UNIVERSITY SYSTEM OF MARYLAND INSTITUTION PROPOSAL FOR
X
-----
New Instructional Program
Substantial Expansion/Major Modification
Cooperative Degree Program
UMBC
Institution Submitting Proposal
Biology Education
Title of Proposed Program
B.A.
Degree to be Awarded
Fall2014
Projected Implementation Date
13.1322
Proposed REGIS Code
Proposed CIP Code
Biological Sciences
Philip Farabaugh
Department in which program will be
located
Department Contact
410-455-3018
farabaug@umbc.edu
Contact Phone Number
Contact E-Mail Address
Signature ofPresident or Designee
Date
1· B. A. in BIOLOGY EDUCATION A. Centrality to institutional mission statement and planning priorities:
The vision of UMBC is to be "one ofthe nation's best public research universities of its
size as it combines the traditions ofthe liberal arts academy, the creative intensity of the
research university, and the social responsibility ofthe public university" 1 to the benefit
ofthe citizens of Maryland. UMBC "supports the social and economic development of
the State by contributing to an educated, informed, and creative citizenry; by the public
service of our students, faculty, and staff; and through initiatives in K~l6 education,
workforce development, entrepreneurship, and technology commercialization in
collaboration with public agencies and the corporate community"2 •
This proposed Bachelor of Arts (B.A.) in Biology Education combines an existing
Biological Sciences B.A. degree program with a selection of classes from the Department
ofEducation required for teaching certification, and several elective courses
recommended by the National Science Teachers Association. Students finishing the
proposed degree program will be highly qualified biology teachers, certified to teach at
the secondary level in the state of Maryland. The proposed degree is targeted at a small
population ofUMBC students (<10 per pear) who currently pursue this combination of
courses, but do not receive a degree indicative of their competency in this area. Adoption
of this new Biology Education degree proposal is consistent with UMBC's mission of
education and service, allowing our institution to respond to the continuing need for
passionate, knowledgeable, well~trained high school biology teachers in the state and
region. The STEM secondary educators produced by this program will go on to teach
generations of Maryland science students, thereby increasing the overall scientific
literacy of our general population. In addition, they will inspire many of these students to
pursue higher education in STEM fields, responding to the need for a scientifically and
technologically literate workforce in our state and region for the 21st century.
B. Adequacy of curriculum design and delivery to related learning
outcomes:
Bl. Courses in the Program
Catalog descriptions of courses required for the degree are presented in Appendix I. An
overview ofthe program with a four year completion plan is presented in Appendix II.
Major Requirements - Biology
BIOL 141 Foundations of Biology: Cells, Energy, Org_anisms
BIOL 142 Foundations of Biology: Population Biology, Ecology
and Evolution
BIOL 300L Experimental Biology Laboratory
BIOL 302 Molecular and General Genetics
Total credits
4
4
2
4
2
BIOL 302L Molecular and General Genetics Laboratory
BIOL 303 Cell Biology
BIOL 305 Comparative Animal Physiology
BIOL 397 Ethics and Integrity in Scientific Research
BIOL 4XX Elective (BIOL 411, BIOL 414, BIOL 434)
Su~orting Courses:
MATH 155 Applied calculus
STAT 350 Statistics with Application in Biological Sciences
CHEM 101 Principles of Chemistry I
CHEM 102 Principles of Chemistry II
CHEM 102L Introductory Chemistry Lab I
CHEM 351 Organic Chemistry
PHYS 111 Basic Physics I
PHYS 112 Basic Physics II
Requirements - Education
EDUC 310 Inquiry into Education
EDUC 311 PSychological Foundations of Education
EDUC 388 Inclusion and Instruction
EDUC 410 Secondary Reading in the Content Area- The
Teaching of Reading in Secondary Schools
EDUC 411 Secondary Reading in the Content Area - Part II
2
4
3
1
4
EDUC 412 Analysis of Teaching and Learning
EDUC 427 Teaching Science In the Secondary School
EDUC 456 Internship in Secondary Education
EDUC 457 Internship Seminar in Secondary Education
NSTA Required/Recommended courses
GES 110 Physical Geography
GES 311 Weather and Climate
PSYC 100 Introduction to Psychology
PSYC 210 Psychology of Learning
General Education Requirements:
(ENGL 100)
English Composition
(MATH155)
Mathematics
(3courses}
Arts & Humanities
Social Sciences
(PSYC 100, PSYC 210 +1 other)
(8/0L 302, 8/0L 302L)
Sciences + Lab
(2 courses)
Culture
Language
(proficient through 201/evel)
3
3
12
2
4
4
4
4
2
3
4
4
3
3
3
3
3
3
3
4
3
3
-­
9
3
-­
6
4- 12
3
Students enrolled in this major must meet the general major requirements of the
Biological Sciences department and the program requirements ofthe Education
department.
B2. Educational Objectives and Intended Student Learning Outcomes
The objective of the proposed Bachelor of Arts (B.A.) degree in Biology Education is to
ensure that all students graduating with this degree will fulfill the requirements for
biology teacher certification, grades 7~12, and also meet the Biology Standards for
Science Teacher Preparation as defined by the National Science Teachers Association.
The UMBC Biology Undergraduate Curriculum Committee, with input from the
Education Department and encouragement from the Dean and the Provost, has developed
a proposal that in four years, provides a curriculum which gives students a solid
foundation in biology and also the coursework necessary for certification to teach biology
at the secondary level. It was considered crucial that graduates be fully~trained
biologists, capable of working in a range of technical positions in addition to secondary
education. Therefore, it was reasoned that a successful B.A. Program in Biology
Education at UMBC needs to possess two features: a curriculum equivalent to our regular
Biological Sciences B.A. degree program, and one semester with no biology coursework,
suitable for a teaching internship. In the selection of content courses, the first four
semesters include the same core Biological Science courses for all ofthe BAIBS degrees
in Biology. Also, these core courses are specifically designed to contain the historical
perspectives of science and to achieve quantitative proficiency for all students. In
addition, the curriculum seeks to expand the scientific perspective of graduates by
requiring courses in other scientific disciplines (Environmental Science, Chemistry,
Mathematics, Physics, Psychology, Ethics) as well as the incorporation of the history of
science especially as it pertains to biology, microbiology, and molecular biology.
B3. General Education Requirements
Students pursuing this B.A. degree will be subject to the standard General Education
Program requirements in place at UMBC. Some of the GEP requirements will be met by
courses required for the degree; the two Psychology courses recommended by NTSA will
fulfill Social Sciences GEP requirements, the Mathematics requirement will be fulfilled
by MATH 155, and the Science+ Lab requirement will be fulfilled by BIOL 302/302L.
B4. Specialized Accreditation or Graduate Certification Requirements
In addition to fulfilling the requirements of a Bachelor of Arts degree in Biological
Sciences, students graduating from the proposed degree program will fulfill the
requirements for certification as secondary educators in the state of Maryland including
successful completion of both the Praxis I and Praxis II (Science: Biology) examinations.
