Major in Biology - Secondary Education Concentration

The Biology Secondary Education concentration requires 126-137 units.  Students in this concentration must complete 99-110 required units in content and Towson UTeach courses and 27 units in Core Curriculum courses not satisfied by the major, earning a grade equivalent of 2.00 or higher in each course.

Formal Admission to Towson UTeach

Students will begin the admission process within the SEMS 240 Classroom Interactions course and must complete the following requirements prior to the subsequent term:

1. completion of a written application available at www.towson.edu/uteach
2. completion of at least 45 college units
3. a 2.75 cumulative GPA for all completed content courses required for the major
4. a 2.75 cumulative GPA for all completed Towson UTeach courses
5. presentation of either a passing score on Praxis I (Pre-Professional Skills Test: Reading, Writing, and Mathematics)  OR an acceptable score on the Score Reporting Form for either the SAT, ACT, or GRE.  Please refer to www.towson.edu/uteach for information on these assessments, including acceptable minimum passing scores. Scores are to be sent to the Towson UTeach department.
5. completion of a Criminal History Disclosure Form. This form is to be notarized and sent to the Towson UTeach Department.  It will be forwarded and kept on file with the Center for Professional Practice.

Internship in Towson UTeach

Students in this concentration should be prepared to do their internship in their senior year. Students who wish to deviate from this policy must obtain permission from the Department of Chemistry prior to the beginning of their junior year. The following requirements must be met for internship:

1.  a minimum cumulative GPA of 2.75 in content courses required for the major
2.  a minimum cumulative GPA of 2.75 in Towson UTeach courses

Students who decide not to complete all secondary education requirements must select and complete a different concentration/track in the major in order to graduate.

The Biology major requires a minimum of 11 courses within the biological sciences with a range of 36 to 50 units, depending upon the concentration and configuration of electives selected. A typical student will complete a minimum of 38 to 40 units in biology. Four courses are required and seven elective courses are selected from within the department to complete a concentration. In addition, six to seven ancillary courses (24–30 units) must be completed in the disciplines of chemistry, mathematics and physics. The program must be completed with a grade equivalent of 2.00 or higher in all course work.

Selection of appropriate electives allows students to fulfill the requirements of any of four areas of concentration: Cell and Molecular Biology, Functional Biology of Animals, Organismal Biology and Ecology, or Secondary Education. Completion of one of these concentrations is required for a major in Biology. Students are strongly encouraged to plan their programs in consultation with an adviser who is a member of the biology faculty.

Foundation Courses (13 Units)
BIOL 201INTRODUCTION TO CELL BIOLOGY AND GENETICS4
BIOL 202INTRODUCTION TO ECOLOGY AND EVOLUTION4
BIOL 204EDUCATIONAL AND CAREER PLANNING FOR THE BIOLOGIST1
BIOL 309GENETICS4
Breadth Courses (10-20 Units)
The following are required for all Biology majors unless indicated differently within the concentration
Select one of the following:3-8
BIODIVERSITY
GENERAL BOTANY
and GENERAL ZOOLOGY
Select one of the following:4
MOLECULAR ECOLOGY, EVOLUTION AND CONSERVATION
CELL BIOLOGY
MOLECULAR BIOLOGY
Select one of the following:3-8
ANIMAL PHYSIOLOGY
PLANT PHYSIOLOGY
Ancillary Courses (24-30 Units)
The following courses are required for all Biology majors unless indicated differently within the concentration
Chemistry13-18
GENERAL CHEMISTRY I LECTURE
GENERAL CHEMISTRY I LABORATORY
GENERAL CHEMISTRY II LECTURE
GENERAL CHEMISTRY II LABORATORY
ESSENTIALS OF ORGANIC CHEMISTRY
ORGANIC CHEMISTRY I
and ORGANIC CHEMISTRY II
Physics8
Select one of the following:
GENERAL PHYSICS I; NON CALCULUS-BASED
and GENERAL PHYSICS II; NON CALCULUS-BASED
GENERAL PHYSICS I CALCULUS-BASED
and GENERAL PHYSICS II CALCULUS-BASED
Mathematics 13-4
Select one of the following:
CALCULUS FOR APPLICATIONS
ELEMENTARY BIOSTATISTICS
CALCULUS I
BEHAVIORAL STATISTICS
Total Units47-63
1

Because material covered in Basic Mathematics for the Sciences (MATH 115) is a prerequisite for chemistry and physics students who have not completed high school trigonometry and two years of high school algebra in good standing should take MATH 115 in addition to one of the options listed above.

