Professional Education Unit
University of Kentucky
Science Education, Grades 8-12
Biology Education
Chemistry Education
Earth Science Education
Physics Education
Initial Preparation Program
Submission Date: Fall 2006
UK PROGRAM DESCRIPTION:
http://www.uky.edu/Education/EDC/mic/welcome.html
GOVERNING KENTUCKY REGULATION:
(16 KAR 2:010. Kentucky teaching certificates)
http://www.lrc.state.ky.us/kar/016/002/010.htm
UNIT POLICY ON ADMISSION, RETENTION AND COMPLETION:
http://www.uky.edu/Education/NCATE/coeretention.pdf
Contents
Section 1: Program Conceptual Framework
A.
B.
C.
D.
E.
F.
Conceptual Framework for the Professional Education Unit at the University of Kentucky
Mission Statement for the Department of Curriculum and Instruction
Mission of the Science Education Program
Knowledge Bases for the Science Education Program
Performance Standards in the Science Education Program
Integration of the Curriculum and Assessment System
Section 2: Program Continuous Assessment Plan
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
Integration of Program Continuous Assessment Plan with the Unit Assessment System
Integration of Program Continuous Assessment Plan with Program Conceptual Framework
Program Continuous Assessment Plan Integration with Standards and Program Activities
Continuous Assessment Monitoring Checkpoints
Multiple Assessments
Dispositions and Modes of Assessment
Plans for Collecting 8-12 Student Impact Data
Candidate and Program Feedback Chart
Use of Technology to Support the Assessment System
Process to Ensure Accuracy, Fairness, and Consistency of Assessments
Section 3: Program Experiences
A.
B.
C.
D.
E.
F.
G.
H.
Overview of Masters with Initial Certification (MIC) Program in Secondary Education
Overview of Alternative Route Option in Science Education
Delivery of Science Education Program
Course Descriptions
Integration of Performance Standards into Science Education Program
Integration of Code of Ethics into Science Education Program
Integration of KERA Initiatives into Science Education Program
Integration of EPSP Themes into Science Education Program
Section 4: Program Faculty
Section 5: Curriculum Contracts
1
Section 1: Program Conceptual Framework
The Science Education Program operates under the umbrella of the Master of Arts in Education including initial
certification. Science education candidates may pursue program completion in Biology Education, Chemistry Education,
Earth Science Education and Physics Education, depending on their subject matter background and personal interests.
Although all science education candidates complete similar science education activities and complete the same subject
pedagogy courses, they focus on the national and state standards associated with their particular science discipline(s).
A.
Conceptual Framework for the Professional Education Unit at the University of Kentucky
The conceptual framework for the professional education unit at the University of Kentucky (UK) is guided by the theme,
Research and Reflection for Learning and Leading. This theme is aligned closely with both the institutional vision and
mission of UK and the vision and mission of the professional education unit. The theme reflects and guides how we
approach preparation of professional educators within the context of a research extensive, land grant university.
Research is a valued activity and tool within UK’s educator preparation programs. Faculty and candidates generate
scientific research using a wide range of research methodologies and contribute to the professional literature. Programs use
practitioner inquiry and data-based instructional models in applied settings to enhance student learning and professional
development. Research findings from the entire field of education inform design of courses, selection of interventions, and
features of professional education programs.
Reflection is a long-standing aspect of UK’s educator preparation programs and is, in our view, a hallmark of professional
practice. Reflective assessment of performance, outcomes, and approaches to problems is a dynamic process appropriate
for faculty, experienced educators, and candidates in initial stages of their careers. Candidates are expected to complete
numerous reflective activities as they work to meet standards; the goal is to prepare educators who are capable of analysis
and problem-solving that will result in improving educational practices and outcomes.
Learning is included as a component within our conceptual framework to underscore our commitment to the many facets of
learning and to highlight the ways in which our programs conceptualize, promote, and accomplish learning. As a unit, we
do not share a single theoretical view of learning. Faculty and candidates conceptualize learning using a wide range of
perspectives including behavioral, constructivist, and social. We believe that our diversity of thought enriches and
strengthens our unit. The reference to learning in our conceptual framework encompasses learning among all those who
participate in our educator preparation programs and those who are affected by the educational efforts of our faculty and
candidates.
Leading is an expectation that faculty hold for ourselves and an outcome that we promote among our candidates. As
members of the educational community at Kentucky’s flagship university, we believe it is our obligation and privilege to
provide leadership in educational policies and practices across levels and dimensions of universities, schools, and agencies.
We believe that as leaders and followers work together to improve student learning among diverse student populations, we
can obtain positive results that improve education in Kentucky and beyond.
The four elements of our conceptual framework are synergistic and mutually supportive of our work. Taken as a whole,
research, reflection, learning, and leading provide a strong conceptual basis and functional framework for the preparation
of educators at the University of Kentucky.
B. Mission Statement for the Department of Curriculum and Instruction
The mission of the Department of Curriculum and Instruction is to 1) design, develop, and implement programs that will
improve the quality of elementary, middle, and secondary education and provide educational leaders; 2) prepare teachers
and provide continuing professional development; 3) conduct and disseminate research; and 4) provide services in a variety
of educational and professional settings.
2
C. Mission of the Science Education Program
The Science Education Program is designed to give candidates the theoretical background and practical skills needed to
become effective science teachers. Candidates are introduced to a wide range of instructional materials and ideas that
provide opportunities to make decisions relative to appropriate “hands on” and investigative activities for high school
students. Candidates are encouraged to be creative and reflective in developing, implementing, and evaluating plans for
teaching secondary school science concepts and skills. A strong emphasis is placed upon teaching the processes of science
as well as the content of science. Candidates are expected to have high expectations of all students and provide effective
instruction for diverse groups of students. Candidates are encouraged to prepare themselves for leadership roles in the
schools in which they will serve.
D. Knowledge Bases for the Science Education Program
The Masters with Initial Certification (MIC) Program and the Science Education Program draw heavily upon what is
known about effective teaching and schools. Readings and discussions include a wide range of resources including, but not
limited to, philosophy and history of education, working with students from diverse backgrounds, effective teaching
strategies, achievement gap, ethics of teaching, intelligence and technology, multicultural issues, asking and answering
action research questions, development, learning, motivation, and goals and strategies of teaching high school science.
Supporting research and literature for candidates in the Science Education Program include the following:
Cohort Classes:
Dewey, John. (1938, 1998). Experience and Education. 60th Anniversary Ed. West Lafayette, Indiana: Kappa Delta Pi.
Gaines, Ernest J. (1993). A Lesson Before Dying. New York: Vintage.
Hersch, Patricia. (1999). A Tribe Apart: A Journey into the Heart of American Adolescence. NY: Ballantine.
Ornstein, Allan C., Lasley II, Thomas J. & Mindes, Gale. (2006). Secondary and Middle School Methods. Boston:
Pearson, Allyn & Bacon.
Soder, Roger, Ed. (1996). Democracy, Education, and the Schools. San Francisco: Jossey-Bass.
Strike, Kenneth & Soltis, Jonas F. (2004). The Ethics of Teaching. 4th Ed. New York: Teachers College Press.
Technology Education:
Sternberg, Robert J. & Preiss, David D., Eds. (2005). Intelligence and Technology. The Impact of Tools on the Nature and
Development of Human Abilities. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Multicultural Education/Campbellsville Project:
Gollnick, Donna M. & Chinn, Philip C. (2006). Multicultural Education in a Pluralistic Society. 7th Ed. Upper Saddle
River, New Jersey: Pearson, Merrill Prentice Hall.
Core Seminar, Spring:
Falk, Beverly & Blumenreich, Megan. (2005). The Power of Questions. A Guide to Teacher and Student Research.
Portsmouth, NH: Heinemann.
Social Foundations:
PBS Series, School: The Story of American Public Education (2001). The attendant reader of the same title by Sarah
Mondale (Beacon Press, 2001), is also recommended.
3
Special Education:
Blackboard: Access via https://myuk.uky.edu or http://elearning.uky.edu
Rose, David H. and Meyer Anne (2002) Teaching Every Student in the Digital Age: Universal Design for Learning.
ASCD: ISBN: 0-87120-599-8.
Educational Psychology (Development, Motivation, and Learning):
Mayer, R.E. (2001). What good is educational psychology? The case of cognition and instruction. Educational
Psychologist, 36(2), 83-88.
Behavioral Learning Theory Web Quest http://suedstudent.syr.edu/~ebarrett/ide621/behavior.htm
Cognitive Theory Web Quest http://suedstudent.syr.edu/~ebarrett/ide621/cognitive.htm
Social Learning Theory Web Quest http://suedstudent.syr.edu/~ebarrett/ide621/social.htm
Huitt, W. (1997). Motivation to learn: An overview. Educational Psychology Interactive. Valdosta, GA: Valdosta State
University. http://chiron.valdosta.edu/whuitt/col/
Maehr, M.L. & Midgley, C. Enhancing student motivation: A Schoolwide approach. Educational Psychologist 26, 3 & 4
(1991): 399-427.
Furrer, C. & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and
performance. Journal of Educational Psychology, 95(1), 148-162.
Learner-Centered Psychological Principles www.apa.org/ed/lcp2/lcp14.html
Brett, A., Smith, M., Price, E., & Huitt, W. (2003). The affective domain. Educational Psychology Interactive. Valdosta,
GA: Valdosta State University. Retrieved from http://chiron.valdosta.edu/whuitt/col/affsys/affsys.html.
Huitt, W. (1997). Socioemotional development. Educational Psychology Interactive. Valdosta, GA: Valdosta State
University. Retrieved from http://chiron.valdosta.edu/whuitt/col/affsys/erikson.html
Secondary Science Methods:
National Research Council (1996). National science education standards. Washington, DC: National Academy Press.
(http://www.nap.edu/readingroom/books/nses/html/)
Kentucky High School Core Science for Assessment for both Middle School and High School Science
http://www.education.ky.gov/users/jwyatt/CCA%204%201%20FINAL/CCA_41.doc
Kentucky Program of Studies (http://www.education.ky.gov/users/jwyatt/POS/POS.pdf)
Kentucky New Teacher Standards http://www.kyepsb.net/teacherprep/newteacherstandards.asp#std.1 .
American Association for the Advancement of Science. (1989). Science for all Americans: A project 2061 report on
literacy goals in science, mathematics, and technology. Washington, DC: American Association for the
Advancement of Science.
American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford
University Press
Appel, Kenneth, John Gastineua, Clarence Bakken, David Vernier. (2003). Physics with Computers. Beaverton, Oregon:
Vernier Software & Technology.
4
Billmeyer, Rachel., Mary Lee Barton. (1998). Teaching reading in the content areas: If not me, then who?. 2nd Edition.
Mid-Continent Regional Educational Laboratory.
Driver, Rosalind., Ann Squires, Peter Rushworth, Valerie Wood-Robinson. (1994). Making Sense of secondary science:
Research into children’s ideas. : reprinted 2005. New York: Routledge Falmer
Hazen, Robert M., James Trefil. (1991) Science Matters: Achieving scientific literacy. New York: Anchor Books.
Holmquist, Dan D. and Donald L. Volz. (2003). Chemistry with computers. 3rd Edition. Beaverton, Oregon: Vernier
Software & Technology.
Johnson, Robyn L., Gretchen Stahmer DeMoss, Richard Sorensen. (2003) Earth science with computers. Beaverton,
Oregon: Vernier Software & Technology.
Jones, L.R., I. Mullis, S.A. Raizen, I.R. Weiss, and E.A. Weston. (1992). The 1990 science report card: NAEP’s
assessment of fourth, eight, and twelfth graders. Washington, DC: U.S. Department of Education.
Keeley, Page. (2005) Science Curriculum Topic Study: Bridging the gap between standards and practice. Thousand Oaks,
California: Corwin Press
Kober, Nancy. (1992). What we know about science teaching and learning. Washington, DC: Council for Educational
Development and Research.
Masterman, David and Scott Holman. (1997) Biology with Computers Using Logger Pro. Beaverton, Oregon: Vernier
Software
Morholt, E. and Paul Brandwein. (1989). A sourcebook for the biological sciences (third edition). San Diego: Harcourt
Brace Jovanovich, Inc.
National Academy of Sciences. (1990). Fulfilling the promise: biology education in the nation’s schools. Washington,
DC: National Academy Press.
National Academy of Sciences. (1998). Teaching about evolution and the nature of science. Washington, DC: National
Academy Press.
National Research Council (2005). How students learn science in the classroom. Washington, DC: National Academy
Press.
National Research Council (1996). National science education standards. Washington, DC: National Academy Press.
National Science Teachers Association. (1996). NSTA Pathways to the science standards: Guidelines for moving the
vision into practice. Arlington, Virginia: National Science Teachers Association.
Volz, Donald L. and Sandy Sapatka (2003). Physical science with computers. 3rd Edition. Beaverton, Oregon: Vernier
Software.
E. Performance Standards in the Science Education Program
The Science Education Program aligns itself with and expects candidates to meet the following performance standards:
Kentucky New Teacher Standards, the Unit Functional Skills and Dispositions, the Unit Technology Standards, and the
National Science Teachers Association/National Council for Accreditation of Teacher Education Secondary Science
Education Standards.
5
F. Integration of the Curriculum and Assessment System
The Science Education Program for initial preparation and certification enables candidates to meet required standards for
new teacher practice, leadership, research, and reflective practice through a variety of designed program experiences. The
program allows candidates to integrate a number of ideas related to content and professional knowledge. With the
exception of six hours of graduate content work, content preparation occurs prior to admission to the teacher preparation
program. The program provides a variety of course work leading to a functional knowledge of student learning,
development, and motivation relative to teaching the content area. A large block of field experiences coupled with
classroom work enables candidates to meet program goals and standards through performance.
Candidate performance is evaluated through the continuous assessment system and numerous products produced during
their work. Assessments include interviews, project feedback, and an extensive use of the portfolio. Information gleaned
from candidate work is used to make adjustments in activities and experiences provided for candidates. In addition, there is
a close working relationship between university faculty and colleagues in the field. Practicing teachers are encouraged to
provide feedback regarding strengths and weaknesses of the program and ways in which the preparation of teachers might
be improved. Candidates being observed by university supervisors provide systematic feedback regarding needs for
modifying and improving the teacher preparation program.
6
Section 2: Program Continuous Assessment Plan
A. Integration of Program Continuous Assessment with the Unit Assessment System
The Science Education Program utilizes a continuous assessment system designed to assess candidate proficiency and
program effectiveness. Continuous assessment of candidates involves a developmental approach to educator preparation in
which candidates are expected to progress toward mastery of standards as they practice and gain competence with
increasingly complex pedagogical and professional tasks. Through continuous assessment, the program monitors candidate
performance over the duration of the program. Candidates are expected to progress over time as their involvement with
program activities increases. Candidates are expected to meet or exceed minimum program expectations upon entry into
the program. As involvement in classes and field experiences increase, a higher level of performance is expected.
The Science Education Program Faculty uses candidate data to measure the progress of individual candidates throughout
the program and then uses aggregated candidate data in the process of determining the effectiveness of the program.
Selected data items collected on candidate proficiency and program effectiveness in the Science Education Program is also
fed into the unit assessment system. For example, all programs collect candidate data using the Continuous Assessment
Review (CAR). The CAR is used at program admission, retention, and exit transition points to record candidate
performance on the appropriate Kentucky-adopted educator proficiency standards, the Unit Functional Skills and
Dispositions, and the Unit Technology Standards. The analysis of candidates’ performance on the National Science
Teachers Association (NSTA) standards also informs the unit assessment system. In addition, data from the New Teacher
Survey administered by the Kentucky Education Professional Standards Board are reviewed by the program faculty. These
data are an essential element of the program evaluation component of the unit assessment system. Finally, a wide range of
basic data items, i.e., grade point averages (GPAs), admissions test scores, student teaching evaluations, and PRAXIS II
examination pass rates, is reviewed by the Science Education Program Faculty, audited and monitored at the unit level, and
fed into the unit’s comprehensive data system. These data sets constitute important information for program development
and unit operations.
B. Integration of Program Continuous Assessment Plan with Program Conceptual Framework
Program and end-of program assessments are evaluated in the context of candidates having the theoretical background and
practical skills needed to become effective science teachers. Candidates are expected to make informed decisions in the
selection of developmentally appropriate, hands-on, investigative, process oriented, activities for high school students.
Candidates are expected to be creative and reflective in developing, implementing, and evaluating plans for teaching
secondary school science concepts and skills. Candidate dispositions must demonstrate sensitivity to diverse student
populations, the need for multiple teaching and assessment strategies, a commitment to asking and answering teaching
questions using appropriate literature and inquiry strategies, a preference for reflective teaching activities, and a desire to
serve as a change agent (leadership role) within the school and school system.
C. Program Continuous Assessment Plan Integration with Standards and Program Activities
A primary focus of the Science Education Program is to meet multiple standards proposed by state and national agencies
(see Section 3). Collective and collaborating data are used to recommend program changes/improvements.
D. Continuous Assessment Monitoring Checkpoints
Formal assessments are conducted at the following points:
Checkpoint 1: Admissions to the MIC Program (Prior to Fall Semester)
Checkpoint 2: Retention (End of Fall Semester)
Checkpoint 3: Exit (End of Spring Semester)
Follow-up: KTIP and Follow-up Surveys
E. Multiple Assessments
Multiple assessments are used to determine candidate progress throughout the program. These assessments inform the
program of candidate progress and provide input regarding program adjustments.
7
Early Assessments:
Quality of References Presented For Admission to Program
Successful Completion of Required Courses – 128 Semester Hours and Undergraduate Degree
Course Content Grades – 33 Semester Hours in the Science Major with a Minimum GPA of 2.50
Hours of Support Course Work – 24 Hours+ in Support Area with Minimum GPA of 2.50
Overall Course Grades – 128 Semester Hours with GPA of 2.75 (Graduate School Requirement)
GRE Scores (Verbal, Quantitative, Writing) – 400, 400, 4 (ACT 18, PRAXIS I, or Composition Course with a Minimum
Grade of B in Lieu of 4 Writing Score)
Advising Sessions – Monitor Course Progress and Adherence to Program Requirements
Communication Skills (Oral and Written) – Writing Sample and Ability to Communicate with Program Admission
Interviewers
Understanding of Requirements for Becoming a Teacher – Program Admission Interview
Dispositions Exhibited for Becoming a Successful Science Teacher – Program Admission Interview and Dispositions,
Technology, and New Teacher Standards
Program Assessments:
University Classroom Work (Projects, Papers, Presentations)
Classroom Examinations
Advising Sessions – Monitor Progress in Program and Problems Encountered by Candidate
Field Placements – Monitor Performances Exhibited in Field Experience
Mid-Program Assessments – Dispositions, Technology, and New Teacher Standards
Planning Skills – Evaluation of Lesson and Unit Plans Prepared in Classes
Observations in Student Teaching –Informed Selection and Implementation of Appropriate, Planning, Teaching Strategies,
Student Assessment, Ability to Analyze and Discuss Teaching Effectiveness
Selection and Development of Portfolio Artifacts (Mid-point Review)
End-of-Program Assessments:
Written Masters Degree Examination
Portfolio (Portfolio Artifacts Are Uploaded to An Online, Electronic Portfolio System)
Portfolio/Exit Conference
Written Program Surveys – Student and Cooperating Teacher
Success in Finding Employment as Practicing Teacher
Continuous Assessment – Dispositions, Technology, and New Teacher Standards
PRAXIS II Scores in Content Area
Follow-up Assessments:
Performance in KTIP Experience
Written Program Surveys – Intern Teacher and Resource Teacher
Continuation of First Year Teacher Contract
F. Dispositions and Modes of Assessment
The combined program faculties of the UK educator preparation unit have established five (5) skills and dispositions that
underlie all UK educator preparation programs. These skills and dispositions have been adopted and endorsed by the
Science Education Program Faculty. The required skills and dispositions are as follows:
Functional Skill and Disposition 1: Candidates communicate appropriately and effectively.
 Communicates successfully in formal presentations
 Communicates successfully in small groups and/or informal settings
 Uses nonverbal communications skills successfully
 Communicates successfully in writing (reports, essays, letters, memos, emails, etc.)
Functional Skill and Disposition 2: Candidates demonstrate constructive attitudes.
 Demonstrates knowledge and command of sociocultural variables in education
 Demonstrates constructive attitudes toward children, youth, parents, and the community
 Demonstrates awareness and acceptance of diversity in educational settings.
8
Functional Skill and Disposition 3: Candidates demonstrate ability to conceptualize key subject matter ideas and
relationships.
 Accurately states key subject matter ideas
 Explains key subject matter ideas
 Tailors key subject matter ideas to diverse populations
 Addresses misconceptions among students about key subject matter ideas
 Identifies real life examples to enhance student learning of key subject matter ideas
Function Skill and Disposition 4: Candidates interact appropriately and effectively with diverse groups of colleagues,
administrators, students, and parents in educational settings.
 Demonstrates acceptable educator behavior in diverse educational settings
 Demonstrates adaptability in reflecting on self in relation to diverse groups
Functional Skill and Disposition 5: Candidates demonstrate a commitment to professional ethics and behavior.
 Demonstrates understanding of the Kentucky School Personnel Code of Ethics
 Complies with all legal requirements for educators in a knowledgeable and timely manner
 Demonstrates understanding of ethical issues related to own professional certification area
The Science Education Program Faculty uses the unit Continuous Assessment Review form to rate each candidate at each
of the three assessment points on the unit dispositions. When candidates consider applying for a professional preparation
program, they are provided with the unit’s set of Functional Skills and Dispositions and a self-assessment form so that they
can begin reflecting on their own capability with each of the skills/dispositions. Candidates use artifacts as evidence of
their capabilities with each of the skills/dispositions items. Faculty accumulate evidence from coursework, student
portfolios, interviews, and supervisor ratings to determine their ratings. Candidates have an opportunity to reflect with the
faculty about the ratings and can use faculty feedback to accumulate new opportunities to develop their skills and
dispositions and to demonstrate them via artifacts.
G. Plans for Collecting 8-12 Student Impact Data
The Science Education Program is keenly aware of the importance of the issues of P-12 teacher quality enhancement,
promotion of increased achievement for P-12 students, and closing the achievement gaps between P-12 student populations.
The program is committed to developing future teachers who will help address these issues. The program develops
candidate research capability and studies the extent to which pedagogical activities affect P-12 learning. Coursework
requires candidates to plan, implement, and assess lessons and units. Candidates analyze the results of their efforts, with
increasingly sophisticated tools as their experience with research methods grows. Candidates also gain experience and
facility in utilizing the results of CATS assessments to understand student needs and to interpret student performance
behaviors. In addition, the program plans to work with graduates of the program to collect aggregated summary
performance data from the Commonwealth Accountability Testing System (CATS), particularly subject-specific summary
data. The Science Education Program has plans to collect student achievement data from the CATS for teachers
successfully completing the MIC Program. This would occur during teachers’ first-year participation in KTIP. Given the
variety of science content areas, student variables, and teaching/learning environments, this could prove to be an important,
but formidable, task.
9
H. Candidate and Program Feedback Chart
Green = Candidate Feedback
Red = Program Feedback
Admission
into program
Exit portfolio feedback;
Exit interview
feedback; Student
Teaching Observation
Evaluations
Checkpoint 3
Exit Assessment
Data
Initial Student
Data; Unit pass
rates on PRAXIS
II
Checkpoint 1
Admissions Data
Successful completion of
the Program; Job
Placement Rates; Student
Evaluations; Mentor
Teacher Evaluations
Successful completion of
Methods Course;
Effective Evaluations of
Retention Portfolios;
Faculty teaching
performance
Checkpoint 2
Mid-Point
Retention
Assessment Data
Retention
portfolio
feedback
10
I.
Use of Technology to Support the Assessment System
Candidates admitted to the program begin developing portfolio materials during each semester of the program under the
guidance of the Program Chair and other course instructors. Portfolio materials are uploaded to an online portfolio system.
Candidates post artifacts and demonstrate ways in which they are meeting each New Teacher Standard. These materials are
reviewed online by the science education faculty person at the mid-point of the program and again at the end of the
program. In addition to portfolio materials uploaded by candidates, student teaching observation evaluations can be posted
to the candidates’ online portfolios.
At the unit level, the results of candidate reviews by the Science Program Faculty, in the form of admission to program and
completion from program, are recorded in the unit database and information system. These data are readily retrievable and
used in studies of cohort characteristics. Data relating to testing, GPA, and progress through programs are also recorded
and available. The unit web portal system, which is under development, will permit the direct entry of candidate
performance assessment data into the comprehensive database system. One of the first of the portal-based data entry
modules will allow program faculties to directly enter continuous assessment ratings (CAR) into candidate records. While
the necessary portal modules have been under development, the Science Education Program Chair has entered the CAR
ratings into pre-formatted Excel Spreadsheets for submission and storage at the unit level.
J.
Process to Ensure Accuracy, Fairness, and Consistency of Assessments
The Science Education Program, along with the Mathematics Education Program, is managed by the Math and Science
Program Faculty. This group consists of science educators, mathematics educators, science faculty, mathematics faculty,
graduate mathematics and science education candidates, and practicing science and mathematics teachers. The group
represents a broad constituency, and it is intended that this structure provide admission and retention processes that are
accurate, fair, and consistent. For example, candidates for program admission are reviewed by two- and three-member
interview committees representing membership of the Program Faculty. Following the interview, interviewers share
applicants’ admission portfolios, along with rating scales and notes, with the entire membership of the Program Faculty. It
is believed that this process provides a mechanism that is accurate, fair, and consistent for all candidates for admission and
all other decisions involved in the management of the program.
11
Section 3: Program Experiences
Initial teacher certification in science education is available through two routes in the Science Education Program at the
University of Kentucky. The first is through the Masters with Initial Certification (MIC) Program, in which candidates
enter the program with an undergraduate major in the sciences, or the equivalent, and complete a master’s degree that leads
to initial certification at the Rank II level in Kentucky. The second is an alternative route option that is available to teachers
who are initially employed on a temporary certificate by partnering school districts. These two options are described in the
following sections.
A. Overview of the Masters with Initial Certification (MIC) Program in Secondary Education
The Master of Arts in Secondary Education with Initial Certification (MIC) at the University of Kentucky (UK) is a unique
and intensive program of 34 credit hours leading to both a master’s degree and initial teacher certification in Kentucky.
The format of the program requires that candidates participate in challenging graduate coursework and extensive field
preparation that promotes an understanding and synthesis of theory and practice. The MIC offers five content-area
programs, including business/marketing, English, mathematics, science, and social studies.
As a doctoral-granting university with the designation of RU/VH: Research University (very high research activity), as
designated by Carnegie Classifications, UK promotes an intense commitment to the generation of research by faculty and
candidates and also promotes the use of research-based practices. This commitment to research is reflected in the
institutional and unit mission and vision statements.
The professional education unit at UK has adopted the model of preparing educational professionals for Research and
Reflection for Learning and Leading, befitting the university’s role as an RU/VH. The MIC, as a master’s level program, is
committed to this model. Our candidates learn to appreciate, generate, and adapt research in a reflective manner to promote
student learning and to enhance their abilities as teacher leaders.
Each candidate in the MIC participates in two cohort groups, the common core cohort and the content-area cohort. The
common core cohort is the primary organizing unit of the fall semester. The common core cohort is built around a high
degree of cooperation between the professional education unit and local high schools. Each candidate is assigned to a
common core cohort made up of candidates from each of the content areas. These cohorts are lead by faculty in the
Department of Curriculum and Instruction (C&I) and meet in four area high schools in three counties.
The common core cohort classes have two components. At the beginning of the semester, candidates meet with their cohort
leaders at their assigned high schools to lay the groundwork for their field placements. In the cohort classes, candidates are
introduced to general pedagogical issues, including the relationship of educational philosophy to practice, classroom
management techniques, theories of adolescent development and learning, instructional strategies, and ethical issues
associated with being a high school teacher. To supplement this coursework, candidates also work with other C&I faculty
to increase their knowledge of multiculturalism and its relationship to teaching and learning and how to incorporate
technology in their classrooms.
The second component of the common core cohort is a six-week field placement in one of four cohort schools. The
placement is four days per week, four hours per day. Candidates are placed in their content-area departments and observe
and work with a wide variety of teachers and administrators. They are required to become immersed in the school culture
through observations, meetings, teaching, and coursework. They complete major cohort projects on each of the following:
interdisciplinary instruction, service learning, classroom management, and tutoring/mentoring.
In addition to the common core cohort classes, candidates take classes in educational psychology, educational foundations,
and special education. These classes meet on campus before and after the field experience. The premise is to allow
candidates an opportunity to become acquainted with educational theories, practices, and special issues in these areas
before interacting with students and then to reflect on these elements once the fall field experience is complete. Faculty
members from these classes also have candidates complete projects related to their field experience.
Finally, each candidate takes a content-area methods course. As with the common core classes, the methods courses meet
weekly throughout the semester – before, during, and after the seven-week field placement. Content-area professors focus
on content-specific pedagogy and work closely with all other faculty to ensure candidates experience a well-integrated
12
curriculum that ties all coursework, field activities, and assignments together to promote the synthesis of theory and
practice.
Fall Semester MIC Courses
Course
Hours
Title
EDC 730*
3
Foundations of Pedagogical Theory (Common Core Cohort)
EDC 777*
3
Practice in the Secondary School (Common Core Cohort)
EDS 558
1
Issues in Special Education
EDP 658
1
Problems in Educational Psychology
EPE 773
1
Seminar in Educational Policy Studies and Evaluation
EDC 63x
3
Special Methods in (content area)
*EDC 730 and EDC 777 are being replaced with new identifying course numbers – EDC 645 and EDC 646, respectively.
The content of the courses will remain the same.
The organizing element of the spring semester is the content-area cohort. During the spring semester, each candidate
completes 16 weeks of student teaching in an area high school. The focus in the spring is on honing their skills as teachers
of a specific content and applying the theoretical knowledge gained during the fall semester. Unlike the fall field
experience, the spring student teaching assignment is with an individual teacher in one classroom. After an initiation period
of a week or two, candidates begin taking responsibility for planning and teaching the classes and eventually assume a full
teaching load under the supervision of the cooperating teacher and a university supervisor. Content-area professors meet
regularly throughout the spring semester with student teachers to continue their instruction in content-specific pedagogy.
In addition to student teaching, candidates participate in an evening seminar on campus. The primary focus of the spring
seminar is on learning classroom inquiry techniques. Classroom inquiry involves such strategies as action research, case
study, personal narrative, and ethnography for the purpose of improving teaching and learning. Each candidate develops a
classroom inquiry project based on their student teaching experience. At the end of the semester, they are required to give
oral and written presentations on their inquiry projects as their culminating project for the spring seminar. Additionally,
during the spring seminar, candidates continue their work with faculty on incorporating multiculturalism and technology in
their classrooms.
Finally, during the spring semester, each candidate takes a course in educational leadership. In this one-hour course,
candidates are introduced to many legal and ethical issues they encounter in their classrooms. Once again, the educational
leadership faculty work closely with C&I faculty to integrate the content and instruction with that of the other courses the
candidates take.
Spring Semester MIC Courses
Course
EDC 746
EDC 777*
EDA 770
Hours
9
3
1
Title
Subject Area Instruction in the Secondary School (Student Teaching)
Teaching Across Curriculum in Secondary Schools
Topical Seminar in Educational Leadership: Teacher Leadership for the
MIC Program
*EDC 777 is being replaced with a new identifying course number – EDC 745. The content of the course will remain the
same.
Candidates take their elective courses during the summer sessions before and after the cohort experiences of the academic
year or in the evenings during the academic year. They must take six hours of electives in their content area and three
hours of electives in curriculum and instruction. Advisors work closely with candidates to choose elective classes that fill
any gaps in the candidates’ content or pedagogical knowledge.
The entire program is dedicated to the development of professional educators who understand theory and practice and how
the two elements work together to create positive learning experiences for high school students. To ensure that our
candidates are progressing toward that goal, mid-term assessments are made at the end of the fall semester in both the
common core cohort and in the content-area cohort. The common core assessment involves writing an in-depth philosophy
of education, using the knowledge gained from all courses and field experience during the semester. The content-area
instructors use portfolio assessment. In the spring, each candidate is required to take a master’s comprehensive
examination and to present the results of their classroom inquiry projects as part of their culminating activities. The final
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assessment in each content area is based on candidates’ portfolios. They also are required to pass the Praxis II exams in
pedagogy and their content areas prior to receiving a recommendation for certification.
The MIC at the University of Kentucky is a unique teacher preparation program. We seek candidates with proven ability in
various content areas and then provide them with the theoretical and practical knowledge, skills, and dispositions to become
effective classroom teachers. For admission into the program, each candidate must:
have completed a bachelor’s degree in their content area or an equivalent,
have an overall GPA of 2.50 and a content-area GPA of 2.75,
have taken the Graduate Record Examination (GRE), and
have completed an interview with content-area faculty.
1.
2.
3.
4.
Program faculties in each content area are the official governing bodies for the respective programs. As such, they are
responsible for admission of candidates to their respective programs; for continuous assessment of candidates throughout
their programs; for reviewing candidate data to inform program improvement efforts; and for initiating course and program
changes based upon feedback from candidates, graduates, and their supervising/mentor teachers in the schools.
B. Overview of the Alternative Route Option in Science Education
The alternative certification option in science education at the University of Kentucky is designed for the preparation of
secondary science teachers and tailored to meet the needs of individual candidates who qualify for admission to the
program. This two-year program enables candidates with concurrent employment or sponsorship in a school district to
achieve Rank III certification and potentially rank II certification. The alternative certification option at UK requires
candidates to have a signed contract with a local school.
Successful teaching is a complex, multi-layered, developmental endeavor that involves a unique combination of knowledge
and skills on different dimensions; therefore, a special emphasis is placed on the concept of Teaching as Inquiry in the
program. At its most basic level, though, it involves continuous inquiry around key questions related to how students learn.
This program focuses on helping candidates become adept at this process of inquiry about teaching and learning. As
candidates progress through this program of supervised field experiences, structured seminars, and problem-based
activities, they acquire the knowledge and skills needed to become the kind of reflective teacher-scholars needed to help
students succeed.
The program is organized around several key dimensions of teaching that the Science Education Program Faculty view as
essential aspects of teacher expertise. The following dimensions of teacher knowledge guide the curriculum comprised of
field experiences and focused seminars:






