowledge of science content, curriculum, learning, teaching, and students. Such knowledge allows teachers to tailor learning situations to the needs of individuals and groups. This special knowledge, called "pedagogical content knowledge," distinguishes the science knowledge of teachers from that of scientists. It is one element that defines a professional teacher of science."
National Science Education Standards, pg. 53, 1996.
The mission of the Biology Program for secondary education majors and minors at Eastern Michigan University (EMU) is to foster the development of the professional teacher of life science. Content selection and teaching methodology for the Biology program is determined by researched-based best practices and the following professional standard documents: the NSTA Standards for Science Teacher Preparation (November 1998), the Michigan Curriculum Framework Strands I. – III. (1996, revised 2000, and 2003 - for grade level performance expectations), the National Science Education Standards (NSES) of the National Research Council, the National Association of Biology Teachers (NABT), and the Biological Sciences Curriculum Study (BSCS).
The goal of the Biology program is to provide candidates with an in-depth understanding of the life science discipline and its relation to the other sciences so they can be effective teachers at the secondary education level. It is expected that students will learn biology at a level and in a depth that goes substantially beyond what they themselves will eventually teach. Studying advanced topics helps bring clarity to the more basic ones and also prepares the teacher-in-training for fielding questions which go beyond the normal scope of secondary education level science and for providing a challenging environment for all students – the talented, gifted, and/or highly motivated students, as well as the students with diverse and special needs. Engaging in scientific inquiry provides an understanding of the nature of science and the scientific process. Inquiry, by its very nature, fosters a classroom atmosphere where science is learned by doing, and all students can participate at their level of understanding and potential.
The wealth of global information and technological tools available today makes it evident that all people need to know the fundamental concepts of science and the nature of the scientific process as a way of knowing. The field of biology and technology is becoming intertwined bringing forth new disciplines such as biotechnology, biochemistry, and biophysics, and the outcome has produced incredible discoveries and products. However, modern man must decide if, how, and when society is ready to implement this new knowledge. For example, genetically modified foods may be a method for ending starvation in third world countries, but many people are questioning its safety. Our students must be provided with a program that reflects current knowledge of technological methodologies and societal issues so that these future teachers are effective in delivering relevant science content and process to the next generation of students.
The secondary teacher preparation program in Biology at EMU strives for excellence by hiring qualified and talented faculty, basing curriculum on National and Michigan State Standards, and using cognitive and performance-based student assessment data to guide curriculum development and revision. Throughout, the Biology program stresses the importance of academic honesty, scientific ethics, independent thinking, mastery of laboratory and technological skills, and written and oral communication, in addition to the application of best practices for teaching and learning biology.
The objectives for the Biology program align with EMU’s Teacher Preparation Program Outcomes and Benchmarks which is summarized in the theme “Caring Professional Educators for a Diverse and Democratic Society.”
Students completing the Biology program demonstrate competence in the following outcomes and benchmarks:
I. Caring educators are committed to all students learning within supportive learning communities. They are student-focused and persistent in pursuing high and appropriate expectations for all students.
II. Professional Educators are knowledgeable regarding content, pedagogy, and educational technologies.
III. Professional Educators are reflective in their practice.
IV. Professional Educators demonstrate professional dispositions and communication skills.
V. Educators for a diverse and democratic society celebrate diversity in schools and communities. They prepare students for active participation in democracy through nurturing critical thinking, creative thinking and problem solving within communities.
b. Describes the sequence of courses and/or experiences to develop an understanding of the structures, skills, core concepts, ideas, values, methods of inquiry, and uses of technology.
The basic concepts of biology upon which candidates can begin to construct a conceptual framework of the discipline are developed in BIOL 110 and 120. This conceptual framework is further reinforced in the upper level courses covering genetics, cell and molecular biology, ecology, evolution, and human physiology. A continued emphasis on inquiry-oriented laboratory exercises and inquiry-oriented methods are applied in lecture and discussion sessions. As the students advance in the program they are expected to integrate science content with science process and apply the results of inquiry to answer scientific questions. Students further develop their understanding of the interconnectedness of the sciences through additional courses required in chemistry, physics, and math. In the Professional Studies, including BIOL 403 secondary methods, students develop the skills and confidence to become a professional teacher of science.
Course Sequence for The Biology Teaching Major
Required Courses in Biology (30 credits)
BIOL 110 Introductory Biology I
BIOL 120 Introductory Biology II
BIOL 301 Genetics
BIOL 305 Cell and Molecular Biology
BIOL 310 Ecology
BIOL 315 Evolution
ZOO 326 Human Physiology
One of the following laboratory courses
BIOL 306 Cell-Molecular and Genetics Lab
or
BIOL 311 Laboratory in Ecology
Restrictive Electives – an additional 3 semester hours in biology at the 300 level or above (except BIOL 403 secondary methods – taken in the Professional Studies).