This additional educational certification requirement and the number of credits per math
and science course leads to a credit total for the degree of 127; however, the program can
be completed in four years as described in Appendix II.
4
C. Critical and compelling regional or Statewide need as identified in
the State Plan:
Cl. The proposed degree addresses the present and future needs of the state and
region toward both the advancement of knowledge and the need to expand
educational choices for minority students at institutions of higher education.
The need for a scientifically and technically-literate work force is critical to efforts to
grow jobs in the state and refion, and increasingly these jobs require postsecondary
education in a STEM field 3• • By increasing the supply of secondary education teachers
with a Bachelor's degree in Biological Sciences, this proposed Biology Education degree
program will respond to the continuing need for passionate, knowledgeable, well-trained
high school biology teachers who can inspire their students to pursue postsecondary
education in STEM fields. This will increase the scientific literacy ofthe overall
population, while providing an increase in the STEM-educated work force in Maryland.
Finally, by adding this degree program to those already offered, UMBC will increase the
array of undergraduate programs available to its diverse student body (41.5% of UMBC
BIOL majors identify as African-American, Hispanic, Asian or Native American).
C2. The proposed degree is consistent with the Maryland State Plan for
Postsecondary Education and the USM Strategic Plan.
The creation of the proposed Bachelor of Arts degree in Biology Education at UMBC is
entirely consistent with the specific goal set forth in the 2009 Maryland State Plan for
Postsecondary Education to "increase in the number of higher education graduates in
STEM fields with teaching credentials"3 and with the goal ofthe USM 2010-2020
Strategic Plan to triple the number of STEM teachers graduating from USM institutions
by 2020 by "expanding professional teacher development programs and pathways to
certification and enhance options for career changers into all STEM fields' 74 •
D. Quantifiable & reliable evidence and documentation of market
supply & demand in the region and State:
The proposed program, the B.A. in Biology Education, will allow UMBC to produce
outstanding teachers who are highly qualified to teach high school biology in order to
help address the continuing need to improve secondary STEM education. This program
responds to the need at UMBC to provide a clear pathway for students who wish to teach
biology at the secondary school level, and students finishing this sequence will achieve a
degree that specifically indicates their area of specialization and training. Over the last
five years (2008- 2013) the UMBC Department of Education has had 2-3 students per
year pursuing secondary school teacher certification with a Biology specialization. This
proposed major will also provide a four-year plan for biology majors who decide not to
pursue graduate or professional school immediately after earning their undergraduate
degrees and wish to plan for employment. Therefore, we anticipate that several students
5
per year who are currently pursuing a B.A. or B.S. degree in Biological Sciences at
UMBC will switch into the proposed program given the higher visibility that the program
and career option will now have as a distinct major advertised on the Biological Sciences
web page and descriptive materials. The proposed program may also make it easier for
transfer students to pursue certification in biology education at UMBC. Finally, having a
prescribed Biology Education curriculum will enable UMBC to better track the number
of its graduates who pursue careers as high school biology teachers.
Students graduating from the proposal degree program should find a growing job market.
The Bureau of Labor Statistics of the US Department of Labor Occupational Outlook
Handbook 2012-2013 Edition indicates a 7% growth in high school teacher positions
nationally over the period 2010 - 2020 (a net increase of 71,900 jobs)5• Although this
data is not broken down by subject area, the Handbook states, "From 2010 to 2020, a
significant number of older teachers is expected to reach retirement age. These
retirements will create job openings for new teachers. In addition to overall openings,
many schools report having difficulty filling teaching positions for certain subjects,
including math, science (especially chemistry and physics), English as a second language,
and special education. As a result, teachers with education or certifications to teach these
specialties should have better job prospects"5•
Locally, the latest forecast from the Maryland Department of Labor Licensing and
Regulation (summer 2013) indicates a need for 1,991 secondary school teachers
(excluding special education and vocational) in the period 2012- 20146, and their
projections for 2010-2020 indicate a need for 7,130 secondary school teachers (excluding
special education and vocational) in the current decade7. Additionally, the Bureau of
Labor Statistics of the US Department of Labor (August 2013 data) indicate a 3.0%
increase over the previous year in jobs in the Education and Health Care sector for
Maryland8 and a 2.5% increase for the Baltimore metropolitan region9 compared to a
1.8% growth rate for US as a whole8•
E. Reasonableness of program duplication:
UMBC already offers STEM teacher education degree programs for Chemistry and
Physics, but currently students interested in teaching Biology at the secondary level do
not have an integrated program that awards them a specific degree in that field. The
proposed degree rectifies this deficiency and provides UMBC students wishing to pursue
this career path with a degree that specifically indicates their field of expertise and
qualification for secondary teaching in the Biological Sciences. Secondary education
degree or certification programs with an emphasis on STEM in general, or the Biological
Sciences in particular, exist at a number ofUSM institutions including Bowie State
University, Coppin State University, Salisbury University, Towson University, the
University of Maryland College Park, and the University of Maryland Eastern Shore.
The ubiquity of these programs is an indication ofthe importance of STEM teacher
preparation to the mission ofMaryland institutions of higher education. Most of these
programs are similar to each other and to the proposed UMBC degree in offering both a
liberal arts Biology degree and secondary education training and certification. We expect
6
the program proposed here will attract a small number of students annually (< 10) mostly
from students who have already chosen to pursue a Biological Sciences major at UMBC,
and who wish to acquire teaching certification as a career goal. Therefore we do not
anticipate a negative impact on existing programs at other institutions.
F. Relevance to Historically Black Institutions:
The proposed UMBC Biology Education degree program is similar to 1) the Biology
Education Concentration offered by the Department ofNatural Sciences at Bowie State
University, 2) the Secondary Education (Biology track) degree program in the
Department ofEducation at University of Maryland Eastern Shore, and 3) the major in
Biology (Teacher Certification Track) in the Department of Natural Sciences at Coppin
State University. Since the proposed UMBC degree is designed to serve the needs of
students already pursuing this career choice at UMBC, and since we believe the majority
of students pursuing the new degree will come from internal transfers from the large
UMBC Biological Sciences major programs (currently 1600 majors), we do not
anticipate a significant impact of this proposed degree on existing Biology secondary
teacher education programs in existence at any of the Maryland HBis.
H. Adequacy of faculty resources:
Eighteen full time faculty members from the Department of Biological Sciences will
participate in the course offerings; all have a Ph.D. degree and are at the rank of Professor
(6), Associate Professor (6), Assistant Professor (2) or Lecturer (4). Six full time faculty
members from the Department of Education will participate in course offerings; five have
doctoral degrees (Ph.D. or Ed.D.) and one has a Masters degree (M.Ed). Their ranks are
as follows: Assistant Professor (3), Associate Professor (1 ), Lecturer (1 ), and other (1).
I. Adequacy of library resources:
UMBC's Kuhn library currently has print or online subscriptions to all of the leading
journals in the Biological Sciences and Biomedical fields, as well as most relevant
journals for STEM and Biology education, and minimal additional library resources are
anticipated. The President assures that appropriate library resources are available to .
support the needs of this program.
