Jun 13, 2024  
2022-2023 Undergraduate Bulletin 
2022-2023 Undergraduate Bulletin [ARCHIVED CATALOG]

Chemistry, Adolescence Education: Chemistry and General Science, B.A.

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Students seeking Initial Certification in Adolescence Education must complete the requirements for a BA in addition to the requirements set forth in the School of Education program description. Those students may use INTD 300  in place of CHEM 351 . Certification in adolescence education is not available with the Bachelor of Science in Chemistry.  

NSTA Adolescence Science Program Learning Outcomes

  1. Content Knowledge:  Effective teachers of science understand and articulate the knowledge and practices of contemporary science. They interrelate and interpret important concepts, ideas, and applications in their fields of licensure.
  2. Content Pedagogy:  Effective teachers of science understand how students learn and develop scientific knowledge. Preservice teachers use scientific inquiry to develop this knowledge for all students.
  3. Learning Environments:  Effective teachers of science are able to plan for engaging all students in science learning by setting appropriate goals that are consistent with knowledge of how students learn science and are aligned with state and national standards. The plans reflect the nature and social context of science, inquiry, and appropriate safety considerations. Candidates design and select learning activities, instructional settings, and resources–including science-specific technology, to achieve those goals; and they plan fair and equitable assessment strategies to evaluate if the learning goals are met.
  4. Safety:  Effective teachers of science can, in a P-12 classroom setting, demonstrate and maintain chemical safety, safety procedures, and the ethical treatment of living organisms needed in the P-12 science classroom appropriate to their area of licensure.
  5. Impact on Student Learning:  Effective teachers of science provide evidence to show that P-12 students’ understanding of major science concepts, principles, theories, and laws have changed as a result of instruction by the candidate and that student knowledge is at a level of understanding beyond memorization. Candidates provide evidence for the diversity of students they teach.
  6. Professional Knowledge and Skills:  Effective teachers of science strive continuously to improve their knowledge and understanding of the ever changing knowledge base of both content, and science pedagogy, including approaches for addressing inequities and inclusion for all students in science. They identify with and conduct themselves as part of the science education community.

Outline/Advising Guide

For Students who Matriculated prior to Fall 2022:

First Year

Second Year

Spring (16 Credit Hours)

Third Year

Fourth Year

Spring (16 Credit Hours)

Total Credit Hours: 126

*Students meet the Physical Chemistry requirement by taking either CHEM 320  and CHEM 322  (Physical Chemistry I and II) or CHEM 324  (Principles of Physical Chemistry). An additional 3 credit 300-level chemistry course must be taken if the CHEM 320 /CHEM 322  option is used. Two additional 3 credit 300-level chemistry courses must be taken if the CHEM 324  option is used. Two 300-level chemistry laboratory courses are required. One of these laboratories must be either CHEM 313  or CHEM 331 . The second laboratory course must be either CHEM 342  or CHEM 361 .

Note: Where no prerequisites apply, some variation in the order or semester in which courses are taken is possible. Students should consult their academic advisors for additional information.

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