Teaching as an Instructional Activity involves the ability to apply knowledge, transform knowledge into
practice, and develop curriculum to support diverse learners in various environments utilizing appropriate
classroom management and technology skills.
Teaching as a Disciplinary Activity involves candidates acquiring knowledge in the disciplines that are the
foundation of the teaching profession and the focus of the subject area candidates will teach. Candidates
continue to broaden and deepen their disciplinary expertise over the course of their careers.
Teaching as a Socio-Cultural Activity examines the many social, cultural, economic, and political factors in our
society that affect what happens in schools and in the way we raise and provide for children. Candidates
understand how values, beliefs, language, and religion intersect with their students’ identity and motivation,
and how these affect equity and access to learning opportunities for students.
Teaching as a Reflective Activity emphasizes that candidates think about what they do and why they do it as a
daily challenge in teaching. Candidates will become increasingly purposeful in what they do and be able to
consider the consequences of their decisions. Candidates will ask if their choices and actions are good to
continue or need to change. This reflective knowledge is achieved through continuous informal and formal
inquiry among candidates, university faculty, and school personnel.
Teaching as a Developmental Activity suggests candidates understand how children change as they grow.
Candidates will be able to guide students’ learning in ways appropriate to their cognitive, physical, and
emotional development.
Teaching as a Moral/Ethical Activity indicates every action has a moral component. Candidates will recognize
the moral component of their work so they can create safe, supportive environments that welcome differences
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
of opinion and diversity of experiences and learning styles. Candidates must model ethical decision-making as
it pertains to the classroom and link the classroom to the social and natural environments in which we live.
Teaching as a Collaborative Activity emphasizes the value and importance of good working relationships
among candidates, faculty, colleagues, students, and family members. Candidates also need to work in
partnership with other school support staff, education administrators, community leaders, and social service
providers.
Admission
The alternative certification option in science education is designed for teachers holding temporary certification who wish
to remain employed in the area while gaining certification at the same time. The program condenses educational
experiences from UK’s ongoing program (i.e., MIC), but does not compromise the intellectual rigor expected of all
candidates who enroll in the university. The two-year program culminates in full certification. Individuals who want to
teach and who hold at least a bachelor’s degree in science are provided this option of an alternative route to teacher
certification.
Candidates complete an application for admission to the alternative certification program and for admission to the Graduate
School as a post-baccalaureate student. Applicants are reviewed by the Science Education Program Faculty and must meet
program expectations of this faculty group. Candidates may choose to work toward certification only or have some course
work apply toward an eventual master’s degree. Transfer work from post baccalaureate and other institutions is limited to
nine (9) semester hours. Candidates desiring an eventual master’s degree must apply for, and be admitted to, full admission
to the Graduate School’s master’s degree program in secondary education. As a prerequisite to admission, all candidates
must be employed by a school district in the University of Kentucky service area.
This program seeks candidates with a diversity of exceptional life experiences. These individuals might be “career
changers” or persons with exceptional experiences who can bring to the classroom strengths and abilities not typically
found in traditional candidates.
Eligibility
As mentioned above, to be eligible for the program, the candidate must be employed or sponsored by a participating school
district. The terms of employment or sponsorship must enable the candidate to complete all necessary school-based
experiences required in the program.
Coursework
The alternative certification program in science education is an intensive two-year, part-time program. Candidates are
enrolled in the fall and spring semesters and in the summers. The following courses are required during the first and second
academic year:
Academic Year One (Evenings or Weekends)
Fall Semester
Secondary Science Methods Course (EDC 634)
Field Experiences in Secondary Education (EDC 362)
3 hours
3 hours
Spring Semester
Introduction to Education (EDC 501, Teaching Internship)
Classroom Management/Discipline (EDC 610)
3 hours
3 hours
Academic Year Two (Evenings or Weekends)
Fall Semester
Introduction to Education (EDC 501, Teaching Internship)
3 hours
Spring Semester
Introduction to Education (EDC 501, Teaching Internship)
3 hours
During the first and second summers (and/or the second year of the program), participants are required to complete 6 hours
in the following areas: 1) working with students with special needs, and 2) learning, development, and motivation.
Participants are required to complete a minimum of three (3) semester hours in each of these two categories. Technology,
Teaching, Humanistic, and Multicultural Studies will be integrated into the teaching internship courses.
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Prior to admission to the alternative certification program in science education, candidates submit a list of all contentrelated courses taken. Advisors review all course work and identify any deficiencies in the major and/or support areas. All
deficiencies must be completed prior to being certified. Where appropriate, advisors may substitute graduate level courses
for existing subject area requirements. As they are available, content courses may be taken in the evenings of the fall and
the spring semesters. Some content courses may be available during summer school. Other content courses can be taken at
community colleges, private colleges, or regional universities. The number of content courses required varies from
candidate to candidate. The number is a function of an individual’s previous content courses and certification requirements
for the Science Education Program.
Clinical and Field Experiences
Clinical and field experiences are completed in the classrooms to which the candidates are assigned. These experiences are
correlated with coursework and seminars in which candidates are concurrently enrolled. The first-year experiences serve to
meet practicum and student teaching requirements. Upon completion of the alternative certification program and issuance
of the Rank III certification, teachers participate in the KTIP Program.
KTIP Program
Following the second year of this program, candidates participate in the Kentucky Teacher Internship Program (KTIP) year
in which the intern teacher will be observed, assessed, and assisted by the three-member internship committee comprised of
the principal, resource teacher, and teacher educator.
Assessment
As candidates progress throughout the program, they are evaluated continuously through a series of performance
assessments that incorporate these dimensions: the Kentucky New Teacher Standards, the NCATE/NSTA Science
Education Standards, the Unit Functional Skills and Dispositions, and the Unit Technology Standards.
Assessment begins with the admissions process and continues throughout the program. Formal assessments occur at the end
of each semester. A formal exit assessment is completed at the end of the two-year period, conducted by the Science
Education Program Faculty. These assessments include existing retention and exit assessment rules established for teacher
education candidates in the professional education unit. Items to be assessed include portfolios, on-demand writing
samples, classroom performance, course materials, student learning outcomes, and candidate standardized test results,
including the appropriate PRAXIS II content examination and the Principles of Learning and Teaching Test.
C. Delivery of Science Education Program
Candidates in the Masters with Initial Certification Program are organized into two cohorts: an interdisciplinary cohort and
a disciplinary methods cohort. In the fall semester, candidates in the interdisciplinary cohort are organized into cohorts at
four schools including Bryan Station High School, East Jessamine High School, Tates Creek High School, and Woodford
County High School. Candidates are assigned to cohorts across disciplines. Instructors meet the cohort classes in the
respective schools. The science teaching methods course is currently being taught in a science classroom at Tates Creek
High School. Student teaching seminars, organized by content areas, are held in local schools.
D. Course Descriptions
Masters with Initial Certification (Grades 8-12) Coursework in Science Education:
EDC 634 Science Pedagogy in the Secondary School (3 credits)
Through campus and school-based experiences, candidates will learn how to engage young people in learning mathematics
and how to make decisions about planning instruction and develop assessment based on a sound knowledge base for
applying content, materials, and methods (including educational technology) appropriate for high school students.
EDC 746 Student Teaching in Science (9 credits)
The purpose of student teaching and the student teaching seminar is to help student teachers continue to develop their
knowledge, strategies, and the skills necessary in order to become a successful and productive science teacher capable of
leading in the profession. With the support of cooperating teachers in area public schools, the course instructor, and
university field supervisors, student teachers apply theories, methods, and techniques they have learned in the past in
addition to what they will learn during the concurrent student teaching experiences.
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EDC 777 Practice in the Secondary School (MIC Cohort) (3 credits)
Classroom management, technology, and multicultural education are addressed. The purpose of this course is to give both
a sound theoretical foundation and in-depth experiences enabling one to become a professional educator who utilizes
research and reflection in order to learn and lead in the classroom.
EDC 730 Problems of the School Curriculum (3 credits)
Problems in the field of the school curriculum and in the preparation of instructional materials. Classroom management,
technology, and multicultural education are addressed. The purpose of this course is to give both a sound theoretical
foundation and in-depth experiences enabling one to become a professional educator who utilizes research and reflection in
order to learn and lead in the classroom.
EDP 658 Problems in Educational Psychology (1 credit)
Special topics in psychological theories and research applicable to educational practices. May be repeated to a maximum of
six credits. Prereq: Consent of instructor.
EDS 558 Issues in Special Education (1 credit)
In-depth study of a current and topical problem or issue in the education of exceptional children and youth. May be
repeated to a maximum of nine credits. A title is assigned each time the course is offered. (Same as RC 558).
EPE 773 Seminar in Educational Policy Studies and Evaluation (1 credit)
Examination of selected problems in educational policy studies and evaluation. The implicit objective of social foundations
courses (e.g., Philosophy of Education; History of Education, Politics of Education, etc.) is to assist candidates in
understanding the social nature of education in our society; to think critically and reflectively about education; and to
recognize education as an area of inquiry in which systematic study can benefit practice.
EDL 770 Topical Seminar in Educational Leadership (1 credit)
Advanced graduate students enroll in this topical seminar to enhance their portfolios for educational leadership through
concentrated study of innovations in the specialized functions of administration. These specializations include, but are not
limited to, the study of curriculum and instructional leadership, educational law, personnel administration, school and
community relations, education for diverse populations, budgeting and financing of schools.
E. Integration of Performance Standards into Science Education Program
The Science Education Program is aligned with state, institutional, and national standards, which include the Kentucky
New Teacher Standards, the Unit Functional Skills and Dispositions, the Unit Technology Standards, and the National
Science Teachers Association Standards. A description of the alignment of the science education curriculum and
experiences with these standards sets follows in this section.
Kentucky New Teacher Standards for Preparation and Certification
The Kentucky New Teacher Standards serve as a primary focus throughout the program. Using the continuous assessment
process, candidates are evaluated at beginning, mid-way, and end points of the program relative to their attainment of skills
included in the standards. Components of the program are designed to prepare future teachers to achieve a high level of
performance in each of the teaching skill areas. Skills are demonstrated through university classroom projects; field
placement; student teaching, including cooperating teacher observations and conferences and supervising teacher
observations and conferences; final projects; examinations; and portfolio development and review.
Following each of the Kentucky New Teacher Standards identified below is a description of selected examples of ways the
program enhances and assesses candidate performance aligned with the respective standards. Courses that contain these
activities and assessments are noted at the end of each narrative.
Standard 1: Designs/Plans Instruction
The teacher designs/plans instruction and learning climates that develop student abilities to use communication skills, apply
core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and
integrate knowledge.
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Candidates are taught to plan instruction focusing on academic standards as evidenced by inclusion of the standard(s) in the
written plan. Lesson plans prepared in university classes and in school classrooms include academic expectations for the
lesson. Lesson plans are evaluated based upon their potential for motivating and actively involving diverse learners and
emphasis upon higher level thinking skills. Lessons are evaluated based upon developmental level appropriateness,
creating an environment for learning to occur, and the consistency of assessment/evaluation strategies used to assess the
types of learning included in the lesson. During student teaching, supervisors observe these ideas being put into practice
and discuss with the student teacher how improvements can be made in their teaching. (EDC 634, EDC 730, EDC 777)
Standard 2: Creates/Maintains Learning Climates
The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply
core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and
integrate knowledge.
Candidates demonstrate a commitment to challenging each student and providing a supportive environment for working
and learning. The core content of the MIC Program includes major strands or themes in classroom management and
multicultural issues. Candidates select and apply (or modify) one of a number of models for classroom management and
prepare a written approach to managing students and classroom in effective ways. Candidates research and incorporate
learning activities that appeal to students from a variety of learning, socio-economic, cultural, ethnic, gender, and physical
ability backgrounds. Candidates are expected to demonstrate high levels of sensitivity to differences among students and
maintain high expectations of all students. Lesson plans include strategies for addressing instruction for students with
special needs in the classroom. Cooperating and supervising teachers observe candidate performance in these areas. (EDC
634, EDP 658, EDC 730, EDC 777)
Standard 3: Implements/Manages Instruction
The teacher introduces/implements/manages instruction that develops student abilities to use communication skills, apply
core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and
integrate knowledge.
In the science methods course, candidates examine research and experience findings related to the use of effective
questioning strategies. Candidates read and discuss a handout (Rowe and others) containing recommendations for effective
questioning in the classroom. During student teaching, candidates’ questions are analyzed by the supervising teacher.
Recommendations for improvement are made, and a refocusing activity occurs using the methods handout on
recommendations. (EDC 634)
Candidates are expected to use a variety of modes of instruction in lesson planning and actual teaching. A variety of
teaching methods is used to build interest in the science concepts and skills as well as to accommodate a wide range of
diversity among learners. Multiple teaching methods are modeled for future teachers in program classes. The field of
science lends itself to a variety of modes of instruction. Activities encouraging an understanding of the nature of the
scientific enterprise are encouraged and expected. In particular, scientific inquiry is a major theme in the science methods
course and in the student teaching experience. Candidates are observed relative to their application of scientific principles
to everyday life experiences and are guided toward increased sensitive to the needs and feelings of students. Student
teachers provide feedback to students in an effort to guide their learning and help correct misconceptions students may be
forming. A major emphasis in class is the discussion of observations and inferences made during exploration and
laboratory experiences. (EDC 634, EDC 730, EDC 777, EDC 746)
Standard 4: Assesses and Communicates Learning Results
The teacher assesses learning and communicates results to students and others with respect to student abilities to use
communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think
and solve problems, and integrate knowledge.
Candidates embed assessments of daily instruction in lesson planning and make judgments regarding the effectiveness of
the instructional strategies used in the classroom. Performance assessment receives considerable emphasis in special
(content specific) methods classes. Candidates practice developing innovate and effective assessments and incorporate
these elements in lesson and unit planning. Lesson plans and classroom tests are examined to ensure that multiple forms of
assessment and evaluation are included in the lesson and classroom. (EDC 634, EDC 730, EDC 777, EDC 746)
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Standard 5: Reflects/Evaluates Teaching/Learning
The teacher reflects on and evaluates specific teaching/learning situations and/or programs.
Following instruction, candidates are asked to analyze their teaching and reflect upon ways in which instruction might have
been more effective. Candidates are asked to reflect based upon their own feelings about the lesson and do so in an
informed manner using what they know about learning and instruction. Following classroom observations by supervisors,
candidates are asked to identify strengths and limitations of the day’s instruction. After giving candidates an opportunity to
think about the effectiveness of their lessons, the supervisor shares his/her written insights regarding the student teacher’s
work. Following the conference, student teachers prepare and submit a written response to comments and
recommendations offered by the supervisor. (EDC 634, EDC 730, EDC 777, EDC 746)
Standard 6: Collaborates with Colleagues/Parents/Others
The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs
that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become
responsible team members, think and solve problems, and integrate knowledge.
Cohort leaders often ask candidates to work with a student from another discipline (or two) in planning and teaching a
mini-unit (or lesson) incorporating concepts and skills from each of the disciplines. For example, a history and
mathematics teachers taught a short unit incorporating selected history/culture of Egypt with some of the early and very
significant mathematics knowledge derived from that culture. Another group of candidates combined a study of radiation
with the massive destruction of Hiroshima and its effect upon that society. These activities have helped candidates discover
value in collaboration among teachers of different disciplines, i.e., interdisciplinary lesson project. (EDC 730, EDC 777,
EDC 746)
Standard 7: Engages in Professional Development
The teacher evaluates his/her overall performance with respect to modeling and teaching Kentucky's learning goals, refines
the skills and processes necessary, and implements a professional development plan.
Candidates are expected to participate in a content-specific professional meeting at the regional or state level. For example,
science candidates participate in the annual meeting of the Kentucky Science Teachers Association (KSTA) and
mathematics teachers participate in the annual meeting of the Kentucky Council of Teachers of Mathematics (KCTM).
Candidates plan their agenda from a pre-prepared program, project what they will learn from the experience, participate in
sessions, share conference gleanings with fellow candidates, and prepare a written evaluation of the experience and their
accomplishments. This fall, science methods candidates are preparing a group presentation in November at KSTA.
Participation in the conference supports candidates’ identity with the teaching profession and with professionals in the field.
In addition, the activity supports the theme of developing leaders within the profession. In these settings, candidates have
an opportunity to meet, and talk with, some of the best teacher leaders in Kentucky. (EDC 634, EDC 746)
Standard 8: Knowledge of Content
The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student
knowledge and performance in those areas.
Grades in the content major (and support areas) and Praxis examination scores serve as one type of evidence indicating
knowledge of the content area. Candidates in mathematics and the sciences at UK tend to have good grades, pass the
content-area PRAXIS examinations, and exhibit strong intellectual skills as indicated by GRE scores.
Candidates are asked to respond to thought questions/problems from the content area in the program admission interviews.
This enables program representatives to get a glimpse of candidates’ abilities and aptitudes toward the content area. Special
methods courses provide extended experiences in the special nature of mathematics and/or the sciences. What does it mean
to be a mathematician, physicist, biologist, chemist, or earth scientist? What are the “big ideas” of mathematics and/or
science? What are the modes of inquiry in the sciences or mathematics? How does one go about the processes of doing
science or mathematics? What is really important about the disciplines that must be taught to young people? What content
(knowledge, skills, and attitudes) is developmentally appropriate and must be included in the secondary school programs?
How can this content be arranged and structured to capture the interests and engagement of high school students?
Questions like these constitute a significant part of the special methods courses. Candidates are given many opportunities
to read, discuss, demonstrate, and write about these questions. These experiences tend to increase candidates’
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understanding of the disciplines and increase their level of excitement, and preparation, for teaching mathematics or
science. (EDC 634, EDC 746)
Standard 9: Demonstrates Implementation of Technology
The teacher uses technology to support instruction; access and manipulate data; enhance professional growth and
productivity; communicate and collaborate with colleagues, parents, and the community; and conduct research.
Over the past few years, future teachers have entered the teaching profession with much higher levels of computer skills
even though there remains a range of abilities exhibited by these candidates. The use of technology is another strand within
the MIC Program. Cohort leaders, technology instructors, and special methods instructors stress the importance of these
teaching skills. Both within the core program and special methods, candidates are given opportunities to complete
technology projects. Projects include spreadsheets, power point presentations, applied use of the internet for data sources,
and gathering and interpreting data. Candidates demonstrate their abilities to use technology by preparing lessons using
technology. Candidate work demonstrates the use of technology to address interests and abilities of diverse student needs
and learning styles. Mathematics and science teachers tend to use the full range of technology applications in teaching;
however, gathering and analyzing real data are recurring emphases in many of their applications. (EDC 634, EDC 730,
EDC 777)
Unit Functional Skills and Dispositions
The Science Education Program endorsed the Unit Functional Skills and Dispositions for assessment of professional
dispositions expected of its candidates. Following each disposition are selected examples illustrating ways in which the
disposition is enhanced and assessed throughout the program.
Functional Skill and Disposition 1: Candidates communicate appropriately and effectively.
• Communicates orally in formal presentations
• Communicates with individuals in small groups in informal settings
• Uses nonverbal communication skills
• Communicates in writing (reports, essays, letters, memos, emails)
Science certification seekers present data to other candidates in methods classes and receive feedback from other members
of the class and instructor about the clarity of the presentation. At the end of the program, candidates must formally present
an exit portfolio to a group of evaluators. The presenter must clearly communicate their projects to the evaluators.
Pre-service science teachers submit several written reports, essays, and reflections to their various supervisors. Supervisors
comment upon the content of these writing samples and suggest improvements to the writing. When a candidate’s writing
contains multiple serious problems, the science supervisor may schedule additional meetings with the candidate to improve
their writing or suggest additional writing resources available from the UK Writing Center. Entry into the program requires
the submission of a writing sample.
Student teachers are observed in high school classrooms through student teaching and fall placements. Comments about
the student’s communication both in whole group and individualized instruction stem from these observations. During post
observation conferences, a discussion of the positive and improvement areas noted by the observer follows an observation.
The pre-service teachers write a response to the comments arising from the post-observation conference.
Functional Skill and Disposition 2: Candidates demonstrate constructive attitudes.
• Demonstrates knowledge and command of socio-cultural variables in education
• Demonstrates constructive attitudes toward children, youth, parents, and the community
• Demonstrates awareness and acceptance of diversity in educational settings
In the common core courses for the MIC program, candidates write several papers demonstrating knowledge of sociocultural variables in education and diversity in educational settings. A written management plan includes detailed
descriptions of rules, policies, and practices for a science classroom. The plan incorporates how the pre-service teacher
intends to address specific problems presented by diversity (e.g., ADD, racial characteristics, non-native English speakers,
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gender bias). A multicultural assignment details candidates’ increasing awareness of other cultures and knowledge of these
cultures.
In methods courses, candidates discuss various forms of interaction they experienced with students, parents, and the
community. Discussions of possible diplomatic solutions to problem interactions ensue.
Functional Skill and Disposition 3: Candidates demonstrate ability to conceptualize key subject matter ideas and
relationships.
• Correctly states key subject matter ideas
• Explains key subject matter ideas
• Tailors key subject matter ideas to diverse populations
• Addresses misconceptions in key subject matter ideas
• Identifies real life examples to enhance student learning
Secondary science education majors develop science units including state and national standards. The units are reviewed
and commented upon for content both extraneous and omitted information. The unit assessment includes evaluation of how
candidates plan for not only the typical student but the atypical student within the classroom. Appropriate lesson
modifications are evaluated.
Classroom observations include notes about the candidate’s knowledge of the subject and their facilitation of instruction
with the entire classroom. As the pre-service teacher facilitates questioning in a classroom, observers note how well the
student teacher acknowledges misconceptions and the method(s) student teachers use to address the misconception.
Student teachers are also encouraged to bring pertinent examples of the instructional objectives from everyday experiences.
These skills are evaluated by the supervisor and the cooperating teacher on observation forms and these evaluations are
shared with the student teacher in post-observation conferences.
Functional Skill and Disposition 4: Candidates interact appropriately and effectively with diverse groups of
colleagues, administrators, students, and parents in educational settings.
• Demonstrates acceptable educator behavior in diverse educational settings
• Demonstrates adaptability in reflecting on self in relation to diverse groups
Student teacher observations by both the cooperating teachers and the university supervisor comment upon the student
teacher’s professional behavior in the school setting. In the fall semester, cohort groups engage in discussions surrounding
professional behavior.
All student teachers submit reflective pieces via e-mail about their classroom performance after all formal observations.
These reflections comment upon the candidate’s opinion about the post conference and methods the individual could use to
address the problems in future lessons.
Functional Skill and Disposition 5: Candidates demonstrate a commitment to professional ethics and behavior.
• Demonstrates understanding of the Kentucky School Personnel Code of Ethics
• Complies with all legal requirements required of educators in a knowledgeable and timely manner
• Demonstrates understanding of ethical issues related to own professional certification area
Candidates read and sign the Kentucky Code of Ethics in their cohort groups. They read passages from The Ethics of
Teaching (Strike & Soltis, 2004, 4th Ed., Teachers College Press) and engage in classroom discussions. In the science
methods courses, candidates learn of the additional responsibilities associated with laboratory safety. During student
teaching, cooperating teachers and supervisors discuss possible safety problems associated with the laboratory experiences.
Observation reports document candidates’ compliance or needs for improvement in science laboratory safety.
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Unit Technology Standards
Technology Standard 1: Candidates integrate media and technology into instruction.
Candidates pursing certification in science education develop lesson plans involving the use of technology and media into
the instruction of the single topic unit. In the course, candidates use probes connected to computers, graphical software,
web questions, spreadsheets, e-mail, and PowerPoint presentations to collect data and disseminate their findings. Methods
Candidates in methods courses experience using many different forms of media in the science classroom including, but not
limited to compasses, rulers, protractors, sand kits, laboratory glassware, safety devises and butterfly nets. From these
classroom experiences, candidates integrate these uses and others into unit plans intended for use during student teaching.
Technology Standard 2: Candidates utilize multiple technology applications to support student learning.
Science education majors usually have previous experiences using probes and graphing software from the physics
laboratories. In the methods course, candidates expand their experiences with technology and discuss how using multiple
applications of technology supports the learning of a diverse student population. During the science methods course,
instructors encourage including technology in the unit lessons plans. During student teaching, the supervisor must observe
the student teacher using technology with the class. The program prefers to observe the student teacher facilitating student
use of technology.
Technology Standard 3: Candidates select appropriate technology to enhance instruction.
In the methods course, candidates develop a unit plan for a specific topic in science. Within this plan, instructors
encouraged the inclusion of technology. During student teaching, the student teacher’s supervisor conferences with
him/her after the technology lesson about the selected technology application. The supervisor raises questions about the
candidate’s selection of technology and how the use of technology improved or hindered the lesson. On the observation
form, filled out online, the lesson evaluation includes the use of technology in the classroom.
Technology Standard 4: Candidates integrate student use of technology into instruction.
Student teachers are observed by their supervisor and their cooperating teacher. The supervisor encourages the use of
technology with the students, and the cooperating teacher supports the candidate’s use of technology with high school
students. At the end of a formal observation, the student teacher’s use of technology in instruction is evaluated within the
context of the lesson. At the conclusion of the student teaching semester, an overall evaluation of student teacher’s
technology use with high school students is determined from the recommendations of the cooperating teacher and the
supervisor as well as the written observation forms submitted over the semester.
Technology Standard 5: Candidates address special learning needs through technology.
On lesson plans, candidates comment how the technology addresses a special learning need. This special learning need
includes clarification of a relationship between two variables or accommodation of an individual education plan in the
classroom.
Technology Standard 6: Candidates promote ethical and legal use of technology disciplines.
Pre-service teachers follow ethical and legal uses of technology. Candidates cite electronic sources when used for a lesson
plan, presentation, or paper. Instructors explain the difference between a single user license and a site license for software.
22
National Science Teachers Association Standards
Alignment of the science education curriculum and experiences with the standards of the National Science Teachers
Association (NSTA) is depicted in the following matrices. The first matrix identifies competency requirements expected of
all secondary science teachers. This matrix is followed by matrices identifying competencies expected for biology,
chemistry, earth science, and physics, respectively.
Integration of NSTA Standards in the Science Education Program
Competency Requirements for All Science Teachers
Competency – All secondary science
teachers should be prepared to lead
students to understand the unifying
concepts of science which include the
following:
1. Multiple ways we organize our
perceptions of the world and how
systems organize the studies and
knowledge of science.
2. Nature of scientific evidence and
the use of models for explanation.
3. Measurement as a way of knowing
and organizing observations of
constancy and change.
Required Courses
EDC 634 Science Pedagogy in Secondary School (through campus and schoolbased experiences, candidates learn how to engage young people in learning
science and how to make decisions about planning instruction developing
assessment based upon a sound knowledge base for applying content materials
and methods [including educational technology] appropriate for high school
students) – [the role of science and scientists; using process skills as ways of
gathering and interpreting observations/data; problem solving]
BIO 150, Principles of Biology I (develop appreciation of biological principles
necessary to explore life at the cellular and molecular level; similarities and
differences in structure and function of simple and complex cells covered along
with theories on the origin and evolution of biological systems)
BIO 151, Principles of Biology Laboratory I (introductory laboratory in which
biological systems are investigated at the cellular and molecular levels)
EDC 634 Science Pedagogy in Secondary School (through campus and schoolbased experiences, candidates learn how to engage young people in learning
science and how to make decisions about planning instruction developing
assessment based upon a sound knowledge base for applying content materials
and methods [including educational technology] appropriate for high school
students) – [analysis of questions that science can and cannot suggest an answer
focusing on the methods of science as ways of generating new knowledge –
students use a classroom observation to generate, test and refine a functional
model that helps explain and make predictions related to observations]
CHE 105, General College Chemistry I (basic atomic structure, bonding,
reactions, periodicity, thermodynamics, intermolecular forces, quantum theory,
hybridization, mass relationships in chemical reactions, gases)
GLY 220, Principles of Physical Geology (integrated course in physical
geology covering the physical, chemical, and biological processes that combine
to produce geological processes; attention is focused on plate tectonics, earth
surface processes, and properties and formation of earth materials; laboratory
experiences emphasize identification and interpretation of geological materials
and maps; student report on current, newsworthy, geology topic; surface and
ground water; global climate change)
EDC 634 Science Pedagogy in Secondary School (through campus and schoolbased experiences, candidates learn how to engage young people in learning
science and how to make decisions about planning instruction developing
assessment based upon a sound knowledge base for applying content materials
and methods [including educational technology] appropriate for high school
students) – [numerous opportunities are provided for students to make
measurements analyze data and make decisions based upon analyses of
measurements – electronic sensors, interface devices and computer software are
frequently included in making measurements and analyzing data]
23
4. Evolution of natural systems and
factors that result in evolution or
equilibrium.
5. Interrelationships of form, function,
and behaviors in living and nonliving
systems.
BIO 151, Principles of Biology Laboratory I (introductory laboratory in which
biological systems are investigated at the cellular and molecular levels)
CHE 115, General Chemistry Laboratory (separations, synthesis,
measurements, mathematical applications, basic laboratory
skills, safety)
GLY 220, Principles of Physical Geology (integrated course in physical
geology covering the physical, chemical, and biological processes that combine
to produce geological processes; attention is focused on plate tectonics, earth
surface processes, and properties and formation of earth materials; laboratory
experiences emphasize identification and interpretation of geological materials
and maps; student report on current, newsworthy, geology topic; surface and
ground water; global climate change)
EDC 634 Science Pedagogy in Secondary School (through campus and schoolbased experiences, candidates learn how to engage young people in learning
science and how to make decisions about planning instruction developing
assessment based upon a sound knowledge base for applying content materials
and methods [including educational technology] appropriate for high school
students) – [evolution is presented and discussed as a major unifying theme in
the sciences; arguments are identified regarding rationale for teaching
evolutionary theory in science classes in lieu of “creationist theories” or
theories of “intelligent design”; teachers are encouraged to be sensitive to the
beliefs of young adults while teaching scientific knowledge and the role of
scientific theories]
BIO 150, Principles of Biology I (develop appreciation of biological principles
necessary to explore life at the cellular and molecular level; similarities and
differences in structure and function of simple and complex cells covered along
with theories on the origin and evolution of biological systems)
BIO 151, Principles of Biology Laboratory I (introductory laboratory in which
biological systems are investigated at the cellular and molecular levels)
GLY 220, Principles of Physical Geology (integrated course in physical
geology covering the physical, chemical, and biological processes that combine
to produce geological processes; attention is focused on plate tectonics, earth
surface processes, and properties and formation of earth materials; laboratory
experiences emphasize identification and interpretation of geological materials
and maps; student report on current, newsworthy, geology topic; surface and
ground water; global climate change)
CHE 107, General College Chemistry II (kinetics, acid-base, thermodynamics,
electrochemistry, molecular geometry, hybridization, intermolecular forces,
physical properties of solutions, equilibrium)
EDC 634 Science Pedagogy in Secondary School (through campus and schoolbased experiences, candidates learn how to engage young people in learning
science and how to make decisions about planning instruction developing
assessment based upon a sound knowledge base for applying content materials
and methods [including educational technology] appropriate for high school