J. Adequacy of physical facilities, infrastructure and instructional
equipment:
The courses required for this proposed degree are all currently offered by the
Departments of Biological Sciences and Education at UMBC, and any additional need
due to students pursuing the new degree can be accommodated within existing facilities
and course offerings, so no additional physical facilities, infrastructure or instructional
7
equipment are anticipated. The President assures that appropriate physical facilities,
infrastructure, and instructional equipment are available to support the needs of this
program
K. Adequacy of financial resources with documentation:
The President assures that no new general funds from the State are required.
L. Resources and Expenditures: See Tables 1 and 2. TABLE 1: RESOURCES
I
I Resources categories
ll.Reallocated Funds1
2. Tuition/Fee Revenue
II
2014-15
1
I
0
II o
2
2015-16
11
2016-17
II o
I
1
2017-18
Io
112018-191
Io
I
I$23,556 I
$20,136
$20,942
$21,780
$22,650
2 (new)
112 (new)
II '2 (new)
112 (new)
$10,068
$10,471
$10,890
$11,325 I$11,778 I $20,136
$20,942
$21,780
$22,650
I$23,556 I 0
0
0
0
I0
I
0
0
0
0
0
I
0
0
0
0
I0
I
0
0
0
(c+g below)
I a. #F.T Students3
b. Annual Tuition/Fee
II
112 (new)
I
Rate (in statet c. Annual Full lime
Revenue (ax b)
Id. # Part Time Students
Ie. Credit Hour Rate
I f. Annual Credit Hours
g. Total Part Time
Revenue (d x ex f) 0
D
8
3. Grants, Contracts, &
0
0
0
0
0
I
0
II o
II o
Io
Io
I
$20,136
11
Other External
Sources5
14.
Other Sources
I TOTAL (Add 1 - 4)
$20,942
11
$21,780
11
$22,650
11
I
$23,556
11
Whenever reallocated funds are included among the resources available to new programs, the
following information must be provided in a footnote: origin(s) of reallocated funds, impact of
the reallocation on the existing academic program(s), and manner in which the reallocation is
consistent with the institution's strategic plan.
2
This figure should be a realistic percentage of tuition and fees which will be used to support the
new program. Factors such as indirect costs linked to new students and the impact of enrolling
continuing students in the new program should be considered when determining the percentage.
3
We anticipate a steady state enrollment of 13 students in the program, including 11 UMBC
students (mostly from the Biological Sciences major) who change their majors to Biology
Education, and a projected two students per year who are new to UMBC.
4
2013-14 in state tuition rate with 4% annual increases.
5
Whenever external funds are included among the resources, the following information must be
provided in a footnote: source of the funding and alternative methods of funding the program
after the cessation of external funding.
9
I
I
I Expenditure Categories
1. Total Faculty Expenses
(b +c below)
TABLE 2: EXPENDITURES
II
(Year 1)
I
Do
I a.#FTE
I b. Total Salary
I c. Total Benefits
(Year2)
(Year 3)
II
(Year4)
I
0
0
(Year 5)
II
D
0
0
0
0
0
0
0
0
lo
o
Io
II o
0
0
0
o
II o
Io
0
0
0
0
0
0
0
0
0
0
0
0
0
lo
Io
b. Total Salary
0
0
0
Io
0
c. Total Benefits
0
0
0
0
0
I0
0
0
0
Io
$500
$500
$500
2. Total Administrative
Staff Expenses (b + c below) I a. #PTE
I b. Total Salary
I c. Total Benefits
3. Total Support Staff
Expenses (b + c below) a. #PTE
4. Equipment
D
0
0
I
0
D
II
II
II o
II 0
II o
D
0
D
0
$500
16. New or Renovated Space
0
0
Io
0
0
17. Other Expenses
0
0
0
Io
0
$500
$500
$500
11 $500
$500
I TOTAL (Add 1-7)
I
I
I
I
I
I
15. Library
1 $500
I
I
10 I
I
I
I
I
M. Adequacy of provisions for evaluation of program:
Teaching effectiveness by members in the Department of Biological Sciences is regularly
assessed as a part of our post~tenure review process for tenured faculty or during regular
yearly assessment ofnon~tenured faculty. During post~tenure review faculty submit the
results ofthe Student Course Evaluation Questionnaire (SCEQ) and describe any course
development or other preparatory work they may have done during the previous year. For
non~tenure track or untenured faculty, a review of their teaching effectiveness can be
triggered by an end of year assessment of their SCEQ data. In addition, the department
chair meets with all faculty members on at least a yearly basis to discuss their teaching.
Students pursuing the proposed Biology Education degree program will take the Praxis I
and Praxis II examinations by the time they graduate. These exams are required for
secondary teaching certification. The Praxis I exam assesses student learning in the areas
of Reading, Writing and Mathematics, while the Praxis II exam is subject specific and
assesses content knowledge in the field of Biology.
N. Consistency with the State's minority student achievement goals:
One of the goals of the 2009 UMBC Diversity plan is the "recruitment and support of a
diverse undergraduate student body" 10• The student population in the existing Biological
Sciences majors is already quite diverse, with the following makeup (compared to
UMBC overall):
BIOL (F2013)
male
female
Black
Native American
Asian
Hispanic
White
Other
41.0%
59.0%
UMBC (F2013)
male
female
54.7%
45.2%
16.9%
0.1%
35.2%
4.9%
29.5%
13.4%
Black
Native American
Asian
Hispanic
White
Other
15.9%
0.1%
19.8%
5.7%
45.2%
13.2%
11
Appendix 1: Catalog Listings of Reguired Courses
BIOLOGY COURSES:
BIOL 141 Foundations of Biology: Cells, Energy and Organisms. [4] This course provides a broad overview of contemporary biological concepts. Major topics include structure and synthesis of nucleic acids and proteins, molecular genetics, prokaryotic and eukaryotic cell structure and function, biochemistry of energy transformation, and animal and plant development and physiology. This course is designed to prepare students for upper level biology core and elective courses. It is one of two introductory courses (BIOL 141 & 142) designed exclusively for BIOL, BlOC and BIOI majors; either course can be taken first. BIOL 142 Foundations of Biology: Population Biology, Ecology and Evolution. [4] This course provides a broad overview of contemporary biological concepts. Major topics include Mendelian genetics, population genetics, evolution by natural selection, other evolutionary processes (genetic drift, gene flow, non-random mating and mutation), speciation, species interactions, ecosystems and niches, and biogeochemical cycles. It is one oftwo introductory courses (BIOL 141 & 142) designed exclusively for BIOL, BlOC and BIOI majors; either course can be taken first. BIOL 302 Molecular and General Genetics. [4] Modem principles of heredity have been established through studies at the molecular, cellular and organismic levels. The course includes fundamental information on the structure of a gene, its expression and organization as deduced from analysis of viral and prokaryotic systems, the transmission of genetic material in eukaryotic systems, the interaction of genes in populations and the application of fundamental genetic principles to problems of human heredity. Prerequisite: BIOL 141 and 142, CHEM 101 or 123 and sophomore standing. Pre- or corequisite: CHEM 102 or 124. BIOL 302L Molecular and General Genetics Laboratory. [2] A laboratory course designed to illustrate fundamental genetic principles by experimentation. Such principles include the nature of genetic material, transfer of genetic information in prokaryotic and eukaryotic systems, organization and regulation of gene expression, Mendel's rules of heredity, linkage and crossing over, and genetic variation. Students will be expected to work independently, spending periods oftime outside the scheduled lab period collecting data. Prerequisite: BIOL 302 completed with a grade of C or better. BIOL 303 Cell Biology. [4] A modem treatment of cell structure and function with emphasis on the molecular architecture, biochemistry and regulatory mechanisms common to all cells. Topics include membrane structure, function and transport; molecular mechanisms of energy metabolism and its associated organelles; the structural and molecular basis for the expression of genetic information; the organelles involved in the regulation of cell shape and motility; selected cell functions, growth, reproduction and their control. This course is designed for students interested in the biological sciences, biochemistry and the allied health professions. (Spring & Fall) Prerequisites: BIOL 302, CHEM 102; CHEM 351 strongly recommended. 12
BIOL 300L Experimental Biology Laboratory. [2]
An upper level course of experiments designed to give students the essential laboratory and
critical thinking skills in experimental design, implementation and analysis that every biologist
should know. This knowledge base is required for succeeding in further BIOL laboratory courses
and for working in a research laboratory. Required of all BIOL majors and a prerequisite for all
upper level BIOL laboratory courses. Prerequisites: CHEM 102, CHEM 102L and BIOL 302.