Chemistry I and II should be taken during the freshman year, Organic Chemistry I and II during the sophomore year and Physics as soon as possible.

Concentrations

Biology majors are required to complete one of four concentrations in biology by selecting a minimum of seven courses from among groups of electives within each concentration. One of these electives may be from outside the concentration.

Within each concentration, options exist for fulfilling each of three areas of breadth and for fulfilling concentration electives. Each student is strongly encouraged to consult with a biology faculty adviser in selecting electives to satisfy his/her program of study in the concentration and to match the program of study with career objectives.

No more than 3 units combined from BIOL 491 and BIOL 499 may count toward the Biology major. None of these courses may count toward the minor in Biology.

The following courses may not be used to fulfill Biology elective requirements:

BIOL 100HUMANISTIC BOTANY3
BIOL 103HUMAN BIOLOGY3
BIOL 105ENVIRONMENTAL BIOL3
BIOL 120
120L
PRINCIPLES OF BIOLOGY [LECTURE]
and PRINCIPLES OF BIOLOGY [LAB]
4
BIOL 215ESSENTIALS OF MICROBIOLOGY4
BIOL 301FIELD AND NATURAL SCIENCE3
BIOL 303LIFE SCIENCES3
BIOL 313BIOLOGY OF AGING3
BIOL 321BIOLOGY OF WOMEN3
BIOL 322BIOTECH & SOCIETY3
BIOL 323GENES,EVOL,MORAL3
BIOL 327DANGEROUS DISEASES3
BIOL 381WRITING IN THE BIOLOGICAL SCIENCES3
BIOL 481DIR READ:BIOL1-3
BIOL 490INDEPENDENT RESEARCH1-3
BIOL 493INTERNSHIP IN BIOLOGY3
BIOL 494TRAVEL STUDY1-3
Total Units47-53

Before enrolling in any 300- or 400-level elective course, Biology majors are required to complete a minimum of 8 units in lower-level biology courses with a grade equivalent of 2.00 or higher and to have an overall GPA of 2.00 or higher. Students who do not meet the above requirements may not be allowed to enroll in upper-level electives. Also, note that for those Biology electives listing BIOL 205 and/or BIOL 207 as prerequisites that BIOL 208 is an acceptable substitute.

The Department of Biological Sciences makes every effort to offer elective courses in a systematic fashion. However, it assumes no responsibility for cases in which unforeseen scheduling conflicts, course cancellations or staffing changes prevent students from taking a particular elective course during their residence at Towson University.

Secondary Education Biology

Foundation Courses (13 Units)
BIOL 201INTRODUCTION TO CELL BIOLOGY AND GENETICS4
BIOL 202INTRODUCTION TO ECOLOGY AND EVOLUTION4
BIOL 204EDUCATIONAL AND CAREER PLANNING FOR THE BIOLOGIST1
BIOL 309GENETICS4
Breadth Courses (16-20 Units)
BIOL 205GENERAL BOTANY4
BIOL 207GENERAL ZOOLOGY4
Select one of the following: 4
CELL BIOLOGY
MOLECULAR BIOLOGY
Select BIOL 221 and BIOL 222, OR BIOL 325:4-8
HUMAN ANATOMY & PHYSIOLOGY I [LECTURE]
and HUMAN ANATOMY & PHYSIOLOGY I [LAB]
and HUMAN ANATOMY & PHYSIOLOGY II [LECTURE]
and HUMAN ANATOMY & PHYSIOLOGY II [LAB]
ANIMAL PHYSIOLOGY
Elective Courses (3-4 Units)
Biology electives selected from the other concentrations and approved by adviser.3-4
Ancillary Courses (27-33 Units)
Chemistry
CHEM 131
131L
GENERAL CHEMISTRY I LECTURE
and GENERAL CHEMISTRY I LABORATORY
4
CHEM 132
132L
GENERAL CHEMISTRY II LECTURE
and GENERAL CHEMISTRY II LABORATORY
4
CHEM 330ESSENTIALS OF ORGANIC CHEMISTRY5-10
or CHEM 331
CHEM 332
ORGANIC CHEMISTRY I
and ORGANIC CHEMISTRY II
Physics
PHYS 211GENERAL PHYSICS I; NON CALCULUS-BASED4
or PHYS 241 GENERAL PHYSICS I CALCULUS-BASED
Mathematics
Select one of the following:3-4
CALCULUS FOR APPLICATIONS
ELEMENTARY BIOSTATISTICS
CALCULUS I
BEHAVIORAL STATISTICS
Physical Science Electives
Select one of the following:4
GENERAL ASTRONOMY I
PHYSICAL GEOLOGY
HISTORICAL GEOLOGY
METEOROLOGY
Science Education
SCIE 380TEACHING SCIENCE IN THE SECONDARY SCHOOLS3
Total Units59-70