students) – [students participate in a field experience (normally a stream study);
observations are made of organisms in the context of their natural environments
focusing on inferring relationships between form and function]
BIO 150, Principles of Biology I (develop appreciation of biological principles
necessary to explore life at the cellular and molecular level; similarities and
differences in structure and function of simple and complex cells covered along
with theories on the origin and evolution of biological systems)
GLY 220, Principles of Physical Geology (integrated course in physical
geology covering the physical, chemical, and biological processes that combine
to produce geological processes; attention is focused on plate tectonics, earth
surface processes, and properties and formation of earth materials; laboratory
experiences emphasize identification and interpretation of geological materials
and maps; student report on current, newsworthy, geology topic; surface and
ground water; global climate change)
24
CHE 105, General College Chemistry I (basic atomic structure, bonding,
reactions, periodicity, thermodynamics, intermolecular forces, quantum theory,
hybridization, mass relationships in chemical reactions, gases)
CHE 107, General College Chemistry II (kinetics, acid-base, thermodynamics,
electrochemistry, molecular geometry, hybridization, intermolecular forces,
physical properties of solutions, equilibrium)
25
NSTA Science Content Requirements for Biology:
Analysis Tables I (Core Competencies), II (Advanced Competencies), and III (Supporting Competencies)
Table I: Biology – Core Competencies
A. Core Competencies – All teachers
of biology should be prepared to lead
students to understand the unifying
concepts required of all teachers of
Required Courses
science, and should in addition be
prepared to lead students to
understand the following:
1. Life processes in living systems
BIO 150, Principles of Biology I (develop appreciation of biological principles
including organization of matter and
necessary to explore life at the cellular and molecular level; similarities and
energy.
differences in structure and function of simple and complex cells covered along
with theories on the origin and evolution of biological systems)
BIO 151, Principles of Biology Laboratory I (introductory laboratory in which
biological systems are investigated at the cellular and molecular levels)
BIO 152, Principles of Biology II (designed to develop understanding and
appreciation for diverse forms of plant and animal life, and their relationships
to each other and to their environment; structure and function relationships will
be explored at many levels of organization: cell tissue, organ, organism,
population, and community)
BIO 153, Principle of Biology Laboratory II (introductory lab course in which
biological systems are investigated organismal, population and community
levels)
BIO 315, Introduction to Cell Biology (structure and function of cells;
emphasis placed upon the ultra structure of cell organelles in plants and animals
as a framework for understanding compartmentalized nature of cell activity)
BCH 401G, Fundamentals of Biochemistry
(Descriptive chemistry of amino acids and proteins, carbohydrates, lipids,
nucleic acids. Discussion of structure and function; metabolism, and
bioenergetics; and biological information flow.)
2. Similarities and differences among
BIO 150, Principles of Biology I (develop appreciation of biological principles
animals, plants, fungi, microorganisms, necessary to explore life at the cellular and molecular level; similarities and
and viruses
differences in structure and function of simple and complex cells covered along
with theories on the origin and evolution of biological systems)
BIO 151, Principles of Biology Laboratory I (introductory laboratory in which
biological systems are investigated at the cellular and molecular levels)
BIO 152, Principles of Biology II (designed to develop understanding and
appreciation for diverse forms of plant and animal life, and their relationships
to each other and to their environment; structure and function relationships will
be explored at many levels of organization: cell tissue, organ, organism,
population, and community)
BIO 153, Principle of Biology Laboratory II (introductory lab course in which
biological systems are investigated at organismal, population and community
levels)
3. Principles and practices of biological BIO 150, Principles of Biology I (develop appreciation of biological principles
classification
necessary to explore life at the cellular and molecular level; similarities and
differences in structure and function of simple and complex cells covered along
with theories on the origin and evolution of biological systems)
BIO 151, Principles of Biology Laboratory I (introductory laboratory in which
biological systems are investigated at the cellular and molecular levels)
BIO 152, Principles of Biology II (designed to develop understanding and
appreciation for diverse forms of plant and animal life, and their relationships
to each other and to their environment; structure and function relationships will
be explored at many levels of organization: cell tissue, organ, organism,
population, and community)
26
4. Scientific theory and principles of
biological evolution
5. Ecological systems including the
interrelationships and dependencies of
organisms with each other and their
environments
6. Population dynamics and the impact
of population on its environment
7. General concepts of genetics and
heredity
8. Organization and functions of cells
and multicellular systems
9. Behavior of organisms and their
relationships to social systems
BIO 153, Principle of Biology Laboratory II (introductory lab course in which
biological systems are investigated at organismal, population and community
levels)
Biology 351, Plant Kingdom [Upper Level Botany Course – most commonly
selected] (evolutionary survey of morphology, taxonomy, life histories, and
biological relationships of all plant groups comprising plant kingdom)
BIO 150, Principles of Biology I (develop appreciation of biological principles
necessary to explore life at the cellular and molecular level; similarities and
differences in structure and function of simple and complex cells covered along
with theories on the origin and evolution of biological systems)
Biology 351, Plant Kingdom [Upper Level Botany Course – most commonly
selected] (evolutionary survey of morphology, taxonomy, life histories, and
biological relationships of all plant groups comprising plant kingdom)
BIO 152, Principles of Biology II (designed to develop understanding and
appreciation for diverse forms of plant and animal life, and their relationships
to each other and to their environment; structure and function relationships will
be explored at many levels of organization: cell tissue, organ, organism,
population, and community)
BIO 325, Introductory Ecology (basic concepts of ecology; topics include
adaptations of organisms to environment; factors that influence distribution and
abundance of species; population structure, dynamics, and regulation;
community development – succession- , structure and function; food webs,
energy flow, and nutrient cycling)
BIO 152, Principles of Biology II (designed to develop understanding and
appreciation for diverse forms of plant and animal life, and their relationships
to each other and to their environment; structure and function relationships will
be explored at many levels of organization: cell tissue, organ, organism,
population, and community)
BIO 153, Principle of Biology Laboratory II (introductory lab course in which
biological systems are investigated at organismal, population and community
levels)
BIO 325, Introductory Ecology (basic concepts of ecology; topics include
adaptations of organisms to environment; factors that influence distribution and
abundance of species; population structure, dynamics, and regulation;
community development – succession- , structure and function; food webs,
energy flow, and nutrient cycling)
BIO 304, Principles of Genetics (study of the physical and chemical aspects of
the genetic material and their relationship to the expression and inheritance of
the phenotype)
BIO 150, Principles of Biology I (develop appreciation of biological principles
necessary to explore life at the cellular and molecular level; similarities and
differences in structure and function of simple and complex cells covered along
with theories on the origin and evolution of biological systems)
BIO 152, Principles of Biology II (designed to develop understanding and
appreciation for diverse forms of plant and animal life, and their relationships
to each other and to their environment; structure and function relationships will
be explored at many levels of organization: cell tissue, organ, organism,
population, and community)
BIO 315, Introduction to Cell Biology (structure and function of cells;
emphasis placed upon the ultra structure of cell organelles in plants and animals
as a framework for understanding compartmentalized nature of cell activity)
BIO 325, Introductory Ecology (basic concepts of ecology; topics include
adaptations of organisms to environment; factors that influence distribution and
abundance of species; population structure, dynamics, and regulation;
community development – succession- , structure and function; food webs,
energy flow, and nutrient cycling)
BIO 350, Animal Physiology (introduction basic principles of animal
physiology; elementary discussion of major vertebrae organ systems including
27
10. Regulation of biological systems
including homeostatic mechanisms
11. Fundamental processes of
modeling and investigating in the
biological sciences
12. Applications of biology in
environmental quality and in personal
and community health
nutrition, metabolism, respiration, circulation, excretion, muscle contraction,
peripheral and central nervous system, and endocrine function; emphasizing
homeostasis; behavior; energy expenditure and energetic costs)
BIO 325, Introductory Ecology (basic concepts of ecology; topics include
adaptations of organisms to environment; factors that influence distribution and
abundance of species; population structure, dynamics, and regulation;
community development – succession- , structure and function; food webs,
energy flow, and nutrient cycling)
BIO 350, Animal Physiology (introduction basic principles of animal
physiology; elementary discussion of major vertebrae organ systems including
nutrition, metabolism, respiration, circulation, excretion, muscle contraction,
peripheral and central nervous system, and endocrine function; emphasizing
homeostasis; behavior; energy expenditure and energetic costs)
BIO 151, Principles of Biology Laboratory I (introductory laboratory in which
biological systems are investigated at the cellular and molecular levels)
BIO 153, Principle of Biology Laboratory II (introductory lab course in which
biological systems are investigated at organismal, population and community
levels)
BIO 152, Principles of Biology II (designed to develop understanding and
appreciation for diverse forms of plant and animal life, and their relationships
to each other and to their environment; structure and function relationships will
be explored at many levels of organization: cell tissue, organ, organism,
population, and community)
BIO 325, Introductory Ecology (basic concepts of ecology; topics include
adaptations of organisms to environment; factors that influence distribution and
abundance of species; population structure, dynamics, and regulation;
community development – succession- , structure and function; food webs,
energy flow, and nutrient cycling)
BIO 350, Animal Physiology (introduction basic principles of animal
physiology; elementary discussion of major vertebrae organ systems including
nutrition, metabolism, respiration, circulation, excretion, muscle contraction,
peripheral and central nervous system, and endocrine function; emphasizing
homeostasis; behavior; energy expenditure and energetic costs)
Table II: Biology – Advanced Competencies
B. Advanced Competencies – In
addition to core competencies,
teachers of biology as a primary field
Required Courses
should be prepared to effectively
lead students to understand:
13. Bioenergetics and major
BIO 315, Introduction to Cell Biology (structure and function of cells;
biochemical pathways
emphasis placed upon the ultra structure of cell organelles in plants and animals
as a framework for understanding compartmentalized nature of cell activity)
BIO 350, Animal Physiology (introduction basic principles of animal
physiology; elementary discussion of major vertebrae organ systems including
nutrition, metabolism, respiration, circulation, excretion, muscle contraction,
peripheral and central nervous system, and endocrine function; emphasizing
homeostasis; behavior; energy expenditure and energetic costs)
BCH 401G, Fundamentals of Biochemistry
(Descriptive chemistry of amino acids and proteins, carbohydrates, lipids,
nucleic acids. Discussion of structure and function; metabolism, and
bioenergetics; and biological information flow.)
14. Biochemical interactions of
BIO 152, Principles of Biology II (designed to develop understanding and
organisms with their environments
appreciation for diverse forms of plant and animal life, and their relationships
to each other and to their environment; structure and function relationships will
be explored at many levels of organization: cell tissue, organ, organism,
population, and community)
BIO 325, Introductory Ecology (basic concepts of ecology; topics include
28
15. Molecular genetics and heredity
and mechanisms of genetic
modification
16. Molecular basis for evolutionary
theory and classification
17. Causes, characteristics, and
avoidance of viral, bacterial, and
parasitic diseases
18. Issues related to living systems
such as genetic modification, uses of
biotechnology, cloning, and pollution
from farming
19. Historical development and
perspectives in biology including
contributions of significant figures and
underrepresented groups, and the
evolution of theories in biology
20. How to design, conduct, and report
research in biology
adaptations of organisms to environment; factors that influence distribution and
abundance of species; population structure, dynamics, and regulation;
community development – succession- , structure and function; food webs,
energy flow, and nutrient cycling)
BIO 304, Principles of Genetics (study of the physical and chemical aspects of
the genetic material and their relationship to the expression and inheritance of
the phenotype)
BIO 150, Principles of Biology I (develop appreciation of biological principles
necessary to explore life at the cellular and molecular level; similarities and
differences in structure and function of simple and complex cells covered along
with theories on the origin and evolution of biological systems)
BIO 151, Principles of Biology Laboratory I (introductory laboratory in which
biological systems are investigated at the cellular and molecular levels)
Biology 351, Plant Kingdom [Upper Level Botany Course – most commonly
selected] (evolutionary survey of morphology, taxonomy, life histories, and
biological relationships of all plant groups comprising plant kingdom)
BIO 151, Principles of Biology Laboratory I (introductory laboratory in which
biological systems are investigated at the cellular and molecular levels)
BIO 153, Principle of Biology Laboratory II (introductory lab course in which
biological systems are investigated at organismal, population and community
levels)
21. Applications of biology and
biotechnology in society, business,
industry, and health fields
Table III: Biology – Supporting Competencies
C. Supporting Competencies – All
teachers of biology should also be
prepared to effectively apply
Required Courses
concepts from other sciences and
mathematics to the teaching of
biology including basic concepts of:
22. Chemistry, including general
CHE 105, General College Chemistry I (basic atomic structure, bonding,
chemistry and biochemistry with basic
reactions, periodicity, thermodynamics, intermolecular forces, quantum theory,
laboratory techniques.
hybridization, mass relationships in chemical reactions, gases)
CHE 107, General College Chemistry II (kinetics, acid-base, thermodynamics,
electrochemistry, molecular geometry, hybridization, intermolecular forces,
physical properties of solutions, equilibrium)
CHE 115, General Chemistry Laboratory (separations, synthesis,
measurements, mathematical applications, basic laboratory
skills, safety)
CHE 230, General Organic Chemistry I (content can be classified as structure,
reactivity, and synthesis;. how atoms are joined together in organic compounds,
how structure affects bulk properties, how scientists can gain information about
the structure of unknown organic compounds, and how organic compounds are
transformed into other organic compounds)
29
23. Physics including light, sound,
optics, electricity, energy and order,
magnetism, and thermodynamics.
24. Earth and space sciences including
energy and geochemical cycles,
climate, oceans, weather, natural
resources, and changes in the Earth.
25. Mathematics, including probability
and statistics
CHE 231, Organic Chemistry Laboratory I (recrystallization, solvent
extraction, fractional distillation, thin layer chromatography, Grignard reaction,
multi-step synthesis)
CHE 232, General Organic Chemistry II (complex reactions and systems;
polyenes and aromatic compounds; highly functionalized systems such as
alcohols, amines, amino acids, carbohydrates)
CHE 233, Organic Chemistry Laboratory II (infrared spectroscopy;
classification tests and derivatives; GC/MS [gas chromatography and mass
spectrometry]; identification of compounds; separations)
BCH 401G, Fundamentals of Biochemistry [Recommended] (Descriptive
chemistry of amino acids and proteins, carbohydrates, lipids, nucleic acids.
Discussion of structure and function; metabolism, and bioenergetics; and
biological information flow.)
PHY 211, General Physics (survey of classical and modern physics focusing
on the motion of solids and fluids as governed by Newton’s laws and by the
conservation law of energy, momentum, and angular momentum)
PHY 213, General Physics (electrostatics, dc circuits, magnetism, Maxwell’s
equations, electromagnetic radiation, light, and modern physics)
GLY 220, Principles of Physical Geology (integrated course in physical
geology covering the physical, chemical, and biological processes that combine
to produce geological processes; attention is focused on plate tectonics, earth
surface processes, and properties and formation of earth materials; laboratory
experiences emphasize identification and interpretation of geological materials
and maps; student report on current, newsworthy, geology topic; surface and
ground water; global climate change)
MA 123, Elementary Calculus (introduction to differential and integral
calculus with applications to business and biological and physical sciences) or
MA 132, Calculus for Life Sciences (introduction to integral calculus,
integration of logarithmic and exponential functions; application to life sciences
including biochemical rates, reactions, and radioactive decay; introduction to
biological models and their associated differential equations) or
MA 113, Calculus I (course in one variable calculus, including topics from
analytic geometry; derivatives and integrals of elementary functions – including
trigonometric functions – with applications)
30
NSTA Science Content Requirements for Chemistry:
Analysis Tables I (Core Competencies), II (Advanced Competencies), and III (Supporting Competencies)
Table I: Chemistry – Core Competencies
A. Core Competencies – All teachers
of chemistry should be prepared to
lead students to understand the
unifying concepts required of all
Required Courses
teachers of science, and should in
addition be prepared to lead
students to understand:
1. Fundamental structures of atoms and CHE 105, General College Chemistry I (basic atomic structure, bonding,
molecules
reactions, periodicity, thermodynamics, intermolecular forces, quantum theory,
hybridization, mass relationships in chemical reactions, gases)
CHE 107, General College Chemistry II (kinetics, acid-base, thermodynamics,
electrochemistry, molecular geometry, hybridization, intermolecular forces,
physical properties of solutions, equilibrium)
CHE 115, General Chemistry Laboratory (separations, synthesis,
measurements, mathematical applications, basic laboratory skills, safety)
2. Basic principles of ionic, covalent,
CHE 105, General College Chemistry I (basic atomic structure, bonding,
and metallic bonding
reactions, periodicity, thermodynamics, intermolecular forces, quantum theory,
hybridization, mass relationships in chemical reactions, gases)
3. Physical and chemical properties
CHE 105, General College Chemistry I (basic atomic structure, bonding,
and classification of elements
reactions, periodicity, thermodynamics, intermolecular forces, quantum theory,
including periodicity
hybridization, mass relationships in chemical reactions, gases)
4. Chemical kinetics and
CHE 105, General College Chemistry I (basic atomic structure, bonding,
thermodynamics
reactions, periodicity, thermodynamics, intermolecular forces, quantum theory,
hybridization, mass relationships in chemical reactions, gases)
CHE 107, General College Chemistry II (kinetics, acid-base, thermodynamics,
electrochemistry, molecular geometry, hybridization, intermolecular forces,
physical properties of solutions, equilibrium)
CHE 440G, Introductory Physical Chemistry (introduction to the laws of
thermodynamics, the thermodynamics functions and their application to phase
equilibria, chemical equilibria, solutions and electrochemistry; chemical
kinetics, including rate laws, reaction mechanism; Arrhenius, collision, and
activated complex theories, and catalysis; quantum theory including an
elementary introduction to spectroscopy)
5. Principles of electrochemistry
CHE 107, General College Chemistry II (kinetics, acid-base, thermodynamics,
electrochemistry, molecular geometry, hybridization, intermolecular forces,
physical properties of solutions, equilibrium)
CHE 226, Analytical Chemistry (stoichiometry, concentration, experimental
error, statistical analysis, gravimetric analysis, chemical equilibrium, electrolyte
effects, equilibrium in complex systems, acid-base titrations, spectrochemical
analysis, electrochemistry, electrode potentials, oxidation and reduction
titrations, potentiometry)
CHE 440G, Introductory Physical Chemistry (introduction to the laws of
thermodynamics, the thermodynamics functions and their application to phase
equilibria, chemical equilibria, solutions and electrochemistry; chemical
kinetics, including rate laws, reaction mechanism; Arrhenius, collision, and
activated complex theories, and catalysis; quantum theory including an
elementary introduction to spectroscopy)
6. Mole concept, stoichiometry, and
CHE 105, General College Chemistry I (basic atomic structure, bonding,
laws of composition
reactions, periodicity, thermodynamics, intermolecular forces, quantum theory,
hybridization, mass relationships in chemical reactions, gases)
CHE 107, General College Chemistry II (kinetics, acid-base, thermodynamics,
electrochemistry, molecular geometry, hybridization, intermolecular forces,
physical properties of solutions, equilibrium)
31
CHE 226, Analytical Chemistry (stoichiometry, concentration, experimental
error, statistical analysis, gravimetric analysis, chemical equilibrium, electrolyte
effects, equilibrium in complex systems, acid-base titrations, spectrochemical
analysis, electrochemistry, electrode potentials, oxidation and reduction
titrations, potentiometry)
7. Transition elements and
coordination compounds
8. Acids and bases, oxidation-reduction
chemistry, and solutions
9. Fundamental biochemistry
10. Functional and polyfunctional
group chemistry
11. Environmental and atmospheric
chemistry
12. Fundamental processes of
investigating in chemistry
13. Applications of chemistry in
personal and community health and
environmental quality
CHE 107, General College Chemistry II (kinetics, acid-base, thermodynamics,
electrochemistry, molecular geometry, hybridization, intermolecular forces,
physical properties of solutions, equilibrium)
CHE 226, Analytical Chemistry (stoichiometry, concentration, experimental
error, statistical analysis, gravimetric analysis, chemical equilibrium, electrolyte
effects, equilibrium in complex systems, acid-base titrations, spectrochemical
analysis, electrochemistry, electrode potentials, oxidation and reduction
titrations, potentiometry)
BCH 401G, Fundamentals of Biochemistry
(Descriptive chemistry of amino acids and proteins, carbohydrates, lipids,
nucleic acids. Discussion of structure and function; metabolism, and
bioenergetics; and biological information flow.)
CHE 230, General Organic Chemistry I (content can be classified as structure,
reactivity, and synthesis;. how atoms are joined together in organic compounds,
how structure affects bulk properties, how scientists can gain information about
the structure of unknown organic compounds, and how organic compounds are
transformed into other organic compounds)
CHE 232, General Organic Chemistry II (complex reactions and systems;
polyenes and aromatic compounds; highly functionalized systems such as
alcohols, amines, amino acids, carbohydrates)
CHE 115, General Chemistry Laboratory (separations, synthesis,
measurements, mathematical applications, basic laboratory skills, safety)
CHE 226, Analytical Chemistry (stoichiometry, concentration, experimental
error, statistical analysis, gravimetric analysis, chemical equilibrium, electrolyte
effects, equilibrium in complex systems, acid-base titrations, spectrochemical
analysis, electrochemistry, electrode potentials, oxidation and reduction
titrations, potentiometry)
CHE 231, Organic Chemistry Laboratory I (recrystallization, solvent
extraction, fractional distillation, thin layer chromatography, Grignard reaction,
multi-step synthesis)
CHE 233, Organic Chemistry Laboratory II (infrared spectroscopy;
classification tests and derivatives; GC/MS [gas chromatography and mass
spectrometry]; identification of compounds; separations)
CHE 105, General College Chemistry I (basic atomic structure, bonding,
reactions, periodicity, thermodynamics, intermolecular forces) – Integrated in
multiple chapters in the course: Chang, Chapter 3, electron microscopy; Chang,
Chapter 7, chemical fertilizers; Chang, Chapter 10, fuel values of food and
other substances.
CHE 107, General College Chemistry II (kinetics, acid-base, thermodynamics,
electrochemistry, molecular geometry, hybridization, intermolecular forces,
physical properties of solutions, equilibrium) - Chang, Chapter 15, antacids and
the pH balance in your stomach; Chang, Chapter 16, maintaining the pH of
blood; Chang, Chapter 18, tainted water.
Table II: Chemistry – Advanced Competencies
B. Advanced Competencies – In
addition to the core competencies,
teachers of chemistry as a primary
field should also be prepared to
Required Courses
32
effectively lead students to
understand:
14. Molecular orbital theory,
aromaticity, metallic and ionic
structures, and correlation to properties
of matter
15. Superconductors and principles of
metallurgy
16. Advanced concepts of chemical
kinetics, and thermodynamics
17. Lewis adducts and coordination
compounds
18. Solutions, colloids, and colligative
properties
19. Major biological compounds and
natural products
20. Solvent system concepts including
non-aqueous solvents
21. Chemical reactivity and molecular
structure including electronic and steric
effects
CHE 232, General Organic Chemistry II (complex reactions and systems;
polyenes and aromatic compounds; highly functionalized systems such as
alcohols, amines, amino acids, carbohydrates)
CHE 226, Analytical Chemistry (stoichiometry, concentration, experimental
error, statistical analysis, gravimetric analysis, chemical equilibrium, electrolyte
effects, equilibrium in complex systems, acid-base titrations, spectrochemical
analysis, electrochemistry, electrode potentials, oxidation and reduction
titrations, potentiometry)
CHE 440G, Introductory Physical Chemistry (introduction to the laws of
thermodynamics, the thermodynamics functions and their application to phase
equilibria, chemical equilibria, solutions and electrochemistry; chemical
kinetics, including rate laws, reaction mechanism; Arrhenius, collision, and
activated complex theories, and catalysis; quantum theory including an
elementary introduction to spectroscopy)
CHE 440G, Introductory Physical Chemistry (introduction to the laws of
thermodynamics, the thermodynamics functions and their application to phase
equilibria, chemical equilibria, solutions and electrochemistry; chemical
kinetics, including rate laws, reaction mechanism; Arrhenius, collision, and
activated complex theories, and catalysis; quantum theory including an
elementary introduction to spectroscopy)
CHE 230, General Organic Chemistry I (content can be classified as structure,
reactivity, and synthesis;. how atoms are joined together in organic compounds,
how structure affects bulk properties, how scientists can gain information about
the structure of unknown organic compounds, and how organic compounds are
transformed into other organic compounds)
CHE 231, Organic Chemistry Laboratory I (recrystallization, solvent
extraction, fractional distillation, thin layer chromatography, Grignard reaction,
multi-step synthesis)
CHE 232, General Organic Chemistry II (complex reactions and systems;
polyenes and aromatic compounds; highly functionalized systems such as
alcohols, amines, amino acids, carbohydrates)
CHE 233, Organic Chemistry Laboratory II (infrared spectroscopy;
classification tests and derivatives; GC/MS [gas chromatography and mass
spectrometry]; identification of compounds; separations)
BCH 401G, Fundamentals of Biochemistry
(Descriptive chemistry of amino acids and proteins, carbohydrates, lipids,
nucleic acids. Discussion of structure and function; metabolism, and
bioenergetics; and biological information flow.)
CHE 226, Analytical Chemistry (stoichiometry, concentration, experimental
error, statistical analysis, gravimetric analysis, chemical equilibrium, electrolyte
effects, equilibrium in complex systems, acid-base titrations, spectrochemical
analysis, electrochemistry, electrode potentials, oxidation and reduction
titrations, potentiometry)
CHE 230, General Organic Chemistry I (content can be classified as structure,
reactivity, and synthesis;. how atoms are joined together in organic compounds,
how structure affects bulk properties, how scientists can gain information about
the structure of unknown organic compounds, and how organic compounds are
transformed into other organic compounds)
CHE 232, General Organic Chemistry II (complex reactions and systems;
polyenes and aromatic compounds; highly functionalized systems such as
alcohols, amines, amino acids, carbohydrates)
33
22. Organic synthesis and organic
reaction mechanisms
23. Energy flow through chemical
systems
24. Issues related to chemistry
including ground water pollution,
disposal of plastics, and development
of alternative fuels
25. Historical development and
perspectives in chemistry including
contributions of significant figures and
underrepresented groups, and the
evolution of theories in chemistry
26. How to design, conduct, and report
research in chemistry
27. Applications of chemistry and
chemical technology in society,
business, industry, and health fields
BCH 401G, Fundamentals of Biochemistry
(Descriptive chemistry of amino acids and proteins, carbohydrates, lipids,
nucleic acids. Discussion of structure and function; metabolism, and
bioenergetics; and biological information flow.)
CHE 230, General Organic Chemistry I (content can be classified as structure,
reactivity, and synthesis;. how atoms are joined together in organic compounds,
how structure affects bulk properties, how scientists can gain information about
the structure of unknown organic compounds, and how organic compounds are
transformed into other organic compounds)
CHE 231, Organic Chemistry Laboratory I (recrystallization, solvent
extraction, fractional distillation, thin layer chromatography, Grignard reaction,
multi-step synthesis)
CHE 232, General Organic Chemistry II (complex reactions and systems;
polyenes and aromatic compounds; highly functionalized systems such as
alcohols, amines, amino acids, carbohydrates)
CHE 233, Organic Chemistry Laboratory II (infrared spectroscopy;
classification tests and derivatives; GC/MS [gas chromatography and mass
spectrometry]; identification of compounds; separations)
BCH 401G, Fundamentals of Biochemistry
(Descriptive chemistry of amino acids and proteins, carbohydrates, lipids,
nucleic acids. Discussion of structure and function; metabolism, and
bioenergetics; and biological information flow.)
CHE 440G, Introductory Physical Chemistry (introduction to the laws of
thermodynamics, the thermodynamics functions and their application to phase
equilibria, chemical equilibria, solutions and electrochemistry; chemical
kinetics, including rate laws, reaction mechanism; Arrhenius, collision, and
activated complex theories, and catalysis; quantum theory including an
elementary introduction to spectroscopy)
BCH 401G, Fundamentals of Biochemistry
(Descriptive chemistry of amino acids and proteins, carbohydrates, lipids,
nucleic acids. Discussion of structure and function; metabolism, and
bioenergetics; and biological information flow.)
CHE 105, General College Chemistry I (basic atomic structure, bonding,
reactions, periodicity, thermodynamics, intermolecular forces) – Integrated in
multiple chapters in the course: Chang, Chapter 8, an undesirable precipitation
reaction.
CHE 107, General College Chemistry II (kinetics, acid-base, thermodynamics,
electrochemistry, molecular geometry, hybridization, intermolecular forces,
physical properties of solutions, equilibrium) – Chang, Chapter 12, the killer
lake; Chang, Chapter 15, decaying papers; Chang, Chapter 18, tainted water.
CHE 105, General College Chemistry I (basic atomic structure, bonding,
reactions, periodicity, thermodynamics, intermolecular forces)
CHE 107, General College Chemistry II (kinetics, acid-base, thermodynamics,
electrochemistry, molecular geometry, hybridization, intermolecular forces,
physical properties of solutions, equilibrium)
CHE 115, General Chemistry Laboratory (separations, synthesis,
measurements, mathematical applications, basic laboratory skills, safety)
CHE 231, Organic Chemistry Laboratory I (recrystallization, solvent
extraction, fractional distillation, thin layer chromatography, Grignard reaction,
multi-step synthesis)
CHE 233, Organic Chemistry Laboratory II (infrared spectroscopy;
classification tests and derivatives; GC/MS [gas chromatography and mass
spectrometry]; identification of compounds; separations)
CHE 105, General College Chemistry I (basic atomic structure, bonding,
reactions, periodicity, thermodynamics, intermolecular forces) – Integrated in
multiple chapters in the course: Chang, Chapter 2, distribution of elements on
earth and in living systems; Chang, Chapter 3, laser – the splendid light, Chang,
Chapter 3, electron microscopy; Chang, Chapter 6, microwave ovens – dipole
34
moments at work; Chang, Chapter 7, chemical fertilizers; Chang, Chapter 8,
breath analyzer; Chang, Chapter 9, scuba diving and the gas laws; Chang,
Chapter 10, making snow and inflating a bicycle tire; Chang, Chapter 10, fuel
values of food and other substances; Chang, Chapter 11, pressure cookers and
ice skating.
CHE 107, General College Chemistry II (kinetics, acid-base, thermodynamics,
electrochemistry, molecular geometry, hybridization, intermolecular forces,
physical properties of solutions, equilibrium) – Chang, Chapter 12,
desalination; Chang, Chapter 13, determining the age of the Shroud of Turin;
Chang, Chapter 15, antacids and the pH balance in your stomach; Chang,
Chapter 16, maintaining the pH of blood.
Table III: Chemistry – Supporting Competencies
C. Supporting Competencies – All
teachers of chemistry should be
prepared to effectively apply
Required Courses
concepts from other sciences and
mathematics to the teaching of
chemistry including:
28. Biology, including molecular
BIO 150, Principles of Biology I (develop appreciation of biological principles
biology, bioenergetics, and ecology
necessary to explore life at the cellular and molecular level; similarities and
differences in structure and function of simple and complex cells covered along
with theories on the origin and evolution of biological systems)
BIO 151, Principles of Biology Laboratory I (introductory laboratory in which
biological systems are investigated at the cellular and molecular levels)
29. Earth science, including
GLY 220, Principles of Physical Geology (integrated course in physical
geochemistry, geocycles, and
geology covering the physical, chemical, and biological processes that combine
energetics of earth systems
to produce geological processes; attention is focused on plate tectonics, earth
surface processes, and properties and formation of earth materials; laboratory
experiences emphasize identification and interpretation of geological materials
and maps)
30. Physics, including energy, stellar
PHY 211, General Physics (survey of classical and modern physics focusing
evolution, properties and functions of
on the motion of solids and fluids as governed by Newton’s laws and by the
waves, motions and forces, electricity,
conservation law of energy, momentum, and angular momentum)
magnetism
PHY 213, General Physics (electrostatics, dc circuits, magnetism, Maxwell’s
equations, electromagnetic radiation, light, and modern physics)
31. Mathematical and statistical
MA 113, Calculus I (course in one variable calculus, including topics from
concepts and skills including statistics
analytic geometry; derivatives and integrals of elementary functions – including
and the use of differential equations
trigonometric functions – with applications)
and calculus
MA 114, Calculus II (stressing techniques of integration)
CHE 226, Analytical Chemistry (stoichiometry, concentration, experimental
error, statistical analysis, gravimetric analysis, chemical equilibrium, electrolyte
effects, equilibrium in complex systems, acid-base titrations, spectrochemical
analysis, electrochemistry, electrode potentials, oxidation and reduction
titrations, potentiometry)
35
NSTA Science Content Requirements for the Earth/Space Sciences:
Analysis Tables I (Core Competencies), II (Advanced Competencies), and III (Supporting Competencies)
Table I: Earth/Space Sciences – Core Competencies
A. Core Competencies – All teachers
of the Earth and space sciences
should be prepared to lead students
to understand the unifying concepts
Required Courses
required of all teachers of science,
and should in addition be prepared
to lead students to understand:
1. Characteristics of land, atmosphere,
GEO 251, Weather and Climate (survey of atmospheric controls associated
and ocean systems on Earth
with local, regional, and global weather and climate variability; includes
fundamental coverage of physics and chemistry of energy, gases, pressure, and
moisture, with a goal of promoting understanding of general weather analysis
and forecasting, severe storms, atmospheric pollution, descriptive climatology,
and global climate change) OR
GEO 130, Earth’s Physical Environment (exploring the fundamental
characteristics of earth’s physical environment; emphasis placed on identifying
interrelationships between atmospheric processes involving energy, pressure,
and moisture, weather and climate, and terrestrial processes of vegetative
biomes, soils, and landscape formation and change)
2. Properties, measurement, and
GLY 220, Principles of Physical Geology (integrated course in physical
classification of Earth materials
geology covering the physical, chemical, and biological processes that combine
to produce geological processes; attention is focused on plate tectonics, earth
surface processes, and properties and formation of earth materials; laboratory
experiences emphasize identification and interpretation of geological materials
and maps)
GLY 230, Fundamentals of Geology I (field and laboratory methods for
identification and description of rocks and minerals with emphasis on
sedimentary rocks and rock forming minerals; field study of geologic
structures; interpretation of geologic maps)
GLY 235, Fundamentals of Geology II (laboratory and field methods for
identification and description of rocks and minerals with emphasis on igneous
and metamorphic rocks and rock forming minerals; field study of geologic
structures; interpretation of geologic maps)
3. Changes in the Earth including land
GLY 220, Principles of Physical Geology (integrated course in physical
formation and erosion
geology covering the physical, chemical, and biological processes that combine
to produce geological processes; attention is focused on plate tectonics, earth
surface processes, and properties and formation of earth materials; laboratory
experiences emphasize identification and interpretation of geological materials
and maps)
4. Geochemical cycles including biotic GLY 220, Principles of Physical Geology (integrated course in physical
and abiotic systems
geology covering the physical, chemical, and biological processes that combine
to produce geological processes; attention is focused on plate tectonics, earth
surface processes, and properties and formation of earth materials; laboratory
experiences emphasize identification and interpretation of geological materials
and maps)
GEO 251, Weather and Climate (survey of atmospheric controls associated
with local, regional, and global weather and climate variability; includes
fundamental coverage of physics and chemistry of energy, gases, pressure, and
moisture, with a goal of promoting understanding of general weather analysis
and forecasting, severe storms, atmospheric pollution, descriptive climatology,
and global climate change) OR
GEO 130, Earth’s Physical Environment (exploring the fundamental
characteristics of earth’s physical environment; emphasis placed on identifying
interrelationships between atmospheric processes involving energy, pressure,
36
5. Energy flow and transformation in
Earth systems
6. Hydrological features of the Earth
7. Patterns and changes in the
atmosphere, weather, and climate
8. Origin, evolution, and planetary
behaviors of Earth
9. Origin, evolution, and properties of
the universe
10. Fundamental processes of
investigating in the Earth and space
sciences
11. Sources and limits of natural
resources
12. Applications of Earth and space
sciences to environmental quality and
to personal and community health and
welfare
and moisture, weather and climate, and terrestrial processes of vegetative
biomes, soils, and landscape formation and change)
GEO 251, Weather and Climate (survey of atmospheric controls associated