BIOL 305 Comparative Animal Physiology. [3]
Functional features of whole organisms and their component organs and organ systems will be
studied. Emphasis will be on ways in which diverse organisms at various phylogenetic levels
perform similar functions. Examples oftopics include osmoregulation, gas exchange, control
systems, sensors, effectors, brain and behavior. Prerequisite: BIOL 303 completed with a grade of
Cor better; PHYS 112 (which may be taken concurrently as co-requisite)
BIOL 397 Ethics and Integrity in Scientific Research. [1]
Individuals involved in contemporary scientific research have ethical responsibilities for their
conduct. The goal of this course is to provide students considering a career in scientific research
with a framework for establishing appropriate scientific integrity. A variety of relevant topics will
be discussed, including fraud and misconduct, peer review, obligations and rights of students and
mentors, ethical conduct in animal and human experimentation, ownership of data, reagents,
intellectual property, authorship and conflict of interest. Note: Permission of course coordinator
required.
BIOLOGY 400-level ELECTIVE CHOICES (Choose 1):
BIOL 411 Bacterial Physiology. [4]
The combined approaches of bacterial genetics, molecular biology, and biochemistry are applied
to the study of bacterial physiological processes. An emphasis is placed on examining adaptation
strategies used by bacteria upon encountering alterations in environment. Topics include
mechanisms of transcriptional and postranslational control, regulation of carbon and nitrogen
metabolism, biosynthesis, energy transduction, signal transduction systems and bacterial
development. Prerequisites: BIOL 302 and BIOL 303 or consent of instructor.
BIOL 414 Eukaryotic Genetics and Molecular Biology. [4] (WI)
Genetics and molecular biology of lower and higher eukaryotes and their viruses. The course will
focus on the maintenance and expression of genetic material as it relates to cell growth and
development. It will cover current topics in the molecular genetics of several lower and higher
eukaryotes at an advanced level, including mechanisms of genetic control that operate at the level
of DNA replication, transcription and translation. Topics to include the molecular basis of
phenomena such as gene amplification, global control of transcription initiation, protein sorting
and secretion, control ofyeast mating type as a model for development, the origin of antigen
diversity, oncogenesis, pattern formation in Drosophila and sex determination in mammals.
Prerequisite: BIOL 302 and 303 or consent of instructor·
BIOL 434 Microbial Molecular Genetics. [4]
Application of the combined approaches ofmicrobial genetics, molecular biology, and
biochemistry to the study of fundamental biological processes are demonstrated. The research
literature is used to describe the current state of knowledge of the molecular mechanisms of
microbial gene expression and the genetic biochemistry of chromosome structure, DNA
replication, repair and recombination. Prerequisites: BIOL 302, 303 or consent of instructor.
BIOL 430 or CHEM 437 is recommended.
13
MATH/STATISTICS COURSES: MATH 155 Applied Calculus. [4] Basic ideas of differential and integral calculus, with emphasis on elementary techniques of differentiation and integration with applications, are treated in this course. Technology will be utilized to enhance understanding ofthe concepts and their applications. Not recommended for students majoring in mathematics, computer science, engineering, or physical sciences. Note: Credit will not be given for both MATH 151 and 155. Prerequisite: Math 106 or a qualifying score on the mathematics placement test. STAT 350 Statistics with Applications in Biological Sciences. [4] Organization and presentation of data, summary of descriptive measures, probability, binomial and normal distributions, sampling natural populations and the estimation of population parameters, hypothesis testing, chi-square analysis, experimental designs and the analysis of variance, linear regression and correlation, and non-parametric statistics. Students will be introduced to statistical computing. All the statistical procedures will be illustrated using data from biology and the health sciences. Note: Not open to students who have passed or are concurrently taking STAT 351, 355, 356, 453 or CMPE 320. This course does not satisfy the statistics requirement for computer science majors and does not qualify as part ofthe mathematics major or minor. Prerequisite: MATH 150 or placement into 151 or 155. CHEMISTRY COURSES: CBEM 101 Principles of Chemistry I. [4] An introduction to chemistry for science majors and other students who require thorough grounding in the principles of chemistry. Topics treated include the atomic-molecular theory of matter, stoichiometry, states of matter, chemical nomenclature, energetics of chemical and physical processes, solutions, periodic properties, VSEPR, molecular orbital theory and chemistry of familiar elements. Prerequisites: Working knowledge of elementary algebra. MATH 150 highly recommended. CBEM 102 Principles of Chemistry D. [4] Principles of chemical and physical equilibrium, liquids and solids, elementary thermodynamics, electron and proton transfer reactions, electrochemistry, chemical kinetics and a further study of the periodic properties ofthe elements. Prerequisites: CHEM 101. CHEM 102L Introductory Chemistry Lab I. [2] Companion course to CHEM 102, intended for all students who require two or more years of chemistry. Prerequisites: CHEM 101. Corequisites: CHEM 102. CBEM 351 Organic Chemistry I. [3] The chemistry of aliphatic and aromatic compounds, including bonding, stereochemistry and reactions of functional groups. Reaction mechanisms, synthetic methods and characterization of organic molecules. Prerequisites: CHEM 102. PHYSICS COURSES: 14
PHYS 111 Basic Physics I. [4] Three lectures and one two-hour laboratory period a week. A general physics course intended primarily for students in psychology, biology and health related sciences. Topics include mechanics, heat and sound. Notes: This course satisfies the minimum requirements ofmedical and dental schools. Recommended Preparation: High school mathematics, including trigonometry or MATH 150. PHYS 112 Basic Physics II. [4] Continuation ofPHYS 111. Topics include electricity, magnetism, optics and modern physics. Prerequisite: PHYS 111 EDUCATION COURSES:
EDUC 310 Inquiry into Education. [3]
This course introduces reflective practice as a foundation for the study ofteaching and learning.