Other Required Courses in Science and Math
Chemistry (16 credits)
CHEM 121 General Chemistry I
CHEM 122 General Chemistry I Lab
CHEM 123 General Chemistry II
CHEM 124 General Chemistry II Lab
One of the following sequences
CHEM 371 Organic Chemistry I
CHEM 372 Organic Chemistry II
CHEM 373 Organic Chemistry Lab
or
CHEM 270 Organic Chemistry
CHEM 271 Organic Chemistry Lab
CHEM 451 Biochemistry
Physics (8 credits)
PHYS 221 Mechanics, Heat and Sound
PHYS 222 Electricity and Light
Math (3-4 credits)
MATH 120 Calculus I or
MATH 170 Elementary Statistics
Professional studies (39 hours)
Pre-admission phase: The Learner and the Community
EDPS 322 Human Development and Learning
FETE 201 Field Experience I
SPGN 251 Education of Students with Exceptionalities
Courses that require formal admission to the teacher education program
Phase I: Curriculum, Assessment and the Social Context
SOFD 328 Schools in a Multicultural Society
CURR 305 Curriculum and Methods: Secondary
FETE 302 Field Experience II: Secondary
EDPS 340 Introduction to Assessment and Evaluation
Phase II: Content Methods, Literacy and Technology
RDNG 311 Teaching Reading in the Secondary School
BIOL 403: Methods for Teaching Secondary Biology
FETE 402 Field Experience III: Secondary
EDMT 330 Instructional Applications of Media and Technology
Phase III: Capstone Experience: 12 hours
EDUC 492 Student Teaching
Course Sequence for the Biology Teaching Minor
Required Courses in Biology (24 credits)
BIOL 110 Introductory Biology I
BIOL 120 Introductory Biology II
BIOL 301 Genetics
BIOL 310 Ecology
ZOO 326 Human Physiology
One of the following courses
BIOL 305 Cell and Molecular Biology
BIOL 315 Evolution
One of the following laboratory courses
BIOL 306 Cell-Molecular and Genetics Lab
or
BIOL 311 Laboratory in Ecology
Pre-requisites for BIOL 305 Cell and Molecular Biology
CHEM 121 General Chemistry I
CHEM 122 General Chemistry I Lab
CHEM 123 General Chemistry II
CHEM 124 General Chemistry II Lab
c. Describes how candidates are prepared to utilize a variety of instructional approaches to address the various learning styles of students.
Students in the Biology program are exposed to a variety of instructional approaches (such as: direct and indirect lessons; black-board, overhead, and Power Point presentations; field and laboratory investigations; cooperative learning; independent inquiry projects; and constructivist learning) by faculty members in the College of Arts and Science and College of Education. At the end of their program, candidates are knowledgeable about the best research-based methodologies for science instruction.
Candidates demonstrate their ability to utilize a variety of instructional approaches and address various learning styles in their curriculum units and lesson plans assigned in CURR 305, BIOL 403, and EDUC 492: Student Teaching. Part of the assessment for the instructional units is the analysis of content and organization around key concepts. In addition, both units must include multiple teaching methods (related to diverse learning styles) and adaptations for a variety of special needs. The student teaching unit must be assessed to document overall student learning and particular analysis of learning for a student with a special need. Multiple other dimensions of effective teaching are also assessed in the student teaching evaluation forms and journal.
d. Describes any differences that may exist between elementary or secondary preparation to teach in each major or minor area (e.g. instructional resources, field placements, instructional techniques).
Eastern Michigan University does not have an elementary major or minor program in biology. The General Science Group Major and Minor Program, administered through the College of Education, is available for candidates in the elementary certification program.
e. Describes how the program incorporates gender equity, multi-cultural, and global perspectives into the teaching of the subject area.
In lecture and laboratory classes and required biology textbooks, students are exposed to biographies of culturally diverse male and female scientists who have made significant contributions to the field of biology. For example, In BIOL 120 students are assigned to report on genetically modified foods (GMO’s), which leads to a discussion of the global nature of food distribution systems, and the European Union’s strong objections to allowing genetically modified foods into the human food system. Students in BIOL 301 report on how genetics relates to medical issues and medical research and participate in discussions on topics such as cloning and genetic testing. In BIOL 310, students are continually provided with examples of applications to global problems of human population growth and issues of conservation of biology such as destruction of the tropical rainforest. ZOOL 326 uses the textbook written by the author Dee Silverthorn who writes the text from a woman’s point of view. She uses female illustrations and medical issues to illustrate the physiological concepts more often than male examples and she sites the work of female and male research in equal number. The instructor of this course selected this textbook because 60%-70% of the students enrolled are female which represents the current national trend.
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 BIOL 403 must also include a “real-world” application to a relevant community, state, national, or global issue or concern.
f. Describes how the program covers multiple methods of student assessment appropriate to content area.
Cognitive and performance-based assessments are utilized to demonstrate candidates in the Biology program are knowledgeable regarding content, pedagogy, and educational technologies. Examples of these assessments include course exams and quizzes, laboratory reports, independent laboratory and class inquiry projects and presentations, reports using primary literature, biology lesson and unit plans, and reflection essays. In addition, the Educational Testing Services’ national exam in biology is administered in BIOL 403 to all Biology major and minor candidates.
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. After the lessons are taught in schools, BIOL 403 students analyze assessment data and report on student learning gains. In student teaching, students must create and implement an assessment plan for their unit, documenting evidence for student learning.