with local, regional, and global weather and climate variability; includes
fundamental coverage of physics and chemistry of energy, gases, pressure, and
moisture, with a goal of promoting understanding of general weather analysis
and forecasting, severe storms, atmospheric pollution, descriptive climatology,
and global climate change) OR
GEO 130, Earth’s Physical Environment (exploring the fundamental
characteristics of earth’s physical environment; emphasis placed on identifying
interrelationships between atmospheric processes involving energy, pressure,
and moisture, weather and climate, and terrestrial processes of vegetative
biomes, soils, and landscape formation and change)
GLY 220, Principles of Physical Geology (integrated course in physical
geology covering the physical, chemical, and biological processes that combine
to produce geological processes; attention is focused on plate tectonics, earth
surface processes, and properties and formation of earth materials; laboratory
experiences emphasize identification and interpretation of geological materials
and maps)
GEO 251, Weather and Climate (survey of atmospheric controls associated
with local, regional, and global weather and climate variability; includes
fundamental coverage of physics and chemistry of energy, gases, pressure, and
moisture, with a goal of promoting understanding of general weather analysis
and forecasting, severe storms, atmospheric pollution, descriptive climatology,
and global climate change) OR
GEO 130, Earth’s Physical Environment (exploring the fundamental
characteristics of earth’s physical environment; emphasis placed on identifying
interrelationships between atmospheric processes involving energy, pressure,
and moisture, weather and climate, and terrestrial processes of vegetative
biomes, soils, and landscape formation and change)
AST 191, The Solar System (emphasizing nature, origin, and evolution of
planets, satellites, and other objects in the solar system; topics also include
historical astronomy, the naked eye phenomenon of the sky and modern solar
system discoveries made by spacecraft)
AST 192, Stars Galaxies and The Universe [Recommended] (covering the
universe outside the solar system; a principal theme is the origin and evolution
of stars, galaxies, and the universe at large; topics also include black holes,
quasars, and the big bang model of the universe)
GLY 220, Principles of Physical Geology (integrated course in physical
geology covering the physical, chemical, and biological processes that combine
to produce geological processes; attention is focused on plate tectonics, earth
surface processes, and properties and formation of earth materials; laboratory
experiences emphasize identification and interpretation of geological materials
and maps)
GLY 230, Fundamentals of Geology I (field and laboratory methods for
identification and description of rocks and minerals with emphasis on
sedimentary rocks and rock forming minerals; field study of geologic
structures; interpretation of geologic maps)
GLY 235, Fundamentals of Geology II (laboratory and field methods for
identification and description of rocks and minerals with emphasis on igneous
and metamorphic rocks and rock forming minerals; field study of geologic
structures; interpretation of geologic maps)
GEO 251, Weather and Climate (survey of atmospheric controls associated
with local, regional, and global weather and climate variability; includes
fundamental coverage of physics and chemistry of energy, gases, pressure, and
moisture, with a goal of promoting understanding of general weather analysis
37
and forecasting, severe storms, atmospheric pollution, descriptive climatology,
and global climate change) OR
GEO 130, Earth’s Physical Environment (exploring the fundamental
characteristics of earth’s physical environment; emphasis placed on identifying
interrelationships between atmospheric processes involving energy, pressure,
and moisture, weather and climate, and terrestrial processes of vegetative
biomes, soils, and landscape formation and change)
Table II: Earth/Space Sciences – Advanced Competencies
B. Advanced Competencies – In
addition to the core competencies,
teachers of the Earth and space
sciences as a primary field should be
Required Courses
prepared to effectively lead students
to understand:
13. Gradual and catastrophic changes
GLY 220, Principles of Physical Geology (integrated course in physical
in the Earth
geology covering the physical, chemical, and biological processes that combine
to produce geological processes; attention is focused on plate tectonics, earth
surface processes, and properties and formation of earth materials; laboratory
experiences emphasize identification and interpretation of geological materials
and maps)
14. Oceans and their relationship to
GEO 251, Weather and Climate (survey of atmospheric controls associated
changes in atmosphere and climate
with local, regional, and global weather and climate variability; includes
fundamental coverage of physics and chemistry of energy, gases, pressure, and
moisture, with a goal of promoting understanding of general weather analysis
and forecasting, severe storms, atmospheric pollution, descriptive climatology,
and global climate change) OR
GEO 130, Earth’s Physical Environment (exploring the fundamental
characteristics of earth’s physical environment; emphasis placed on identifying
interrelationships between atmospheric processes involving energy, pressure,
and moisture, weather and climate, and terrestrial processes of vegetative
biomes, soils, and landscape formation and change)
15. Hydrological cycles and problems
of distribution and use of water
16. Dating of the Earth and other
GLY 220, Principles of Physical Geology (integrated course in physical
objects in the universe
geology covering the physical, chemical, and biological processes that combine
to produce geological processes; attention is focused on plate tectonics, earth
surface processes, and properties and formation of earth materials; laboratory
experiences emphasize identification and interpretation of geological materials
and maps)
AST 191, The Solar System (emphasizing nature, origin, and evolution of
planets, satellites, and other objects in the solar system; topics also include
historical astronomy, the naked eye phenomenon of the sky and modern solar
system discoveries made by spacecraft)
17. Structures and interactions of
GLY 220, Principles of Physical Geology (integrated course in physical
energy and matter in the universe
geology covering the physical, chemical, and biological processes that combine
to produce geological processes; attention is focused on plate tectonics, earth
surface processes, and properties and formation of earth materials; laboratory
experiences emphasize identification and interpretation of geological materials
and maps)
AST 191, The Solar System (emphasizing nature, origin, and evolution of
planets, satellites, and other objects in the solar system; topics also include
historical astronomy, the naked eye phenomenon of the sky and modern solar
system discoveries made by spacecraft)
18. Impact of changes in the Earth on
GLY 401G, Invertebrate Paleobiology and Evolution (basic ecologic and
the evolution and distribution of living evolutionary framework of common fossil invertebrate taxa; major principles of
things
paleontology, ecology, systematics and evolution; and the use of fossils in
paleoecology and biostratigraphy; laboratory work in classification of common
38
19. Issues related to changes in Earth
systems such as global climate change,
mine subsidence, and channeling of
waterways
20. Historical development and
perspectives in the Earth and space
sciences, including contributions of
significant figures and
underrepresented groups, and the
evolution of theories in these fields.
21. How to design, conduct, and report
research in the Earth and space
sciences
fossils) OR
GLY 360, Mineralogy (study of mineral structure and composition, and
mineral classification through crystallographic and crystal chemical technical;
laboratory work includes study of minerals via crystallographic, x-ray
diffraction, mineral chemical analysis and optical petrographic techniques)
GEO 251, Weather and Climate (survey of atmospheric controls associated
with local, regional, and global weather and climate variability; includes
fundamental coverage of physics and chemistry of energy, gases, pressure, and
moisture, with a goal of promoting understanding of general weather analysis
and forecasting, severe storms, atmospheric pollution, descriptive climatology,
and global climate change) OR
GEO 130, Earth’s Physical Environment (exploring the fundamental
characteristics of earth’s physical environment; emphasis placed on identifying
interrelationships between atmospheric processes involving energy, pressure,
and moisture, weather and climate, and terrestrial processes of vegetative
biomes, soils, and landscape formation and change)
AST 191, The Solar System (emphasizing nature, origin, and evolution of
planets, satellites, and other objects in the solar system; topics also include
historical astronomy, the naked eye phenomenon of the sky and modern solar
system discoveries made by spacecraft)
GLY 220, Principles of Physical Geology (integrated course in physical
geology covering the physical, chemical, and biological processes that combine
to produce geological processes; attention is focused on plate tectonics, earth
surface processes, and properties and formation of earth materials; laboratory
experiences emphasize identification and interpretation of geological materials
and maps)
GLY 220, Principles of Physical Geology (integrated course in physical
geology covering the physical, chemical, and biological processes that combine
to produce geological processes; attention is focused on plate tectonics, earth
surface processes, and properties and formation of earth materials; laboratory
experiences emphasize identification and interpretation of geological materials
and maps)
GLY 230, Fundamentals of Geology I (field and laboratory methods for
identification and description of rocks and minerals with emphasis on
sedimentary rocks and rock forming minerals; field study of geologic
structures; interpretation of geologic maps)
GLY 235, Fundamentals of Geology II (laboratory and field methods for
identification and description of rocks and minerals with emphasis on igneous
and metamorphic rocks and rock forming minerals; field study of geologic
structures; interpretation of geologic maps)
22. Applications of the Earth and space
sciences and related technologies in
society, business, industry, and health
fields
Table III: Earth/Space Science – Supporting Competencies
C. Supporting Competencies – All
teachers of Earth and space sciences
should be prepared to effectively
apply concepts from other sciences
Required Courses
and mathematics to the teaching of
Earth and space sciences including
concepts of:
23. Biology, including evolution,
BIO 150, Principles of Biology I (develop appreciation of biological principles
ecology, population dynamics, and
necessary to explore life at the cellular and molecular level; similarities and
flow of energy and materials through
differences in structure and function of simple and complex cells covered along
Earth systems
with theories on the origin and evolution of biological systems)
BIO 151, Principles of Biology Laboratory I (introductory laboratory in which
39
24. Chemistry, including broad
concepts and basic laboratory
techniques of inorganic and organic
chemistry, physical chemistry, and
biochemistry
25. Physics, including electricity,
forces and motion, energy, magnetism,
thermodynamics, optics, and sound; as
well as basic quantum theory
26. Mathematics, including statistics
and probability
biological systems are investigated at the cellular and molecular levels)
CHE 105, General College Chemistry I (basic atomic structure, bonding,
reactions, periodicity, thermodynamics, intermolecular forces, quantum theory,
hybridization, mass relationships in chemical reactions, gases)
CHE 107, General College Chemistry II (kinetics, acid-base, thermodynamics,
electrochemistry, molecular geometry, hybridization, intermolecular forces,
physical properties of solutions, equilibrium)
CHE 115, General Chemistry Laboratory (separations, synthesis,
measurements, mathematical applications, basic laboratory skills, safety)
PHY 211, General Physics (survey of classical and modern physics focusing
on the motion of solids and fluids as governed by Newton’s laws and by the
conservation law of energy, momentum, and angular momentum)
PHY 213, General Physics (electrostatics, dc circuits, magnetism, Maxwell’s
equations, electromagnetic radiation, light, and modern physics)
MA 123, Elementary Calculus (introduction to differential and integral
calculus with applications to business and biological and physical sciences) or
MA 132, Calculus for Life Sciences (introduction to integral calculus,
integration of logarithmic and exponential functions; application to life sciences
including biochemical rates, reactions, and radioactive decay; introduction to
biological models and their associated differential equations) or
MA 113, Calculus I (course in one variable calculus, including topics from
analytic geometry; derivatives and integrals of elementary functions – including
trigonometric functions – with applications)
40
NSTA Science Content Requirements for Physics:
Analysis Tables I (Core Competencies), II (Advanced Competencies), and III (Supporting Competencies)
Table I: Physics – Core Competencies
A. Core Competencies – All teachers
of physics should be prepared to lead
students to understand the unifying
concepts required of all teachers of
Required Courses
science, and should in addition be
prepared to lead students to
understand:
1. Energy, work, and power
PHY 231, General University Physics (first part of two-semester survey of
classical physics; consequences of the principles of mechanics are developed
conceptually, analytically, and quantitatively)
PHY 241, General University Physics Laboratory (laboratory course
offering experiments in mechanics and heat, framed in a small group
environment that requires coordination and team work in the development of
a well written lab report)
2. Motion, major forces, and
PHY 231, General University Physics (first part of two-semester survey of
momentum
classical physics; consequences of the principles of mechanics are developed
conceptually, analytically, and quantitatively)
PHY 241, General University Physics Laboratory (laboratory course
offering experiments in mechanics and heat, framed in a small group
environment that requires coordination and team work in the development of
a well written lab report)
3. Newtonian principles and laws
PHY 231, General University Physics (first part of two-semester survey of
including engineering applications
classical physics; consequences of the principles of mechanics are developed
conceptually, analytically, and quantitatively)
PHY 241, General University Physics Laboratory (laboratory course
offering experiments in mechanics and heat, framed in a small group
environment that requires coordination and team work in the development of
a well written lab report)
4. Conservation mass, momentum,
PHY 231, General University Physics (first part of two-semester survey of
energy, and charge
classical physics; consequences of the principles of mechanics are developed
conceptually, analytically, and quantitatively)
PHY 241, General University Physics Laboratory (laboratory course
offering experiments in mechanics and heat, framed in a small group
environment that requires coordination and team work in the development of
a well written lab report)
5. Physical properties of matter
PHY 232, General University Physics (a general course covering electricity,
magnetism, electromagnetic waves and physical optics)
PHY 242, General University Physics Laboratory (laboratory course
offering experiments in electricity, magnetism, and light, framed in a small
group environment that requires coordination and team work in the
development of a well written lab report)
6. Kinetic-molecular motion and
PHY 361, Modern Physics (elements of symmetry and special relative,
atomic models
notions of time and special relativity, Doppler effect and expanding universe,
space-time and twin paradox, unification of electricity and magnetism,
energy and momentum in special relativity, what is mass?, blackbody
radiation, photoelectric effect, nature of light, Compton effect and pair
production, De Broglie waves, interference of traveling matter waves, nature
of standing matter waves, uncertainty principle, atoms scattering in the
classical atom, atom light and thee quantum atom, atomic spectra, invention
of lasers, wave functions and wave equations, Schroedinger’s equation,
quantum operators, eigenvalues and eigenvectors, harmonic oscillator,
electron probability density, electron spin, nuclear properties, liquid drop
model, nuclear shell model, classification of forces and particles, symmetry
principles and conservation laws, standard model and physics beyond)
41
7. Radioactivity, nuclear reactors,
fission, and fusion
8. Wave theory, sound, light, the
electromagnetic spectrum and optics
9. Electricity and magnetism
10. Fundamental processes of
investigating in physics
PHY 361, Modern Physics (elements of symmetry and special relative,
notions of time and special relativity, Doppler effect and expanding universe,
space-time and twin paradox, unification of electricity and magnetism,
energy and momentum in special relativity, what is mass?, blackbody
radiation, photoelectric effect, nature of light, Compton effect and pair
production, De Broglie waves, interference of traveling matter waves, nature
of standing matter waves, uncertainty principle, atoms scattering in the
classical atom, atom light and thee quantum atom, atomic spectra, invention
of lasers, wave functions and wave equations, Schroedinger’s equation,
quantum operators, eigenvalues and eigenvectors, harmonic oscillator,
electron probability density, electron spin, nuclear properties, liquid drop
model, nuclear shell model, classification of forces and particles, symmetry
principles and conservation laws, standard model and physics beyond)
PHY 361, Modern Physics (elements of symmetry and special relative,
notions of time and special relativity, Doppler effect and expanding universe,
space-time and twin paradox, unification of electricity and magnetism,
energy and momentum in special relativity, what is mass?, blackbody
radiation, photoelectric effect, nature of light, Compton effect and pair
production, De Broglie waves, interference of traveling matter waves, nature
of standing matter waves, uncertainty principle, atoms scattering in the
classical atom, atom light and thee quantum atom, atomic spectra, invention
of lasers, wave functions and wave equations, Schroedinger’s equation,
quantum operators, eigenvalues and eigenvectors, harmonic oscillator,
electron probability density, electron spin, nuclear properties, liquid drop
model, nuclear shell model, classification of forces and particles, symmetry
principles and conservation laws, standard model and physics beyond)
PHY 231, General University Physics (first part of two-semester survey of
classical physics; consequences of the principles of mechanics are developed
conceptually, analytically, and quantitatively)
PHY 241, General University Physics Laboratory (laboratory course
offering experiments in mechanics and heat, framed in a small group
environment that requires coordination and team work in the development of
a well written lab report)
PHY 232, General University Physics (a general course covering electricity,
magnetism, electromagnetic waves and physical optics)
PHY 242, General University Physics Laboratory (laboratory course
offering experiments in electricity, magnetism, and light, framed in a small
group environment that requires coordination and team work in the
development of a well written lab report)
PHY 241, General University Physics Laboratory (laboratory course
offering experiments in mechanics and heat, framed in a small group
environment that requires coordination and team work in the development of
a well written lab report)
PHY 242, General University Physics Laboratory (laboratory course
offering experiments in electricity, magnetism, and light, framed in a small
group environment that requires coordination and team work in the
development of a well written lab report)
11. Applications of physics in
environmental quality and to personal
and community health
Table II: Physics – Advanced Competencies
B. Advanced Competencies – In
addition to the core competencies,
teachers of physics as a primary field
Required Courses
should be prepared to effectively
lead students to understand:
12. Thermodynamics and relationships PHY 361, Modern Physics (elements of symmetry and special relative,
42
between energy and matter
13. Nuclear physics including matterenergy duality and reactivity
14. Angular rotation and momentum,
centripetal forces, and vector analysis
15. Quantum mechanics, space-time
relationships, and special relativity
16. Models of nuclear and subatomic
structures and behavior
notions of time and special relativity, Doppler effect and expanding universe,
space-time and twin paradox, unification of electricity and magnetism,
energy and momentum in special relativity, what is mass?, blackbody
radiation, photoelectric effect, nature of light, Compton effect and pair
production, De Broglie waves, interference of traveling matter waves, nature
of standing matter waves, uncertainty principle, atoms scattering in the
classical atom, atom light and thee quantum atom, atomic spectra, invention
of lasers, wave functions and wave equations, Schroedinger’s equation,
quantum operators, eigenvalues and eigenvectors, harmonic oscillator,
electron probability density, electron spin, nuclear properties, liquid drop
model, nuclear shell model, classification of forces and particles, symmetry
principles and conservation laws, standard model and physics beyond)
PHY 361, Modern Physics (elements of symmetry and special relative,
notions of time and special relativity, Doppler effect and expanding universe,
space-time and twin paradox, unification of electricity and magnetism,
energy and momentum in special relativity, what is mass?, blackbody
radiation, photoelectric effect, nature of light, Compton effect and pair
production, De Broglie waves, interference of traveling matter waves, nature
of standing matter waves, uncertainty principle, atoms scattering in the
classical atom, atom light and thee quantum atom, atomic spectra, invention
of lasers, wave functions and wave equations, Schroedinger’s equation,
quantum operators, eigenvalues and eigenvectors, harmonic oscillator,
electron probability density, electron spin, nuclear properties, liquid drop
model, nuclear shell model, classification of forces and particles, symmetry
principles and conservation laws, standard model and physics beyond)
PHY 231, General University Physics (first part of two-semester survey of
classical physics; consequences of the principles of mechanics are developed
conceptually, analytically, and quantitatively)
PHY 241, General University Physics Laboratory (laboratory course
offering experiments in mechanics and heat, framed in a small group
environment that requires coordination and team work in the development of
a well written lab report)
PHY 361, Modern Physics (elements of symmetry and special relative,
notions of time and special relativity, Doppler effect and expanding universe,
space-time and twin paradox, unification of electricity and magnetism,
energy and momentum in special relativity, what is mass?, blackbody
radiation, photoelectric effect, nature of light, Compton effect and pair
production, De Broglie waves, interference of traveling matter waves, nature
of standing matter waves, uncertainty principle, atoms scattering in the
classical atom, atom light and thee quantum atom, atomic spectra, invention
of lasers, wave functions and wave equations, Schroedinger’s equation,
quantum operators, eigenvalues and eigenvectors, harmonic oscillator,
electron probability density, electron spin, nuclear properties, liquid drop
model, nuclear shell model, classification of forces and particles, symmetry
principles and conservation laws, standard model and physics beyond)
PHY 361, Modern Physics (elements of symmetry and special relative,
notions of time and special relativity, Doppler effect and expanding universe,
space-time and twin paradox, unification of electricity and magnetism,
energy and momentum in special relativity, what is mass?, blackbody
radiation, photoelectric effect, nature of light, Compton effect and pair
production, De Broglie waves, interference of traveling matter waves, nature
of standing matter waves, uncertainty principle, atoms scattering in the
classical atom, atom light and thee quantum atom, atomic spectra, invention
of lasers, wave functions and wave equations, Schroedinger’s equation,
quantum operators, eigenvalues and eigenvectors, harmonic oscillator,
electron probability density, electron spin, nuclear properties, liquid drop
model, nuclear shell model, classification of forces and particles, symmetry
principles and conservation laws, standard model and physics beyond)
43
17. Light behavior, including waveparticle duality and models
18. Electrical phenomena including
electric fields, vector analysis, energy,
potential, capacitance, and inductance
19. Issues related to physics such as
disposal of nuclear waste, light
pollution, shielding communication
systems and weapons development
20. Historical development and
cosmological perspectives in physics
including contributions of significant
figures and underrepresented groups,
and evolution of theories in physics
21. How to design, conduct, and report
research in physics
22. Applications of physics and
engineering in society, business,
industry, and health fields
PHY 361, Modern Physics (elements of symmetry and special relative,
notions of time and special relativity, Doppler effect and expanding universe,
space-time and twin paradox, unification of electricity and magnetism,
energy and momentum in special relativity, what is mass?, blackbody
radiation, photoelectric effect, nature of light, Compton effect and pair
production, De Broglie waves, interference of traveling matter waves, nature
of standing matter waves, uncertainty principle, atoms scattering in the
classical atom, atom light and thee quantum atom, atomic spectra, invention
of lasers, wave functions and wave equations, Schroedinger’s equation,
quantum operators, eigenvalues and eigenvectors, harmonic oscillator,
electron probability density, electron spin, nuclear properties, liquid drop
model, nuclear shell model, classification of forces and particles, symmetry
principles and conservation laws, standard model and physics beyond)
PHY 232, General University Physics (a general course covering electricity,
magnetism, electromagnetic waves and physical optics)
PHY 242, General University Physics Laboratory (laboratory course
offering experiments in electricity, magnetism, and light, framed in a small
group environment that requires coordination and team work in the
development of a well written lab report)
AST 191, The Solar System [Recommended] (emphasizing nature, origin,
and evolution of planets, satellites, and other objects in the solar system;
topics also include historical astronomy, the naked eye phenomenon of the
sky and modern solar system discoveries made by spacecraft)
PHY 241, General University Physics Laboratory (laboratory course
offering experiments in mechanics and heat, framed in a small group
environment that requires coordination and team work in the development of
a well written lab report)
PHY 242, General University Physics Laboratory (laboratory course
offering experiments in electricity, magnetism, and light, framed in a small
group environment that requires coordination and team work in the
development of a well written lab report)
PHY 361, Modern Physics (elements of symmetry and special relative,
notions of time and special relativity, Doppler effect and expanding universe,
space-time and twin paradox, unification of electricity and magnetism,
energy and momentum in special relativity, what is mass?, blackbody
radiation, photoelectric effect, nature of light, Compton effect and pair
production, De Broglie waves, interference of traveling matter waves, nature
of standing matter waves, uncertainty principle, atoms scattering in the
classical atom, atom light and thee quantum atom, atomic spectra, invention
of lasers, wave functions and wave equations, Schroedinger’s equation,
quantum operators, eigenvalues and eigenvectors, harmonic oscillator,
electron probability density, electron spin, nuclear properties, liquid drop
model, nuclear shell model, classification of forces and particles, symmetry
principles and conservation laws, standard model and physics beyond)
Table III: Physics – Supporting Competencies
C. Supporting Competencies – All
teachers of physics should be
prepared to effectively apply
concepts from other sciences and
Required Courses
mathematics to the teaching of
physics including concepts of:
23. Biology, including organization of
BIO 150, Principles of Biology I (develop appreciation of biological
44
life, bioenergetics, biomechanics, and
cycles of matter
24. Chemistry, including organization
of matter and energy, electrochemistry,
thermodynamics, and bonding
25. Earth sciences or astronomy related
to structure of the universe, energy,
and interactions of matter
26. Mathematical and statistical
concepts and skills including statistics
and the use of differential equations
and calculus
principles necessary to explore life at the cellular and molecular level;
similarities and differences in structure and function of simple and complex
cells covered along with theories on the origin and evolution of biological
systems)
BIO 151, Principles of Biology Laboratory I (introductory laboratory in
which biological systems are investigated at the cellular and molecular
levels)
CHE 105, General College Chemistry I (basic atomic structure, bonding,
reactions, periodicity, thermodynamics, intermolecular forces, quantum
theory, hybridization, mass relationships in chemical reactions, gases)
CHE 107, General College Chemistry II (kinetics, acid-base,
thermodynamics, electrochemistry, molecular geometry, hybridization,
intermolecular forces, physical properties of solutions, equilibrium)
CHE 115, General Chemistry Laboratory (separations, synthesis,
measurements, mathematical applications, basic laboratory skills, safety)
GLY 220, Principles of Physical Geology (integrated course in physical
geology covering the physical, chemical, and biological processes that
combine to produce geological processes; attention is focused on plate
tectonics, earth surface processes, and properties and formation of earth
materials; laboratory experiences emphasize identification and interpretation
of geological materials and maps)
AST 191, The Solar System [Recommended] (emphasizing nature, origin,
and evolution of planets, satellites, and other objects in the solar system;
topics also include historical astronomy, the naked eye phenomenon of the
sky and modern solar system discoveries made by spacecraft)
MA 113, Calculus I (course in one variable calculus, including topics from
analytic geometry; derivatives and integrals of elementary functions –
including trigonometric functions – with applications)
MA 114 Calculus II (a continuation of MA 113, primarily stressing
techniques of integration)
PHY 231, General University Physics (first part of two-semester survey of
classical physics; consequences of the principles of mechanics are developed
conceptually, analytically, and quantitatively)
PHY 232, General University Physics (a general course covering electricity,
magnetism, electromagnetic waves and physical optics)
PHY 361, Modern Physics (elements of symmetry and special relative,
notions of time and special relativity, Doppler effect and expanding universe,
space-time and twin paradox, unification of electricity and magnetism,
energy and momentum in special relativity, what is mass?, blackbody
radiation, photoelectric effect, nature of light, Compton effect and pair
production, De Broglie waves, interference of traveling matter waves, nature
of standing matter waves, uncertainty principle, atoms scattering in the
classical atom, atom light and thee quantum atom, atomic spectra, invention
of lasers, wave functions and wave equations, Schroedinger’s equation,
quantum operators, eigenvalues and eigenvectors, harmonic oscillator,
electron probability density, electron spin, nuclear properties, liquid drop
model, nuclear shell model, classification of forces and particles, symmetry
principles and conservation laws, standard model and physics beyond)
F. Integration of Code of Ethics into Science Education Program
Candidates are required to complete and submit a Code of Ethics Form with applications for admission to the program.
The document must be signed by the applicant and the form includes an attachment describing professional/ethical
expectations for teachers. Candidates replying “yes” to any possible ethics violation are asked to make an appointment
with the Director of Academic Services and Teacher Certification. The Director works with the candidate in gathering
additional information regarding documenting the case and the disposition of the case. At that point, the Director discusses
45
the case with representatives of the Education Professional Standards Board and a decision is reached regarding any
potential problems with future certification. These activities occur prior to admission to the program.
Following admissions, references are made in MIC Program Orientation and cohort sessions prior to and during fall field
placement regarding expectations of professional conduct. In their cohort, candidates read and discuss The Ethics of
Teaching by Strike and Soltis published in 2004 by Teachers College Press. This resource is used to help candidates make
decisions regarding ethical decisions and activities of the classroom teacher. Candidates are expected to demonstrate
appropriate, professional behavior in discussing students and/or student work within, and outside, the classroom.
The science teaching methods course includes information and issues related to proving healthy and safe environments in
the science classroom (laboratory). Further discussions are held regarding the ethics of accurate reporting of scientific data
and the importance of basing interpretations upon the question asked and data collected.
G. Integration of KERA Initiatives into Science Education Program
Candidates have multiple opportunities to become aware of, and use, KDE (Kentucky Department of Education) documents
(e.g., KERA initiatives) related to student outcomes and expectations. Candidates from the early stages of lesson
preparation are required to align lessons with these documents. The same is true in their preparation of lessons conducted
in classrooms. A lesson plan is incomplete without this alignment. References to KERA initiatives are included in both
cohort and special methods courses. As a first assignment in science teaching methods, candidates are asked to download
these documents from the KDE website (see EDC 634 syllabus).
While it seems awkward to compare university content courses with outcomes expected of high school students, a content
alignment follows. This alignment demonstrates that topics covered in university content courses are supportive of
concepts and skills expected of high school science students.
Alignment with KERA Initiatives: In this document, the Kentucky Academic Expectations for Science, the Program of
Studies for High School Science, and the Core Content for High School Science are compared to the course requirements
for certification in secondary science at the University of Kentucky. A section is defined by one of the six Academic
Expectations for Science. In each section, the associated Program of Studies and Core Content statements are listed and
grouped in boxes. Under a given box, a brief paragraph describes the relationship between the statements and the course
requirements for the Science Education Program.
Section 1
2.1 Students understand scientific ways of thinking and working and use those methods to solve real-life problems
S-HS-SI-1 (program of studies)
Students will identify and refine questions and identify scientific concepts to guide the design of scientific investigations.
S-HS-SI-1 (program of studies)
Students will identify and refine questions and identify scientific concepts to guide the design of scientific investigations.
S-HS-SI-2 (program of studies)
Students will design and conduct different kinds of scientific investigations for a wide variety of reasons.
S-HS-SI-3 (program of studies)
Students will use equipment (e.g., microscopes, lasers), tools (e.g., beakers), techniques (e.g., microscope skills),
technology (e.g., computers), and mathematics to improve scientific investigations and communications.
S-HS-SI-4 (program of studies)
Students will use evidence, logic, and scientific knowledge to develop and revise scientific explanations and models.
S-HS-SI-5 (program of studies)
Students will communicate designs, procedures, and results of scientific investigations.
SC-HS-1.1 8 Students will
 explain the importance of chemical reactions in a real-world context;
 justify conclusions using evidence/data from chemical reactions. (core content)
SC-HS-4.6.7 Students will
 explain real world applications of energy using information/data;
 evaluate explanations of mechanical systems using current scientific knowledge about energy. (core content)
S-HS-SI-6 (program of studies)
46
Students will review and analyze scientific investigations and explanations of others.
S-HS-AC-7 (program of studies)
Students will use science to investigate natural hazards and human-induced hazards
S-HS-AC-8 (program of studies)
Students will analyze how science and technology are necessary but not sufficient for solving local, national, and global
issues.
S-HS-AC-9 (program of studies)
Students will analyze the role science plays in everyday life and compare different careers in science.
S-HS-AC-10 (program of studies)
Students will recognize that scientific knowledge comes from empirical standards, logical arguments, skepticism, and is
subject to change as new evidence becomes available.
S-HS-AC-11 (program of studies)
Students will investigate advances in science and technology that have important and long- lasting effects on science and
society (e.g., Newtonian mechanics, plate tectonics, germ theory, medical and health technology).
SC-HS-4.7.2 Students will
 evaluate proposed solutions from multiple perspectives to environmental problems caused by human interaction;
 justify positions using evidence/data. (core content)
SC-HS-4.7.5 Students will
 predict the consequences of changes in resources to a population;
 select or defend solutions to real-world problems of population control. (core content)
SC-HS-2.3.8 Students will
 compare the limitations/benefits of various techniques ( radioactive dating, observing rock sequences, and
comparing fossils) for estimating geological time;
 justify deductions about age of geologic features. (core content)
The following courses are required and taken by all secondary science education majors: Chemistry 115 (Introduction to
General Chemistry Laboratory), Geology 220 (Principles of Physical Geology), Biology 151 (Introduction to Biology
Laboratory I), and Education-Curriculum and Instruction 634 (Science Pedagogy in the Secondary School). In all of these
courses, candidates use discipline specific laboratory equipment to conduct investigations. Candidates are expected to
communicate the results of investigations via laboratory reports. Candidates justify their conclusions using data collected
from the laboratory investigations and theoretical lectures.
In EDC 634, candidates design laboratory experiments, conduct investigations and submit laboratory reports. Lab reports
are individual, but the laboratory work is completed in cooperative groups. Candidates must identify investigative
question(s) prior to designing the experiment.
Candidates following the sequence of courses for certification in biology obtain advanced experience and skills in
Chemistry 231 (Organic Chemistry Laboratory I), Chemistry 233 (Organic Chemistry Laboratory II) and Biology 153
(Principles of Biology Laboratory II).
Candidates pursuing certification in chemistry obtain advanced experience and skills in Chemistry 231 (Organic Chemistry
Laboratory I) and Chemistry 233 (Organic Chemistry Laboratory II).
Those candidates seeking certification in earth sciences gain additional experiences in Geology 230 (Fundamentals of
Geology I), and Geology 235 (Fundamentals of Geology II). A selection between Geology 401G (Invertebrate
Paleobiology) or Geology 360 (Mineralogy) provides additional specialized laboratory and field experiences.
Section 2
2.2
Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and
predict possible future events.
S-HS-PS-1 (Program of studies)
Students will analyze atomic structure and electric forces.
SC-HS-1.1.1 Students will classify or make generalizations about elements from data of observed patterns
in atomic structure and/or position on the periodic table. (core content)
SC-HS-1.1.2 Students will understand that the atom’s nucleus is composed of protons and neutrons that
47
are much more massive than electrons. When an element has atoms that differ in the number of neutrons,
these atoms are called different isotopes of the element. (core content)
SC-HS-4.6.6 Students will understand that heat is the manifestation of the random motion and vibrations of
atoms. (core content)
All students seeking certification in secondary science are required to take Chemistry 105 (General College Chemistry I),
Chemistry 107 (General College Chemistry II) and Chemistry 115 (General Chemistry Laboratory). Atomic structure and
periodicity are explicitly addressed in these courses via homework, class tests and the final exam.
S-HS-PS-2 (program of studies)
Students will examine nuclear structure, nuclear forces, and nuclear reactions (e.g., fission, fusion,
radioactivity).
Secondary science education majors seeking certification take Chemistry 105 (Introduction to Chemistry I) and Chemistry
107 (Introduction to Chemistry II). In this series of courses, nuclear structure, nuclear reactions and nuclear forces are
taught and tested.
Candidates seeking certification in physics take Physics 361 (Principles of Modern Physics). Candidates study the nucleus
both its structure and function in greater depth.
S-HS-PS-4 (program of studies)
Students will investigate how the structure of matter (e.g., constituent atoms, distances and angles between
atoms) relates to physical properties of matter.
SC-HS-1.1.6 Students will