Inquiry as a way of learning about schools, as well as about self as teacher and Ieamer will be
explored through reflection on students' experiences with children and schooling. The macro- and
micro-socio-cultural contexts of education across diverse settings will be examined. Students will
draw upon anthropological and sociological research methods to study the dynamics of
classrooms, schools and communities. An in-school experience of 24 hours is required included
in this course. Prerequisites: permission of the department.
EDUC 311 Psychological Foundations of Education [3]
The psychology of school learning will be explored. There will be an overview of theories of
teaching, learning, motivation and related research, including the philosophical assumptions
underlying each - within the dynamics of context of class, culture, race and gender issues. The
overall focus will be an exploration of ways of knowing and ways that learners construct
knowledge. Emphasis is placed on empirical fmdings and their implications for the process of
schooling. Topics include instructional models and objectives, conditioning, skill acquisition,
verbal learning, memory, problem-solving, creativity and discovery learning.
EDUC 388 Inclusion and Instruction [3]
This course is designed to introduce students to strategies for differentiating instruction
within general education classrooms. The course examines the legal, philosophical and
programmatic underpinnings of instructional inclusion, broadly defined. Addressed in the course
are approaches for adapting the curriculum-especially in the areas of reading, writing and
math-to meet the needs of socio-culturally, linguistically, cognitively (e.g., dyslexic,
dyscalculic) and behaviorally diverse student populations, including students identified
traditionally as having special needs (e.g., gifted and talented, physically challenged).
Prerequisites: Permission of the department.
EDUC 410 Secondary Reading in the Content Areas- The Teaching of Reading in
Secondary Schools. [3]
Major approaches to' teaching reading to students in grades 7 to 12. Emphasis on skills in all
content areas ranging from English to science, which the secondary teacher can apply toward
improving secondary students' reading ability and their attitude toward reading. Emphasis is on
literacy as a tool to increase learning. Prerequisites: Admission to teacher education and
permission ofthe department.
EDUC 411 Secondary Reading in the Content Area- Part II. [3] (WI)
15
This course is designed to develop competency in the utilization of reading and writing strategies, assessments, vocabulary building, comprehension and special-needs adaptations. The secondary certification candidates should be able to demonstrate competency in their knowledge of contemporary theory, research, wisdom of practice, modeling and analysis, and protected
practice. Field experiences are required in this course. Prerequisites: EDUC 410 and permission of the department. EDUC 412 Analysis of Teaching and Learning. [3] This course is an introduction to a systematic approach to instruction. Special emphasis is placed on developing performance objectives, planning teaching strategies and formulating evaluation instruments to assess learning. The use of technological resources in instructional planning is emphasized. Students will develop skills to create meaningful learning experiences for students of diverse cultural, ethnic, linguistic and intellectual backgrounds. These skills are then practiced in actual peer teaching situations. Prerequisites: EDUC 310, EDUC 311 and permission of the department. EDUC 427 Teaching Science in the Secondary School. [3] This course develops a holistic, interdisciplinary understanding of science. Develops skills at designing, using and assessing various developmentally appropriate teaching strategies. Focuses on inquiry and action. Active learning strategies/tools, including reflective inquiries, demonstrations, constructions, field trips, observations and authentic teaching experiences. Use of educational technologies to enhance the teaching and learning of science. Emphasis on adapting
subject matter to learner diversity. Field experiences are required in this course. Prerequisites: EDUC 412 and permission of the department. EDUC 456 Internship in Secondary Education. [12] This intensive internship provides students with the opportunity to take progressive responsibility for teaching in their specialty area and developing professional teaching competencies in a professional development school with support from a mentor teacher and a university supervisor.
Prerequisites: Completion of all methods courses required for certification and permission of the department. EDUC 457 Internship Seminar in Secondary Education. [2]
The seminar provides a forum for discussing and processing field experiences and current
issues/problems in teaching and learning. The seminar has been designed to help teacher
candidates analyze the many facets ofteaching and to become a reflective practitioner. Topics
that are addressed include classroom management, assessment strategies, the culture of schools,
developing evidence-based portfolio and becoming a professional.
Prerequisites: Completion of the Phase I internship and permission of the department.
REQUIRED/NSTA RECOMMENDED GEOIENVIRONMENTAL SCIENCE AND
SOCIAL SCIENCES ELECTIVES FOR CERTIFICATION IN BIOLOGY
GES 110 Physical Geography [3] Study ofthe principles and processes of climate, earth materials, landforms, soils and vegetation that give logic to their integrated patterns of world distribution. GES 311 Weather and Climate [3]
16
This course offers an introduction to the physical processes that control weather and climate. Topics covered include the mechanics of atmospheric behavior, weather systems, the global distribution of climates and their causes, as well as various topics related to climatology. Recommended Preparation: GES 110 PSYC 100 Introduction to Psychology [4] Introduction to the basic concepts of psychology. Emphases on interpretation of psychological data, biological bases of behavior, perception, learning, individual differences, personality, behavior pathology and social psychology. PSYC 210 Psychology of Learning [3] Basic problems in the psychology of learning: reinforcement and patterns of reinforcement, extinction, generalization and discrimination, verbal learning, transfer of training, retention and forgetting, concept learning. Prerequisite: PSYC 100. 17
Appendix II: Degree Program overview and four year plan (127 credits)
Overview of the Program
The overall number of credits required to complete the B.A. degree program is 127- 130
depending on the number of Language courses taken.
There are 63 credits (17 courses) required for the Biology portion of the degree with
following breakdown of courses by discipline/area:
Biology: 28 credits
Chemistry: 13 credits
Mathematics: 8 credits
Physics: 8 credits
Earth/Space Science: 6 credits
There are 33 credits (9 courses) required for the Education portion ofthe degree. In
addition, PSYC 100 (4 cr) and PSCH 210 (3 cr) are required and are also used as GEP
Social Science electives.
General Education Program (GEP) courses required for all B.A. degree students:
Two Global Culture GEP courses (C)
Three Arts and Humanities GEP courses in at least two academic fields (AH)
Three Social Sciences GEP courses in at least two academic fields (SS)
Additional UMBC requirements:
ENGL 100
One Writing Intensive course (WI; satisfied by EDUC 411)
Two Physical Education courses (non-academic)
The proposed program includes at least one semester each of chemistry, physics,
earth science, and math, in keeping with the recommendations ofthe National Science
Teachers Association (NSTA) for secondary school certification in Biology. In the final
semester the full semester load is devoted to the internship.