identify variables that affect reaction rates;
predict effects of changes in variables (concentration, temperature, properties of reactants, surface
area, and catalysts) based on evidence/data from chemical reactions. (core content)
Candidates following the requirements for certification in secondary are required to take Chemistry 105 (General College
Chemistry I) and Chemistry 107 (General College Chemistry II). Structure of matter and reactions behavior is included
within the course content.
Biology and chemistry certification candidates are required to take Chemistry 230 (Organic Chemistry I) and Chemistry
232 (Organic Chemistry II). Both of these courses study structure of matter, reaction rates and physical properties of
matter.
SC-HS-1.1.3 Students will understand that solids, liquids, and gases differ in the distances between
molecules or atoms and therefore the energy that binds them together. In solids, the structure is nearly rigid;
in liquids, molecules or atoms move around each other but do not move apart; and in gases, molecules or
atoms move almost independently of each other and are relatively far apart. (core content)
S-HS-PS-5 (program of studies)
Students will investigate chemical reactions and the release or consumption of energy.
For certification, all secondary science education majors must pass Chemistry 105 (General College Chemistry I) and
Chemistry 107 (General College Chemistry II). The structure and energy relationships of matter are investigated.
Chemistry certification requires candidates to enroll in Chemistry 440G (Introductory Physical Chemistry). This course
provides these candidates a greater depth of knowledge for these content statements.
S-HS-PS-7 (program of studies)
Students will investigate factors (e.g., temperature, catalysts) affecting reaction rates.
All candidates seeking secondary science certification are required to pass Chemistry 115 (General Chemistry Laboratory).
In this course, candidates investigate the phenomenon in laboratory experiments.
48
Knowledge and experience with these concepts are increased for chemistry and biology certification seekers by taking
Chemistry 231 (Organic Chemistry Laboratory I) and Chemistry 232 (Organic Chemistry Laboratory II). These two
courses focus upon reaction mechanisms and the factors affecting their rates and yields.
S-HS-PS-9 (program of studies)