Four year plan for completion of the B.A. in Biology Education (next page)
MATH 155
Applied Calculus [4]
BIOL 141
Foundations of Biology [4]
PE Elective [1.57
CHEM 101
Principles ofChemisti'}'I [4]
BIOL 142
Foundations ofBiolo2Y [41
PE Elective [1.5]
PSYCJOO
Introduction to Psychology (SS) [4/
ENGL 100
Physical Geography {3/
Composition [3]
Arts & Humanities Elective I [3]
GESllO
18
BIOL 302
Genetics and Molecular Bioloay [4]
CHEM 102
Principles of Chemistry ll [4}
PSYC 210
Ps_vchology ofLearning /3/ (SS)
EDUC 310
Inquiry into Education. [3)
Arts & Humanities Elective II {31
BIOL 303 Cell BioloKY & Biochemistry [4]
PHYS 111
Basic Physics I [4]
CHEM 102L
Introductory Chemistry Lab r21
EDUC 311
Psychological Foundations of Education [3}
Culture Elective I {3]
BIOL397
Ethics and Integrity in Scientific Research [1]
t~:~;;~~~g~G:~~'?i;F.itlliimUird~li~3rl~f6tcr&fitsi~~t~'£i~~~:5'X~;'; i1t!fs ;,z:z~;.'~YII~Si>r.me!(J16ird\yil3#Cr:r6~~f~dlu)~;~,;:~~;~~ty;;~~·
BIOL 300L
Experimental Biolo£Y Lab [2]
PHYS 112
Basic Physics II [41 CHEM351
Organic Chemistry I [3]
STAT3SO
Statistics with Applications in BioloJdcal Sci. [41
EDUC412
Analysis of Teachin2 and Leamini! [3] BIOL 305 Comparative Animal Physiolo£Y [3] BIOL 4XX elective [4] EDUC388 Inclusion and Instruction [3] EDUC410 Readin2 in the Content Area -Part I [31 Culture Elective II [31 i?~' :•;c.;;.~~:~Jt.1~1'Eirn~~O.ifr.tli¥~afr:~(Jax~:.:eaiti);;;!i::5t2,'iic •{r,•:"' ":i'{if•iit¥~'f~~,~s"Prm2~~Fhuitll,;ye-ar~~~2.tcr~ai.ts'r~":;;~'7::~~;<;,z~f BIOL302L
Genetics and Molecular BioiolD' Lab [2]
GES311
"'ea~erandCUnw~/3/
Arts & Humanities Elective III {31 Social Science Elective {not PSYC) {3] EDUC427 Teachin2 Science in the Secondary School [3] EDUC411 Reading in the Content Area- Part ll [3] EDUC456 Internship in Secondary Education_l1Ql EDUC457
Internship Seminar in Secondary Education [2]
19
Apoendix m: Citations
1) UMBC Mission statement: http://www.umbc.edu/aboutumbc!mission.php
2) UMBC Framework/or 2016: http://www.umbc.edu/provost/PDFs/frameworkfinal.pdf
3) 2009 Maryland State Plan for Postsecondary Education:
http://mhec. maryland.gov/highered/about/meetings/commissionmeetings/6-17­
09/2009draftmdstateplanforpostsecondaryeducationais+memo.pdf
4) 2010-2020 USM Strategic Plan Powering Maryland Forward:
http://www. usmd. edulusmlchancellor/specialdocs/
5) U.S. Department ofLabor Bureau ofLabor Statistics, Occupational Outlook Handbook, 2012-13 Edition, High School Teachers http://www.bls.gov/ooh/education-training-and-library/high-school-teachers.htm 6) Maryland DLLR Division ofWorkforce Development and Adult Learning, Education, Training and Library Occupations -Maryland Occupational Projections 2012-2014 http://www. dllr.state.md. us/lmiliandoprojshort2/occgroup25short.shtml 7) Maryland DLLR Division ofWorkforce Development and Adult Learning, Education, Training and Library Occupations - Maryland Occupational Projections 2010-2020 http://www. dllr.state. md usllmi/iandoproj/occgroup25.shtml 8) US Department ofLabor Bureau ofLabor Statistics, Economy at a Glance http://www.bls.gov/eag/eag.md.htm 9) US Department ofLabor Bureau ofLabor Statistics, Economy at a Glance http://www, bls.gov/eag/eag. md_baltimore_msa. htm 10) UMBC Diversity Plan: http://www. umbc. edulprovost/PDFs/UMBC_Diversity_Plan_030409.pdf 20
Justification for including more than 120 credits in UMBC's proposed Bachelor of Arts in Biology Education, based on Requirements of the Maryland State Department of Education and Content Standards of the National Science Teachers Association June 30, 2014 SB 740, The College and Career Readiness Completion Act of 2013, 15-116 states:
(A) (1) Except as provided in paragraph (2) ofthis subsection, the standard number of credits
required for a baccalaureate degree from a public senior higher education institution is 120
credit hours.
(2) The standard number of credits required under paragraph (1) of this subsection does not
apply if:
(Ill) Certification requirements result in a need for credit hours in excess of 120.
In its proposed Bachelor's degree in Biology Education UMBC seeks to graduate students who
will be both (a) fully-trained as B. A. level biologists, and (b) eligible for certification in the State
of Maryland to teach biology at the secondary level. The new program thus combines two full
collegiate training programs into one integrated program that can be completed in four years
(see Appendix for the four year curriculum plan).
Because graduates of the Biology Education program must meet the requirements of the
Maryland State Department of Education for secondary biology teachers, this program meets
the requirements for exemption from the 120 credit maximum for a bachelor's program
articulated in Maryland State Law. Section (A) below documents how the MSDE certification
requirements are met in the Biology Education program, while section (B) documents how the
content standards of the NSTA are met.
A. Maryland State Department of Education Requirements
From
http://www.marylandpublics chools.org/MSDE/divisions/ certification/certification_br anch/ce
rtification_inf/areas/area_ov erview.html
Biology: http://www.dsd.state.md.us/ comar/getfile.aspx?file=13a .12.02.06.htm
13A.12.02.06
.06 Certification in General Secondary Content Areas (Grades 7-12).