Students will investigate gravitational and electromagnetic forces.
SC-HS-4.6.3 Students will understand that electromagnetic waves, including radio waves, microwaves,
infrared radiation, visible light, ultraviolet radiation, x-rays, and gamma rays, result when a charged object
is accelerated. (core content)
SC-HS-4.6.2 Students will
 predict wave behavior and energy transfer;
 apply knowledge of waves to real life phenomena/investigations. (core content)
All students at the University of Kentucky are required to take a physics sequence. They select from Physics 211/213
(General Physics Series) or Physics 231/232 (General University Physics) with Physics 241/242 (General University
Physics Laboratory). In these courses, the basics of gravitational and electromagnetic forces are discussed and evaluated.
Candidates seeking certification in physics must take Physics 361 (Principles of Modern Physics). Physics students will
obtain a greater depth of knowledge for these concepts.
S-HS-PS-11 (program of studies)

Students will distinguish between types of energy (e.g., kinetic energy, potential energy, energy
fields).
S-HS-PS-14 (program of studies)

Students will investigate electrical energy and conductivity through matter.
SC-HS-4.6.1 Students will
 explain the relationships and connections between matter, energy, living systems, and the physical
environment; give examples of conservation of matter and energy. (core content)
All students at the University of Kentucky are required to take physics sequence. They select from Physics 211/213
(General Physics Series) or Physics 231/232 (General University Physics) with Physics 241/242 (General University
Physics Laboratory). These series of courses address these concepts related to energy and matter.
S-HS-ESS-1 (program of studies)
Students will examine internal and external sources of energy.
S-HS-ESS-3 (program of studies)
Students will examine how external sources of energy produce winds and ocean currents.
S-HS-ESS-5 (program of studies)
Students will recognize that the Earth contains a fixed amount of each stable chemical atom or element.
Principles of Physical Geology (GEO 220) is required for all candidates in secondary science education. Candidates study
the composition of the earth by atoms/elements, winds, and energy sources.
S-HS-ESS-4 (program of studies)
Students will examine how external sources of energy determine global climate.
SC-HS-4.6.9 Students will

explain the cause and effect relationship between global climate and weather patterns and energy
transfer (cloud cover, location of mountain ranges, oceans); predict the consequences of changes
to the global climate and weather patterns (core content)
University of Kentucky Science Education majors are all expected to take and pass Geology 220 (Principles of Physical
Geology). These concepts are addressed in lecture and in associated laboratory experiments.
49
Candidates pursuing earth science certification gain advanced understanding of these concepts in either Geography 130
(Earth’s Physical Environment) or Geography 251 (Weather and Climate).
S-HS-ESS-6 (program of studies)

Students will analyze Earth’s chemical reservoirs and recognize that each element can exist in
several reservoirs (e.g., carbon in carbon dioxide reservoirs and carbonate reservoirs).
Geology 220 (Principles of Physical Geology) is a required course for all secondary science education majors. This course
investigates the various forms of elements in our environment.
Earth science certification candidates must enroll in Geology 230 (Fundamentals of Geology I) and Geology 235
(Fundamentals of Geology II). These courses increase candidates’ knowledge of chemical reservoirs and the forms of the
element.
S-HS-ESS-8 (program of studies)
Students will describe the formation of the solar system.
SC-HS-2.3.7 Students will understand that the Sun, Earth, and the rest of the solar system formed
approximately 4.6 billion years ago from a nebular cloud of dust and gas. (core content)
Earth science certification majors are required to take Astronomy 191 (The Solar System). This course is also
recommended for other science education majors. The class discusses the formation of the solar system and its historical
development.
S-HS-LS-6 (program of studies)

Students will examine diversity of organisms and biological classification.
SC-HS-3.4.7 Students will
 classify organisms into groups based on similarities;
 infer relationships based on internal and external structures and chemical processes. (core content)
University of Kentucky secondary science education majors must take Biology 150 (Principles of Biology I) and Biology
151 (Principles of Biology Laboratory I). These two courses provide foundational knowledge of classification systems and
body structure.
Candidates seeking certification in biology deepen their understanding in Biology 152 (Principles of Biology II), Biology
153 (Principles of Biology Laboratory II), Biology 351 (Plant Kingdom) or Biology 430G (Plant Physiology) and Biology
350 (Animal Physiology).
S-HS-LS-7 (program of studies)

Students will investigate the cycle of atoms (e.g., carbon) and molecules (e.g., nitrogen, carbon
dioxide, oxygen) within the biosphere.
SC-HS-4.6.4 Students will

describe the components and reservoirs involved in biogeochemical cycles ( water, nitrogen,
carbon dioxide, and oxygen);
 explain the movement of matter and energy in biogeochemical cycles and related phenomena.
(core content)
SC-HS-4.6.10 Students will
 identify the components and mechanisms of energy stored and released from food molecules
(photosynthesis and respiration);
 apply information to real-world situations. (core content)
Secondary science education majors must include Biology 150 (Principles of Biology I) and Biology 151 (Principles of
Biology Laboratory I) in their course of study. These two courses provide foundational knowledge of classification
systems and body structure.

SC-HS-4.6.5 Students will describe and explain the role of carbon-containing molecules and
chemical reactions in energy transfer in living systems. (core content)
50
Chemistry certification majors enroll in Biochemistry 401G (Fundamentals of Biochemistry) to learn about chemistry in
living systems.
Biology certification majors must take Biology 325 (Introductory Ecology) to increase their knowledge of energy transfer
in living systems.

SC-HS-4.7.4 Students will understand that evidence for one-celled forms of life, the bacteria,
extends back more than 3.5 billion years. The changes in life over time caused dramatic changes in the
composition of the Earth’s atmosphere, which did not originally contain oxygen. (core content)
All secondary science education majors are required to pass Biology 150 (Principles of Biology I) and Biology 151
(Principles of Biology Laboratory I). In addition, candidates must take Geology 220 (Principles of Physical Geology).
Both of these courses strengthen candidates’ knowledge of the interrelationship between the earth’s formation and the
development of life on earth.
Section 3
2.3 Students identify and analyze systems and the ways their components work together or affect each other.
S-HS-PS-3 (program of studies)
Students will investigate how the structure of matter (e.g., outer electrons, type of bond) relates to chemical
properties of matter.
SC-HS-1.1.5 Students will explain the role of intermolecular or intramolecular interactions on the physical
properties (solubility, density, polarity, boiling/melting points) of compounds. (core content)
S-HS-PS-6 (program of studies)
Students will examine the transfer of electrons or hydrogen ions between reacting ions, molecules, or
atoms.
SC-HS-1.1.7 Students will


construct diagrams to illustrate ionic or covalent bonding;
predict compound formation and bond type as either ionic or covalent (polar, nonpolar). (core
content)
All candidates seeking certification in secondary science education are required to pass Chemistry 105 (Introduction to
Chemistry I), Chemistry 107 (Introduction to Chemistry II), and Chemistry 117 (Introduction to Chemistry Laboratory).
These three courses address the structure of matter and its relationship to chemical properties, intermolecular forces, and
reaction mechanisms.
Candidates seeking certification in chemistry and biology deepen their knowledge of these concepts in Chemistry 230
(Organic Chemistry I) and Chemistry 232 (Organic Chemistry II).
SC-HS-1.1.4 Students will understand that in conducting materials, electrons flow easily; whereas, in
insulating materials, they can hardly flow at all. Semiconducting materials have intermediate behavior. At
low temperatures, some materials become superconductors and offer no resistance to the flow of electrons.
(core content)
Secondary science education majors will study the concepts in SC-HS-1.1.4 from taking and passing Chemistry 105
(Introduction to Chemistry I) and taking one of the following physics series: Physics 211/213 (General Physics) or Physics
231/231 (General University Physics).
S-HS-PS-8 (program of studies)
Students will investigate forces and the effects of forces on the motion of objects.
SC-HS-2.3.1 Students will
 explain phenomena (falling objects, planetary motion, satellite motion) related to gravity;
 describe the factors that affect gravitational force (core content)
51
To complete a secondary science education major, candidates must take one of the following physics series: Physics
211/213 (General Physics) or Physics 231/231 (General University Physics). In either series, the topics of force and motion
are investigated.
For completion of a science education major, candidates will enroll in and pass one of the following physics series: Physics
211/213 (General Physics) or Physics 231/231 (General University Physics). These series introduce candidates to the
concepts of electromagnetism and nuclear behavior.
Candidates earning a physics education degree will receive advanced competency of these concepts in Physics 361
(Principles of Modern Physics).
S-HS-ESS-7 (program of studies)
Students will investigate how Earth’s internal and external sources of energy drive geochemical cycles
(e.g., carbon moving from carbon dioxide reservoirs to carbonate reservoirs).
University of Kentucky secondary education majors are required to take Geology 220 (Principles of Physical Geology).
This course investigates geochemical cycles.

SC-HS-2.3.3 Students will explain the origin of the heavy elements in planetary objects (planets,
stars). (core content)
Candidates seeking certification in earth science are required to take Astronomy 191 (The Solar System), In addition,
candidates are highly recommended to take Astronomy 192 (The Universe). Astronomy 191 and Astronomy 192 both
discuss the origin of elements and their use to form planetary objects.
S-HS-ESS-12 (program of studies)
Students will describe the formation of the stars.
SC-HS-2.3.4 Students will understand that stars have life cycles of birth through death that are analogous to
those of living organisms. During their lifetimes, stars generate energy from nuclear fusion reactions that
create successively heavier chemical elements. (core content)
S-HS-ESS-13 (program of studies)
Students will examine stars (e.g., energy production, formation of elements).
Science education majors are highly recommended to take Astronomy 192 (The Universe). This course discusses the
formation of the universe from the big bang to the formation of stars.
S-HS-LS-1 (program of studies)

Students will investigate cell structures, their functions (e.g., chemical reactions), and how DNA
guides their functions.
S-HS-LS-2 (program of studies)

Students will investigate cell regulation, differentiation, and how the process of photosynthesis
provides a vital connection between the Sun and energy needs of living systems.

SC-HS-3.4.2 Students will understand that most cell functions involve chemical reactions. Food
molecules taken into cells react to provide the chemical constituents needed to synthesize other molecules.
Both breakdown and synthesis are made possible by a large set of protein catalysts, called enzymes. The
breakdown of some of the food molecules enables the cell to store energy in specific chemicals that are
used to carry out the many functions of the cell. (core content)
SC-HS-3.4.3 Students will
 describe cell regulation (enzyme function, diffusion, osmosis, homeostasis);
 predict consequences of internal/external environmental change on cell function/regulation. (core
content)
S-HS-LS-3 (program of studies)
Students will investigate how DNA carries instructions for specifying characteristics of organisms.
SC-HS-3.4.1 Students will explain the role of DNA in protein synthesis. (core content)
S-HS-LS-4 (program of studies)
Students will investigate encoding and replication of genetic information.
52
SC-HS-3.4.5 Students will

explain the relationship between sexual reproduction (meiosis) and the transmission of genetic
information;
 draw conclusions/make predictions based on hereditary evidence/data (pedigrees, punnet squares).
(core content)
SC-HS-3.4.6 Students will understand that in all organisms and viruses, the instructions for specifying
the characteristics are carried in nucleic acids. The chemical and structural properties of nucleic acids
determine how the genetic information that underlies heredity is both encoded in genes and replicated.
(core content)
All secondary science education majors are required to pass Biology 150 (Introduction to Biology I) and Biology 151
(Introduction to Biology Laboratory I). This course provides candidates with a foundation in cell structure, cell function,
cell regulation and cell respiration.
Candidates seeking a biology certification must take either Biology 304 (Principles of Genetics) or Agricultural
Biotechnology 360 (Genetics). The basic foundation formed in Biology 150 and 151 are enhanced in these courses.
Candidates seeking chemistry certification must take Biochemistry 401G (Fundamentals of Biochemistry) which increases
their knowledge of these genetic concepts.

SC-HS-3.4.4 Students will understand that plant cells contain chloroplasts, the site of
photosynthesis. Plants and many microorganisms (e.g., Euglena) use solar energy to combine molecules of
carbon dioxide and water into complex, energy-rich organic compounds and release oxygen to the
environment. This process of photosynthesis provides a vital link between the Sun and energy needs of
living systems. (core content)
S-HS-LS-11 (program of studies)
Students will recognize that living systems require continuous input of energy.
S-HS-LS-12 (program of studies)
Students will investigate photosynthesis, cellular respiration, and the energy relationships among them.
All secondary science education majors are required to take and pass Biology 150 (Introduction to Biology I) and Biology
151 (Introduction to Biology Laboratory I). In this course students will develop the concepts of photosynthesis.
Biology certification requires candidates to pass either Biology 351(The Plant Kingdom) or Biology 430G (Plant
Physiology). Either of these courses increases knowledge of the photosynthesis process in plants.
S-HS-LS-13 (program of studies)

Students will analyze the flow of matter and energy through and between living systems and
environments.
All candidates are required to pass Biology 150 (Introduction to Biology I), Biology 151 (Introduction to Biology
Laboratory 1) and Geology 220 (Principles of Physical Geology). Each of these courses develops the concept of the flow
of matter between living systems and the environment from two perspectives.
Candidates seeking biology certification will receive advanced study of these concepts by taking Biology 325 (Ecology).
SC-HS-3.4.8 Students will understand that multicellular animals have nervous systems that generate
behavior. Nerve cells communicate with each other by secreting specific molecules. Specialized cells in
sense organs detect light, sound, and specific chemicals enabling animals to monitor what is going on in the
world around them.(core content)
All secondary education majors must take Biology 151(Introduction to Biology I) and Biology 151 (Introduction to Biology
Laboratory I). This course develops a fundamental concept of multicellular animals. Biology certification majors will
select from a variety of courses to develop advanced understanding of these concepts.
53
S-HS-AC-2 (program of studies)

Students will examine the interaction between science and technology.
Candidates must take education course EDC 634 (Science Pedagogy in the Secondary School). The difference between
science and technology is explored as well as how the two areas work together enhancing our understanding of the world.
S-HS-AC-6 (program of studies)
Students will investigate how science can be used to solve environmental quality problems (e.g.,
overconsumption, food distribution).
Candidates seeking science certification are required to pass Chemistry 105 (Introduction to Chemistry I) and Chemistry
107 (Introduction to Chemistry II). Candidates must take Geology 220 (Principles of Physical Geology). These three
courses include environmental aspects exploring how science improves our environment and how it improves our lives.
Section 4
2.4 Students use the concept of scale and scientific models to explain the organization and functioning of living and
nonliving things and predict other characteristics that might be observed.
S-HS-ESS-2 (program of studies)
Students will examine how internal sources of energy propel crustal plates across the face of the globe.
Geology 220 (Principles of Physical Geology) is required for all secondary science education majors. This course
investigates plate tectonics and the possible driving forces for tectonic plates.
S-HS-ESS-11 (program of studies)
Students will describe theories of the formation of the universe (e.g., big bang theory).
SC-HS-2.3.2 Students will
 describe the current scientific theory of the formation of the universe (Big Bang) and its evidence;
 explain the role of gravity in the formation of the universe and it’s components. (core content)
Earth science majors are highly recommended to take Astronomy 192 (The Universe). Candidates in this course study the
formation of the universe.
S-HS-LS-14 (program of studies)
Students will investigate behavioral responses to internal changes and external stimuli.
S-HS-LS-15 (program of studies)
Students will analyze how patterns of behavior ensure reproductive success.
All secondary education majors are required to take Biology 150 (Introduction to Biology I) and Biology 151 (Introduction
to Biology Laboratory I). This course develops a foundation of behavioral responses and patterns in plants and animals.
S-HS-AC-1 (program of studies)
Students will apply scientific inquiry and conceptual understandings to solving problems of technological
design (e.g., styrofoam cups, transistors, computer chips).
University of Kentucky science education majors are required to pass EDC 634 (Science Pedagogy in the Secondary
School). This course is designed to provide pre-service teachers experience developing and testing theories in an inquiry
setting as well as how to use these strategies with high school students.
SC-HS-1.2.1 Students will
 select or construct accurate and appropriate representations for motion (visual, graphical, and
mathematical);
 defend conclusions/explanations about the motion of objects and real-life phenomena from
evidence/data. (core content)
54
Secondary education majors are required to take a variety of classes to meet the educational requirement of this core
content statement. Chemistry 115 (Introduction to Chemistry Laboratory), Biology 151 (Introduction to Biology
Laboratory I), and Geology 220 (Principles of Physical Geology) are courses in which the candidates have a first hand
experience with constructing graphs and interpreting these graphs. Candidates are also expected to take one of the
following physics series Physics 211/213 (General Physics) or Physics 241/242 (General University Physics Laboratory).
These series provide pre-service teachers with specific experiences with graphs of motion and interpretation.
Section 5
2.5 Students understand that under certain conditions nature tends to remain the same or move toward a balance.
S-HS-PS-10 (program of studies)
Students will examine how energy is transferred (e.g., collisions, light waves) and recognize that the total
energy of the universe is constant.
Secondary science education majors are required to take one series of physics either Physics 211/213 (General Physics) or
Physics 231/232 (General University Physics) with Physics 241/242 (General University Physics Laboratory). The
concepts of light and waves are studied and evaluated during these course sequences.
Candidates pursuing physics education receive advanced training of energy concepts in Physics 361 (Principles of Modern
Physics).
S-HS-LS-8 (program of studies)
Students will analyze energy flow through ecosystems.
S-HS-LS-9 (program of studies)
Students will examine interrelationships and interdependencies of organisms in ecosystems and the factors
that influence the interactions between organisms.
S-HS-AC-4 (program of studies)
Students will recognize how science influences human population growth.
All secondary science education students must pass Biology 150 (Introduction to Biology I) and Biology 151 (Introduction
to Biology Laboratory I). These two courses develop basic conceptual understanding in ecosystems and human population
growth of ecosystems.
Candidates seeking biology certification increase their knowledge of these concepts in Biology 325 (Ecology).
Section 6
2.6 Students understand how living and nonliving things change over time and the factors that influence the changes.
S-HS-PS-12 (program of studies)
Students will examine how everything tends to become less organized and less orderly over time (e.g., heat
moves from hotter to cooler objects).
Candidates seeking secondary science education degrees are required to take Chemistry 105 (Introduction to Chemistry I),
Chemistry 107 (Introduction to Chemistry II), and one series of physics either Physics 211/213 (General Physics) or
Physics 231/232 (General University Physics). These courses discuss enthalpy from a chemistry and physics perspective.
Physics and chemistry certification majors take courses that provide greater depth of knowledge in entropy. For chemistry
students, one required course is Chemistry 440G (Introductory Physical Chemistry).
S-HS-ESS-9 (program of studies)
Students will investigate how to estimate geologic time (e.g., observing rock sequences, radioactive
dating).
S-HS-ESS-10 (program of studies)
Students will examine and interpret ongoing changes of the Earth system (e.g., earthquakes, mountain
building).
SC-HS-2.3.9 Students will
 explain real-life phenomena caused by the convection of the Earth’s mantle;
55