A. To receive certification in the areas of agriculture (agribusiness and renewable natural
resources), biology, business education, chemistry, computer science, earth/space science,
English, environmental science, family and consumer sciences, geography, history, marketing,
1
mathematics, physical science, physics, speech communication, technology education, and
theater, the applicant shall:
(1) Complete one of the following options:
(a) Earn a bachelor's or higher degree from an IHE with a major in the certification area;
BIOL BA degree:
BIOL141,142,300L,302,302L,303,305,4XX
MATH155
STAT350
CHEM101, 102, 102L, 351
PHYS111, 112
UMBC graduation requirements:
ENGliSH COMPOSITION
EN100}
MATHEMATICS
(MATH155}
3 ARTS and HUMANITIES COURSES
3 SOCIAL SCIENCES COURSES
(PSCY 100, PSYC 210)
SCIENCE+ LAB COURSE
(BIOL 302, BIOL 302l)
2 CULTURE COURSES
LANGUAGE PROFICIENCY
PHYSICAL EDUCATION
or
(b) Complete 30 semester hours or more of content course work taken at an IHE in the
certification area;
(2) Complete 21 semester hours of professional education course work taken at an IHE at the
appropriate age or grade level including:
(a) At least one 3 semester hour course in each of the following:
(i) Adolescent development;
(ii) Human learning;
(iii) Teaching methodology;
(iv) Inclusion of special needs student populations; and
(v) Assessment of students; and
2
(b) 6 semester hours covering the following which may also be taken through CPDs:
(i) Types of reading;
(ii) Use of reading assessment data to improve instruction;
(iii) Skills in reading including cognitive strategies in reading;
(iv) Reading instruction including reading aloud strategies and methods for diagnosing reading
difficulties and making instructional modifications and accommodations for the student;
(v) Strategies for intrinsic and extrinsic motivation for reading;
(vi) Teaching students to learn from text by applying theories, strategies, and practices in daily
classroom use including additional content in types of reading using authentic texts;
(vii) Skills in reading including processing of multimedia information and strategies to connect
reading with study skills; and (viii) Reading instruction that integrates content area goals with
reading goals including strategies for students to communicate effectively orally and in writing
about what they have read in content area texts; and
These MSDE requirements (2a and 2b) are met by the following courses:
EDUC 310, 311, 388, 410, 411, 412, 427
PSYC 210 (PSYC 100 prerequisite)
(3) Complete a teaching experience in one of the following ways:
(a) A supervised experience in a public or accredited non public school setting at the
appropriate age or grade level and in the subject area for which the applicant is seeking
certification;
Requirement met by
EDUC 456, 457
or
'
(b) 1 year of satisfactory full-time teaching experience in a public or accredited nonpublic school
setting at the appropriate age or grade level and in the subject area for which the applicant is
seeking certification.
The following courses satisfy NTSA requirements in earth and space science and the conduct
of research for secondary Biology teachers, described in the following pages:
BIOL 397
GES 110
GES 311
Ethics and Integrity in Scientific Research
Physical Geography
Weather and Climate
3
*****************************************************
B. National Science Teachers Association Content Standards
from 1 NSTA Standards for Science Teacher Preparation'
http://www.nsta.org/preser vice/
NSTA Science Content Analysis Form: Secondary Science
Instructions for Preparing for Your Review
Tables provided below include, in the left column, the 2012 NSTA subject matter for each science
discipline. In the right hand column, include the name and course number for each relevant course.
With licensure requirements varying from state to state, the requirements for each discipline were
delineated and placed in separate tables, to include: Competency requirements for all secondary
teachers;
• Core competencies required of all teachers in a discipline (biology, chemistry, etc.);
• Advanced competencies required of specialists in a given discipline; and
• Supporting competencies for each discipline in the other sciences and mathematics.
Include the tables relevant to your licensure area. Use this table to decide on that mix. Note that
there are choices to demonstrate alignment with the NSTA Content Standard Requirement, NSTA
2012 Standard 1 Element a.
• Choice 1: Demonstrate alignment through courses or transcript analysis using the NSTA
Content Analysis Form.
• Choice 2: Demonstrate alignment through coursework as described in the chart below.
• Choice 3: Demonstrate alignment through a preservice preparation program recognition by
affiliates. (As of this date, there are no affiliates that offer this option)
If the preparation program: CHOICE A
Content Analysis Form
Prepares a teacher to teach ./ Core competencies in the
disciplines comprising the
courses such as general composite course (Bio,Chem,
science at or above the middle school (grades 6-8). Phys, E/Sp).
This licensure may not teach discipline specific courses
(such as biology or
chemistry)
./ Core (Bio, Chem, Phys, or
Prepares a teacher in a single field (often a major) E/Sp) in the primary discipline,
with or without a supportin€ and
./ Advanced competencies in
second teaching field (a primary discipline (Bio, Chern,
the
a
is
This
teaching minor).
Phys, or E/Sp),
single field program. 4
CHOICE B
Coursework
./ One year of introductory
coursework in each of the
disciplines (Biology,
Chemistry, Physics and
Earth/Space Science)
./ One year of introductory
coursework in the area of the
Single Field Licensure
(Biology, Chemistry, Physics
or Earth/Space Science).
./ Coursework for a major
If the preparation program: CHOICE A
Content Analysis Form
Prepares a teacher about
equally in two teaching
disciplines, usually with less
than a major in each. This is
a dual field program.
Prepares a teacher at once
to teach in three or four
disciplines with licensure in
each individual discipline.
This is a broad field
program.
CHOICE B
Coursework
./ Supporting competencies in
./ At least 20 semester
the primary discipline (Bio, Chem,
Phys, or E/Sp).
./ Core in both major
hours at the third year or
above
./ One year of introductory
coursework in each area of
the Dual Field Licensure
(Biology, Chemistry, Physics
or Earth/Space Science).
./ At least 16 semester
hours at the third year or
above in each area of the
Dual Field
./ One year of introductory
coursework in each area
(Biology, Chemistry, Physics
and Earth/Space Science).
./ Coursework for a major in
one area
./ At least 16 semester
hours at the third year or
above dispersed among the
remaining 3 areas (not the
major)
disciplines: (Bio, Chem, Phys,
E/Sp) and
./ Advanced competencies in
both major disciplines (Bio,
Chem, Phys, E/Sp) and
./ Supporting competencies in
both disciplines (Bio, Chern, Phys,
E/Sp).
./ Core competencies (Table A
in Bio, Chem, Phys, or E/Sp) in all
discipline and
./ Advanced competencies
(Table B Bio, Chern, Phys, or
E/Sp) in at least one disciplines
and
./ Supporting competencies in
all disciplines (Bio, Chern, Phys,
or E/Sp).
For each program, the program level, licensure track, and the nature of preparation are at the
top of the page. For example, "Masters secondary single field program in biology with possible
minors in chemistry, physics, or earth/space science." Report your requirements in the most
efficient way. For example, if all of the teaching minors are the same regardless of the major
they are paired with, report them only once.
Your program does not have to be aligned completely with the standards at least initially. A 90%
alignment between the NSTA content standards and program coursework is expected within
each content table.
Instructions for Completing the Forms
For each program, complete the curriculum evaluation as follows:
• If your institution prescribes the coursework in science for each teaching major and
minor, as is the case in most undergraduate programs, enter in column B the numbers
and titles of the required courses that address the subject matter identified in column
A. Include advising sheets as a separate attachment.
• If you accept candidates with science coursework taken elsewhere, state the advising
requirement using column B that ensures that candidates have studied the subject
matter content in column A. Include your advising sheets in the appendix.
• DO NOT provide syllabi. Include brief content descriptions for courses ONLY when the
course titles are not reasonably descriptive of the content. ("Ecology" is reasonably
descriptive, while "Integrative Science" is not descriptive). Be sure to refer reviewers to
the descriptor.