predict the consequences of this motion on humans and other living things on the planet. (core
content)
SC-HS-2.3.10 Students will predict consequences of both rapid (volcanoes, earthquakes) and slow
(mountain building, plate movement) earth processes from evidence/data and justify reasoning. (core
content)
SC-HS-4.6.8 Students will
 describe the connections between the functioning of the Earth system and its sources of energy
(internal and external);
 predict the consequences of changes to any component of the Earth system. (core content)
SC-HS-4.7.3 Students will
 predict the consequences of changes to any component (atmosphere, solid Earth, oceans, living
things) of the Earth System;
 propose justifiable solutions to global problems. (core content)
Candidates seeking a secondary science education degree take and must pass Geology 220 (Principles of Physical
Geology). In Geology 220, the function and mechanics of volcanoes, geologic time and changes to the surface of the earth,
tectonic movement, uniformitarianism and catastrophicism in earth processes, energy both internal and solar and prediction
in changes to the surface of the earth are addressed in both lecture and laboratory activities. This course includes a limited
amount of field work.
Earth science education majors gain advanced knowledge from Geology 230 (Fundamentals of Geology I) and Geology
235 (Fundamentals of Geology II).
S-HS-LS-5 (program of studies)
Students will examine how species change over time.
S-HS-LS-10 (program of studies)
Students will explore how human activities alter ecosystems.
To complete a degree in secondary science education, candidates must pass Biology 150 (Introduction to Biology I) and
Biology 151 (Introduction to Biology Laboratory I). This course develops a fundamental understanding of evolution as
well as how human activity affects ecosystems.
SC-HS-3.5.1 Students will
 predict the impact on species of changes to 1) the potential for a species to increase its numbers,
(2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite
supply of the resources required for life, or (4) natural selection;
 propose solutions to real-world problems of endangered and extinct species. (core content)
SC-HS-3.5.2 Students will
 predict the success of patterns of adaptive behaviors based on evidence/data;
 justify explanations of organism survival based on scientific understandings of behavior. (core
content)
SC-HS-4.7.1 Students will
 analyze relationships and interactions among organisms in ecosystems;
 predict the effects on other organisms of changes to one or more components of the ecosystem.
(core content)
Biology 150 (Introduction to Biology I) and Biology 151 (Introduction to Biology Laboratory I) are required for all
secondary science education majors. These courses provide a basic fundamental conceptual understanding of the principles
of evolution and ecology.
Candidates seeking biology certification must take Biology 325 (Ecology) to develop in-depth understanding of these
concepts. The biology department offers a specific evolution course that is not a required course for secondary biology
majors, but has been taken by many past graduates.
S-HS-AC-3 (program of studies)
Students will explore the impact of scientific knowledge and discoveries on personal and community
health.
56
Chemistry 105 (Introduction to Chemistry I) and Chemistry 107 (Introduction to Chemistry II) are required by all
secondary education majors. In this course, candidates are exposed to readings that demonstrate the impact of scientific
knowledge and discoveries on personal and community health.
S-HS-AC-5 (program of studies)
Students will use science to analyze the use of natural resources by an increasing human population.
Biology majors take BIO 325, Ecology, and examine the interactions of living organisms, including humans, with the
physical environment.
H. Integration of EPSB Themes into the Science Education Program
Diversity is addressed in all of the professional courses through various readings, discussions, and projects. Candidates are
instructed in various instructional methods to help reach all students in their classrooms. One of their major projects this
year is called the Campbellsville Project. In this project, candidates interact with freshmen students at Campbellsville High
School via face-to-face and in an online environment. Candidates act as mentors to the freshmen students, concentrating on
various communications skills rather than critiquing the work. Another way diversity is addressed in the program is through
candidates’ field experiences. Candidates are placed in a different school with each observation/student teaching
experience, giving them a minimum of three different observation/student teaching experience settings.
Assessment is addressed in several of the professional courses (see table below). The focus on various types of assessment
allows candidates to develop skills necessary to assess student learning effectively and efficiently.
Literacy Education is addressed in the courses listed below. The focus on literacy in the core MIC courses is on developing
a literate society. EDC 631 discusses more in-depth how to integrate research-based literacy strategies into the secondary
mathematics classroom.
Closing the Achievement Gap is addressed in several of the professional courses. First and foremost, research is presented
indicating the achievement gap and reasons for the gap are discussed. Instructional strategies and learning strategies are
presented as one of the main venues for helping to close the achievement gap.
EPSB Theme
Diversity (with specific attention to exceptional children
including the gifted and talented, cultural and ethnic
diversity)
Assessment (developing skills to assess student learning)
Literacy Education
Closing the Achievement Gap
Courses
EDC 362, EDC 6341, EDC 777, EDC 730, EDC 746,
EDP 658, EDS 558, EPE 773, EDL 770
EDC 634, EDC 777, EDC 730, EDC 746, EDS 558,
EPE 773, EDL 770
EDC 634, EDC 777, EDC 730, EDC 746, EDS 558
EDC 634, EDC 777, EDC 730, EDC 746, EDP 658,
EPE 773, EDL 770
57
Section 4: Faculty Information
(Alphabetical Order by Program – Math, Science, MIC)
Primary Secondary Science Education Faculty Person, J. Truman Stevens
Primary Secondary Math Education Faculty Person, Margaret J. Mohr
Faculty members responsible for professional coursework, clinical supervision, or administration in this program are included in the following table.
Name
Ronald
Atwood
Highest Degree,
Field, &
University
Ph.D., Science
Education, Florida
State University
Assignment and role
Member of the MIC
Program Faculty for
Math and Science
Faculty
Rank
Professor
Scholarship, Leadership in
Professional Associations, and
Service
Trundle, K. C., Atwood, R. K. &
Christopher, J. E. A longitudinal
study of conceptual change:
Preservice elementary teachers’
conceptions of moon phases. Journal
of Research in Science Teaching, Inpress
Teaching or other
professional
experience in P-12
schools
High School and
Elementary School
Teaching
Experience
Status
(FT/PT to
institution, unit,
and program)
FT, Curriculum
and Instruction
Trundle, K. C., Atwood, R. K. &
Christopher, J. E. Preservice
elementary teachers’ knowledge of
observable moon phases and patterns
of change in phases. Journal of
Science Teacher Education, In press.
Trundle, K. C., Atwood, R. K. &
Christopher, J. E. Fourth grade
elementary students’ conceptions of
standards-based lunar concepts.
International Journal of Science
Education, In press.
Frank
Ettensohn
Ph.D., Geology,
University of
Illinois at UrbanaChampaign
Member of the MIC
Program Faculty for
Math and Science
Professor
Ettensohn, F.R., in press, The
sedimentary manifestation of
foreland-basin, tectophase cycles:
Examples from the Appalachian
Basin, U.S.A., in Mabesoone, J.M.,
and Neumann, V.H., eds., Cyclic
development of sedimentary basins.
FT, Department of
the Earth and
Environmental
Science
58
Elsevier.
Ettensohn, F.R., 2004, Modeling the
nature and development of major
Paleozoic clastic wedges in the
Appalachian Basin, U.S.A.: Journal of
Geodynamics, v. 37, 657-681.
Ettensohn, F.R., Kasl, J.M., and
Stewart, A.K., 2004, Structural
inversion and origin of a Middle/Late
Ordovician carbonate buildup:
Evidence from the Tanglewood and
Devils Hollow members, Lexington
Limestone, central Kentucky (USA):
Palaeogeography, Palaeoclimatology,
Palaeoecology, v. 210, p. 249-266.
David Helm
Masters of Arts,
Science Education
and Rank I,
Educational
Leadership,
University of
Kentucky
Instructor Secondary
Science Methods
Course, Member of Math
and Science Program
Faculty
Instructor
Science Teacher and Science
Department Chair at Tates Creek H.
S., Science Content Specialist, Fayette
County Schools
Jim Krupa
Ph.D., Biology,
University of
Oklahoma
Member of the MIC
Program Faculty for
Math and Science
Associate
Professor
2005 B. M. Graves, J. J. Krupa. Great
Plains toad (Bufo cognatus) in
Amphibian Declines: a Conservation
Status of United States Species, M.
Lannoo (ed.). University of California
Press.
~ 15 Years,
Biology and
Physical Science
Teacher; HS
Certification in
Biology and
Chemistry
PT
FT, Department of
Biology
2005 James J. Krupa, Terri A. Estes,
Todd J. Crawford, Ann M. Schlosser,
Kevin A. Chermak, Tiffany D. Justice,
Devin L. Riggs, Bridget M. Larder,
Justin A. Head, Heidi T. Schapker,
and Joseph T. Forester. Impact of Fire
on Small Mammals in a Mixedmesophytic Forest in Southeastern
59
Kentucky. Journal Kentucky Academy
of Science. 66:67-70.
2001 J. J. Krupa, J. Workman, C. M.
Lloyd, L. R. Bertram, A. D. Horrall,
D. K. Dick, K. S. Brewer, A. M.
Valentine, C. Shaw, C. M. Clemons, J.
E. Clemons Jr., C. A. Prater, N. J.
Campbell, S. B. Armold, N. J. Jones,
and A. M. Clark. Distribution of the
Allegheny Woodrat (Neotoma
magister) in an isolated, mixmesophytic forest in Southeastern
Kentucky. Journal Kentucky Academy
of Science. 65(1):33-34.
Denis Lester
Master of Arts,
Science Education
and Rank I,
Guidance and
Counseling
Clinical Supervision, and
Instructor of Secondary
Field Experience Class,
Member of Math and
Science Program Faculty
ST
Supervisor
Writing Team, General Supervision
Enhancement Grant (GSEG):
activities for the standards in reading,
mathematics and science that will be
assessed, 2005 and 2006.
Elizabeth A.
E. Roland
Masters of Arts,
Science Education
and Science
Education Doctoral
Candidate,
University of
Kentucky
Ed.D., Science
Education,
University of
Virginia
Clinical Supervision,
Member of Math and
Science Program Faculty
Graduate
Assistant, ST
Supervisor
Chair: Department of
Curriculum and Science;
Chair of Math and
Science Program
Faculty; Methods
Instructor; Member of
MIC Program Faculty
Graduate Assistant,
Member of Math and
Science Program Faculty
J. Truman
Stevens
Jennifer Eli
Master of Arts in
Mathematics,
University of
Kentucky
PT
Presentations at Mid-western
American Research Association, MidAtlantic Assoc. for Science Teacher
Education, KY Science Teachers
Association; KTIP Supervision
~30 Years, HS and
MS Biology and
Earth Science
Teacher; HS
Biology
Certification
3 Years, HS
Chemistry and
Earth Science; HS
Certification in
Physical Sciences
Associate
Professor
Teaching Line Graphs to Tenth Grade
Students Having Different Cognitive
Developmental Levels, Research in
Science & Technological Education,
2003. (With S. Ates)
3.5 Years, HS
Physics, Chemistry
Teacher; HS Cert.
in Physics and
Chemistry
FT, Curriculum
and Instruction,
Secondary Science
Graduate
Assistant
Mohr, M. J., Goldsby, D., Kulm, G.,
Willson, V., Smith, D., Schroeder, D.
C., & Eli, J. A. (2007, April). An
assessment of mathematics knowledge
for teaching: comparing elementary
FT, Curriculum
and Instruction,
Middle and
Secondary Science
FT, Graduate
Assistant
60
and middle grades preservice
teachers. Paper submitted to the
annual meeting of the American
Educational Research Association,
Chicago, IL.
Schroeder, D. C., Mohr, M. J.,
Goldsby, D., Kulm, G., Willson, V.,
Smith, D., & Eli, J. A. (2007, March).
An assessment of mathematics
knowledge for teaching: comparing
elementary and middle grades
preservice teachers. Paper submitted
to the annual meeting of the National
Council of Teachers of Mathematics,
Atlanta, GA.
Eli, J. A. & Schroeder, D. C. (2006,
June). Using technology to enhance
mathematics understanding.
Presented at the annual meeting of the
Future Educators of America
Workshop, Lexington, KY.
Willis
Johnson
Ed.D.,
Mathematics
Education, Temple
University
Member of the MIC
Program Faculty for
Math and Science
Professor
Program Chair for the National
Council of Teachers of Mathematics
Conference and Exhibition in
Birmingham, AL, October 2005.
4 Years Math
Teacher
FT, Curriculum
and Instruction
Technology Coordinator, ACCLAIM
(Appalachian Collaborative Center for
Assessment and Instruction in
Mathematics) sponsored by the
National Science Foundation. 20022006.
Attended the Annual Meeting of the
National Council of Teachers of
Mathematics (Philadelphia, 2004 and
San Antonio, 2003)
Bo Lankster
Member of Math and
Practicing
61
Science Program Faculty
Carl Lee
Ph.D.,
Mathematics,
Cornell University
Member of the MIC
Program Faculty for
Math and Science
Professor
Lee, C. W., 2004, Subdivisions and
triangulations of polytopes, Handbook
of Discrete and Computational
Geometry, J. E. Goodman and J.
O’Rourke, eds, CRC Press LLC, Boca
Raton, second edition, pp. 383-406.
Mathematics
Teacher at Tates
Creek HS
HS Mathematics
Teacher
Certification
FT, Mathematics
Department
Bayer, M. M., Lee, C. W., and
Sturmfels, B., editors, 2004, The
Louis J. Billera Birthday Issue,
Discrete and Computational
Geolmetry, 32.
ACCLAIM (Appalachian
Collaborative Center for Learning,
Assessment and Instruction in
Mathematics, National Science
Foundation grant ESI-0119679 (5
years beginning September 2001;
approximately $10M), co-PI. See
www.appalmsp.org.
Xin Ma
Ph.D, Curriculum
and Instruction,
University of
British Columbia
Member of the MIC
Program Faculty for
Math and Science
Professor
Ma, X. (in press). Cognitive and
affective changes as determinants for
taking advanced mathematics courses
in high school. American Journal of
Education.
FT, Curriculum
and Instruction
Ma, X., & Wilkins, J. L. M. (in press).
Mathematics coursework regulates
growth in mathematics achievement.
Journal for Research in Mathematics
Education.
Ma, X., & Papanastasiou, C. (2006).
How to begin a new topic in
mathematics: Does it matter to
students’ performance in
mathematics? Evaluation Review, 30,
62
Richard
Millman
Ph.D.,
Mathematics,
Cornell University
Member of the MIC
Program Faculty for
Math and Science
Professor
Margaret J.
Mohr
Ph.D.,
Mathematics
Education, Texas A
& M University
MIC Cohort Leader,
Member of Math and
Science Program
Faculty, Member of MIC
Program Faculty
Assistant
Professor
451-480.
Dr. Millman is the Outreach Professor
of Mathematics at the University of
Kentucky, a tenured faculty in the
Department of Mathematics created to
support ongoing efforts of the
Department of Mathematics to support
pre-service and in-service teacher
training for PreK-12 mathematics
teachers, coordinate outreach activities
to public schools throughout the
Commonwealth, and advocate the
cause of Mathematics Education in the
Commonwealth of Kentucky.
Mohr, M. J., Goldsby, D., Kulm, G.,
Willson, V., Smith, D., Schroeder, D.
C., & Eli, J. A. (2007, April). An
assessment of mathematics knowledge
for teaching: comparing elementary
and middle grades preservice
teachers. Paper submitted to the
annual meeting of the American
Educational Research Association,
Chicago, IL.
Fulltime,
Mathematics
Department
1 Year, HS Math
Teacher; HS Math
Certification
FT, Curriculum
and Instruction
Mohr, M. J., Binks, E., Shaw, B.,
Smith, D. L., & Smith, L. (2007,
April). Using research-based literacy
strategies to improve mathematics
achievement in the middle grades.
Paper submitted to the annual meeting
of the American Educational Research
Association, Chicago, IL.
Mohr, M. J., Kulm, G., Goldsby, D.,
Smith, D., Willson, V., & Allen, G. D.
(2007, April). An assessment of
middle grades preservice teachers
mathematics knowledge for teaching.
Paper submitted to the annual meeting
of the American Educational Research
63
Association, Chicago, IL.
Craig
Schroeder
Masters of Arts,
Mathematics
Education and
Science Education
Doctoral
Candidate,
University of
Kentucky
Member of the MIC
Program Faculty for
Math and Science
Graduate
Assistant
Mohr, M. J., Goldsby, D., Kulm, G.,
Willson, V., Smith, D., Schroeder, D.
C., & Eli, J. A. (2007, April). An
assessment of mathematics knowledge
for teaching: comparing elementary
and middle grades preservice
teachers. Paper submitted to the
annual meeting of the American
Educational Research Association,
Chicago, IL.
1 year Math
Teacher
FT, Curriculum
and Instruction,
Secondary Math
Schroeder, D. C., Mohr, M. J.,
Goldsby, D., Kulm, G., Willson, V.,
Smith, D., & Eli, J. A. (2007, March).
An assessment of mathematics
knowledge for teaching: comparing
elementary and middle grades
preservice teachers. Paper submitted
to the annual meeting of the National
Council of Teachers of Mathematics,
Atlanta, GA.
Eli, J. A. & Schroeder, D. C. (2006,
June). Using technology to enhance
mathematics understanding.
Presented at the annual meeting of the
Future Educators of America
Workshop, Lexington, KY.
Elinor Brown
Ph.D., Curriculum
and Instruction,
University of
Akron
Multicultural Strand for
MIC Program, Member
of MIC Program Faculty
Associate
Professor
Brown, E. L. & Howard, B. (2005).
Becoming culturally responsive
teachers through service-learning: A
case study of five novice classroom
teachers. Multicultural Education,
12(4), 2-8.
FT, Curriculum
and Instruction
Brown, E. L. (2005). Service-learning
in a one-year alternative route to
teacher certification: A powerful
multicultural teaching tool. Equity
64
and Excellence in Education, 38(1),
61-74.
Brown, E. L. (2004). What
precipitates change in cultural
diversity awareness during a
multicultural course: The message or
the method. Journal of Teacher
Education, 55(4), 325-340.
Les Burns
Ph.D., English
Education and
Literacy, Michigan
State University
MIC Cohort Leader,
Member of MIC
Program Faculty
Assistant
Professor
Burns, L. (2006). On being
unreasonable: NCTE and political
action in the age of accountability.
Manuscript accepted for publication in
English Education.
5 years experience
in English
language arts
teaching for grades
9-12.
FT, Curriculum
and Instruction,
Secondary English
Education
~ 15 Years, HS
English,
Humanities, and
Social Studies
Teacher, Dean of
English
Department; HS
Certification in
English and Social
Studies
FT, Curriculum
and Instruction,
Secondary
Education
Burns, L. (2006). Effective teaching
of appropriate language: A discourse
analysis of English teacher preparation
guidelines. Manuscript under review
by Research in the Teaching of
English.
Burns, L., & Morrell, E. (2005).
Critical discourse analysis in literacy
research. 54th National Reading
Conference Yearbook, 54, 2005.
Mary
Markowitz
Ph.D., Secondary
Education,
University of
Kansas
MIC Coordinator and
MIC Cohort Leader,
Member of MIC
Program Faculty
Assistant
Professor
Markowitz, M. C. and Gut, D. M. (in
progress). Examining self-Disclosure:
What topics do college of education
faculty disclose and why? Submitted
to Teaching and Teacher Education,
Fall2006.
Markowitz, M. C. (in progress). A
critique of charter school theory from
a Deweyan perspective on democracy
and education. Submitted to
Educational Studies, Fall 2006
“A Critique of Charter School Theory
65
from a Deweyan Perspective on
Democracy and Education,” The John
Dewey Society, American Educational
Research Association Conference, San
Francisco, California, April 10, 2006.
Joan Mazur
Ph.D., Curriculum
and Instruction,
Cornell University
Technology Strand for
MIC Program; KTIP
Supervisor; and
Department Director of
Graduate Studies,
Member of MIC
Program Faculty
Associate
Professor
Mazur, J., Cole, H., Reed, D., and
Claunch, D. (2005). An analysis of
instructional practices and materials at
the Just-4-Kids Safety Day Camps.
Journal of Agricultural Safety and
Health.
6 Years English
Teacher; HS
English
Certification
FT, Curriculum
and Instruction
Mazur, J. (2004). Conversation
Analysis for Educational
Technologists: Theoretical and
Methodological Issues for
Researching the Structures, Processes
and Meaning of On-line Talk. In D.
Jonassen (Ed.) Handbook of Research
for Educational Communications and
Technology. New York: McMillan.
Mazur, J., and Lio, C. (2004). Learner
articulation in an immersive
visualization environment. In
Proceedings of the Annual SIGCHI
Conference, April 2004, Vienna,
Austria.
Rosetta
Sandidge
Ed.D., Vocational
Education,
University of
Kentucky
Discipline and
Classroom Management
Strand for MIC Program;
Associate Dean of COE,
Member of MIC
Program Faculty
Associate
Professor
Sandidge, R. F. (2005). Performancebased teacher education in Kentucky:
Benefits and challenges at a research
university. Proceedings of the Third
Annual Hawaii International
Conference on Education, Honolulu,
HI, January.
FT, Curriculum
and Instruction;
Associate Dean
COE
Sandidge, R. F. (2004). Preparing
quality teachers: Standards-based
teacher education in Kentucky. In
Proceedings of the Conference:
66
Developmentally Appropriate
Teaching Practices (pp. 89-113).
Taipei, Taiwan: Taipei Municipal
Teachers College and the Taiwan
Association for Educator Professional
Development.
Sandidge, R. F. (2003). A response to
“Teacher recruitment: Trends and
challenges for Kentucky’s school
reform agenda” by Paul A. Winter. In
R.N. Ronau & R. Shapiro (Eds.),
Setting a Research Agenda for
Educational Reform and Improvement
(pp. 99-101). Lexington/Louisville,
KY: University of
Kentucky/University of Louisville
Collaborative Research Conference.
67
University of Kentucky
Department of Curriculum and Instruction
Curriculum Contract
Master’s Degree in Education
with Initial (Rank II) Certification
Please TYPE or PRINT
Name
(first)
(last)
Social Security #
Address
(mi / maiden)
Preferred Name
E-Mail
Street
City
State
Zip
Phone
Home
Work
Other
Date of Admission to MIC Program
Subject Area Cohort (certificate grade level specified for each cohort)
 Business & Marketing Education (grades 5-12)
 English Education (grades 8-12)
 Science Education – Biology (grades 8-12)
 Social Studies Education (grades 8-12)
 Science Education – Chemistry (grades 8-12)
 Mathematics Education (grades 8-12)
 Science Education – Earth Science
 Science Education – Physics
 Student Fully Admitted to Program (see admissions overview materials)
Comments, including Specification of Standards Deficiencies.
Required Coursework (completed in fall and spring)
Course
Title
Completed
Elective Coursework (6 hours in subject area, 3 in Curriculum & Instruction
Course
Title
Completed
(24 credit hours)
Grade
Credits
(9 credit hours)
Grade
Credits
3
3
3
33
Total Credit Hours
68


Successfully complete mid-point assessment review, including presentation of required assessment materials.
Comments:
Successfully complete exit assessment review, including presentation of exit portfolio, successful student teaching evaluation, and
successful completion of any required on-demand tasks.
Comments:



3.0 minimum GPA earned in all MIC coursework
Successfully complete the master’s examination
Applied for Master’s Degree with Graduate School
Program Area

To be eligible for a recommendation for certification,
candidates must successfully complete the appropriate
PRAXIS II Specialty Area Examination(s) and the Principles
of Learning and Teaching Examination. The required
examinations and required cut scores are identified, by
discipline, in the next section.
Required PRAXIS II Examination
Required
Passing Score
161
5-12
Principles of Learning and Teaching, Grades 5-9 (0523) or Grades 7-12
(0524)
Business Education (0100)
English Education, 8-12
Principles of Learning and Teaching, Grades 7-12 (0524)
161
English Language, Literature and Composition: Content Knowledge (0041)
160
English Language, Literature, & Composition: Essays (0042)
Principles of Learning and Teaching, Grades 7-12 (0524)
155
Mathematics: Content Knowledge (0061)
125
141
Science Education: Biology, 8-12
Mathematics: Proofs, Models, & Problems, Part 1 (0063)
Principles of Learning and Teaching, Grades 7-12 (0524)
146
Science Education: Chemistry, 8-12
Biology: Content Knowledge (0235)
Principles of Learning and Teaching, Grades 7-12 (0524)
147
Science Education: Earth Science,
Chemistry: Content Knowledge (0245)
Principles of Learning and Teaching, Grades 7-12 (0524)
Earth Science: Content Knowledge (0571)
Principles of Learning and Teaching, Grades 7-12 (0524)
145
Physics: Content Knowledge (0265)
133
Principles of Learning and Teaching, Grades 7-12 (0524)
161
Social Studies: Content Knowledge (0081)
151
Social Studies: Interpretation of Materials (0083)
159
Business and Marketing Education,
Mathematics Education, 8-12
8-12
Science Education: Physics, 8-12
Social Studies Education, 8-12
590
161
161
161
161
161
Note:
1.
2.
Student must attach signed copies of all subject matter course listing forms demonstrating completion of all courses with a minimum GPA of 2.50 on each form.
Student must demonstrate continued adherence to the Kentucky Professional Code of Ethics and have a signed Declaration of Eligibility for a Certificate on file.
Student Signature
Date
Advisor Signature
Date
Kentucky educator certification requirements are subject to change. Before registering for the test(s), please check the Education Professional Standards
Board website at www.kyepsb.net for current test requirements and current cut scores. You may also contact Ms. Jaime Rice at 502-564-4606 or toll free
at 888-598-7667. To receive a UK recommendation that you are eligible for a state educator certificate, you must have taken the Kentucky EPSB required
examinations and met the Kentucky EPSB cut score requirements.
69