5
• If a course has a typical science name (such as Analytical Chemistry), but the content in
that course is atypical (if there is a significant amount of environmental science in the
course), include brief content descriptions.
• Note that the same courses or advising requirements may appear multiple times in
these tables.
• If you do not have a requirement that covers a particular topic, simply enter "not
covered." Do not leave the space blank. NOTE: Science content may be in science
courses or in education courses
Special instructions:
• Secondary Physical Science is usually a composite of two disciplines (chemistry and
physics) but sometimes also includes earth/space sciences. General science usually
includes all four traditional subject area disciplines, but the teacher does not teach
specific content courses.
• Preparation of elementary science specialists or middle school science teachers should
follow the specific recommendations outlined on the Elementary Science Specialists and
Middle Level Science Teachers Content Analysis Form available from the NSTA website:
www.nsta.org/preservice.
6
Content Analysis for Secondary Science
Competency Requirements for All Science Teachers
Science Content Requirement Analysis Tables A, B, and C for Biology
Table A: Biology
B: Required course number &
A. Core Competencies (numbers 1-12)
name or advising
requirements
Life processes in living systems including organization of
matter and energy.
Similarities and differences among animals, plants, fungi,
microorganisms, and viruses
Ecological systems including the interrelationships and
dependencies of organisms with each other and their
environments.
Population dynamics and the impact of population on its
environment.
General concepts of genetics and heredity
Organizations and functions of cells and multi-cellular
systems.
Behavior of organisms and their relationships to social
systems.
Regulation of biological systems including homeostatic
mechanisms
Fundamental processes of modeling and investigating in
the biological sciences
Applications of biology in environmental quality and in
personal and community health
Bioenergetics including major biochemical pathways
Molecular genetics and heredity and mechanisms of
genetic modification
Molecular basis for evolutionary theory and classification
BIOL141,
:503
BIOL141,
:302,303
B!Ol142
BIOL142
BIOL302
BIOL141, 142, 302, 303
BIOL142
BIOL141, 305
BIOL300l
BIOL302
BIOL141, 302, 303
BIOL142, 302
BIOL141, 142
Table B: Biology
B. Advanced Competencies (numbers 13-21)
B: Required course number &
name or advising
requirements
Biochemical interactions of organisms and their
environments
Causes, characteristics, and avoidance of viral, bacterial,
and parasitic diseases
Molecular genetics
Issues related to living systems such as genetic
modification, uses of biotechnology, cloning, and
pollution from farming.
Historical development and perspectives in biology
BIOL141, 142, 302, 303
7
BIOL302
BIOL302
BIOL302
BIOL141, 142, 302, 303
including contributions of significant figures and
underrepresented groups, and the evolution of theories
in biology
How to design, conduct and report research in biology
BIOL 300L, 397 Table C: Biology
C. Supporting Competencies (numbers 22-42)
B: Required course number &
name or advising
requirements
General chemistry.
Biochemistry
CHEM 101, 102 CHEM 351, BIOL 1411, 142, 302,303 CHEM 102l Basic chemistry laboratory techniques
Physics
PHYS
PHYS
PHYS
PHYS
PHYS
PHYS
Light
Sound
Optics
Electricity
Energy and order
Magnetism
Earth and space sciences
Energy and geochemical cycles
GES
GES
GES
GES
GES
GES
Climate
Oceans
Weather
Natural resources
Changes in the Earth
Mathematics
Probability
Statistics
111, 112
111, 112
111, 112
111, 112
111, 112
111, 112
110,311 110,311 110, 311 110,311 110,311 110,311 STAT 350 STAT 350 8
Appendix- Overview of the Proposed UMBC Biology Education Program and Plan for
Four Year Completion
The overall number of credits required to complete the B.A. degree program in Biology
Education is 127- 130 depending on the number of Language courses taken.
There are 63 credits (17 courses) required for the Biology portion of the degree with
following breakdown of courses by discipline/area:
Biology: 28 credits
Chemistry: 13 credits
Mathematics: 8 credits
Physics: 8 credits
Earth/Space Science: 6 credits
There are 33 credits (9 courses) required for the Education portion of the degree. In
addition, PSYC 100 (4 cr) and PSCH 210 (3 cr) are required and are also used as GEP
Social Science electives.
General Education Program (GEP) courses required for all B.A. degree students:
Two Global Culture GEP courses (C)
Three Arts and Humanities GEP courses in at least two academic fields (AH)
Three Social Sciences GEP courses in at least two academic fields (SS)
Additional UMBC requirements:
ENGL 100
One Writing Intensive course (WI; satisfied by EDUC 411)
Two Physical Education courses (non-academic)
The proposed program includes at least one semester each of chemistry, physics, earth
science, and math, in keeping with the recommendations of the National Science
Teachers Association (NSTA) for secondary school certification in Biology. In the final
semester the full semester load is devoted to the internship.
Four year plan for completion of the B.A. in Biology Education (next page)
Fall, First Year (16.5 credits)
MATH 155
Applied Calculus [4]
BIOL 141
Foundations of Biology [4]
PE Elective {1.5]
PSYC100
Introduction to Psychology (SS} {4]
Spring, First Year (15.5 credits)
CHEM 101
Principles of Chemistry I [4]
BIOL 142
Foundations of Biology [4]
PE Elective {1.5]
GES 110
Physical Geography {3}
ENGL 100
Composition {3}
Arts & Humanities Elective I {3]
9
Fall, Second year (17 credits) BIOL302 Genetics and Molecular Biology [4] CHEM 102 Principles of Chemistry II [4) PSYC210 Psychology of Learning {3] (SS} EDUC310 Inquiry into Education. [3] Arts & Humanities Elective II [3] Spring, Second year (17 credits) BIOL303 Cell Biology & Biochemistry [4] PHYS 111 Basic Physics I [4] CHEM 102L Introductory Chemistry Lab [2] EDUC311 Psychological Foundations of Education [3] Culture Elective I {3]
BIOL 397 Ethics and Integrity in Scientific Research [1] Fall, Third year (16 credits) BIOL300L Spring, Third year (16 credits) BIOL305 Comparative Animal Physiology [3] Experimental Biology Lab [2]
BIOL 4XX elective [4] PHYS 112 Basic Physics II [4) CHEM 351 Organic Chemistry I [3] STAT350 Statistics with Applications in Biological Sci. [4] EDUC412 Analysis of Teaching and Learning [3] EDUC 388 Inclusion and Instruction [3] EDUC410 Reading in the Content Area -Part I [3) Culture Elective II {3]
Spring, Fourth year (12 credits) EDUC456 Internship in Secondary Education [10] EDUC457 Internship Seminar in Secondary Education [2] Fall, Fourth year (17 credits) BIOL 302L Genetics and Molecular Biology Lab [2] GES311 Weather and Climate {3] Arts & Humanities Elective Ill {3} Social Science Elective (not PSYC} [3} EDUC427 Teaching Science in the Secondary School [3] EDUC411 Reading in the Content Area- Part II [3] 10