Towson UTeach Courses (40 units) 

Introductory Towson UTeach Courses (2 Units)
Students must complete either
SEMS 110
SEMS 120
INTRODUCTION TO STEM TEACHING I: INQUIRY APPROACHES TO TEACHING
and INTRODUCTION TO STEM TEACHING II: INQUIRY-BASED LESSON DESIGN
2
or SEMS 130 INTRODUCTION TO STEM TEACHING I & II COMBINED
*Permission of Towson UTeach Department required to take SEMS 130.
Core Towson UTeach Courses (25 Units)
SEMS 230KNOWING AND LEARNING3
SEMS 240CLASSROOMS INTERACTIONS3
SEMS 250PERSPECTIVES IN SCIENCE AND MATHEMATICS3
SEMS 360RESEARCH METHODS3
SEMS 370PROJECT-BASED INSTRUCTION3
SEMS 498INTERNSHIP IN MATHEMATICS AND SCIENCE SECONDARY EDUCATION3
SCED 460USING READING AND WRITING IN THE SECONDARY SCHOOLS4
SCED 461TEACHING READING IN THE SECONDARY CONTENT AREAS3
Towson UTeach Courses - Science (13 Units)
SCIE 393INTERNSHIP IN SECONDARY EDUCATION- SCIENCE12
SCIE 430SEMINAR IN STUDENT TEACHING - SCIENCE1
Total Units40

NSTA Standard 1: Content Knowledge
            Effective teachers of science understand and articulate the knowledge and practices of contemporary science. They interrelate and interpret important concepts, ideas, and applications in their fields of licensure.
Below are the elements of the standard.
Pre-service teachers will:
            1a) Understand the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the National Science Teachers Association.
            1b) Understand the central concepts of the supporting disciplines and the supporting role of science-specific technology.
            1c) Show an understanding of state and national curriculum standards and their impact on the content knowledge necessary for teaching P-12 students.
            NSTA Standard 2: Content Pedagogy
           Effective teachers of science understand how students learn and develop scientific knowledge. Pre-service teachers use scientific inquiry to develop this knowledge for all students. Below are the elements of the standard.
            Pre-service teachers will:
            2a) Plan multiple lessons using a variety of inquiry approaches that demonstrate their knowledge and understanding of how all students learn science.
            2b) Include active inquiry lessons where students collect and interpret data in order to develop and communicate concepts and understand scientific processes, relationships and natural patterns from empirical experiences. Applications of science-specific technology are included in the lessons when appropriate.
            2c) Design instruction and assessment strategies that confront and address nave concepts/preconceptions.
            Assessment: This Standard is usually met using Assessment 3 - Unit Plan.
            NSTA Standard 3: Learning Environments
            Effective teachers of science are able to plan for engaging all students in science learning by setting appropriate goals that are consistent with knowledge of how students learn science and are aligned with state and national standards. The plans reflect the nature and social context of science, inquiry, and appropriate safety considerations. Candidates design and select learning activities, instructional settings, and resources--including science-specific technology, to achieve those goals; and they plan fair and equitable assessment strategies to evaluate if the learning goals are met.
            Below are the elements of the standard.
            Pre-service teachers will:
            3a) Use a variety of strategies that demonstrate the candidates knowledge and understanding of how to select the appropriate teaching and learning activities  including laboratory or field settings and applicable instruments and/or technology- to allow access so that all students learn. These strategies are inclusive and motivating for all students.
            3b) Develop lesson plans that include active inquiry lessons where students collect and interpret data using applicable science-specific technology in order to develop concepts, understand scientific processes, relationships and natural patterns from empirical experiences. These plans provide for equitable achievement of science literacy for all students.
            3c) Plan fair and equitable assessment strategies to analyze student learning and to evaluate if the learning goals are met. Assessment strategies are designed to continuously evaluate preconceptions and ideas that students hold and the understandings that students have formulated.
            3d) Plan a learning environment and learning experiences for all students that demonstrate chemical safety, safety procedures, and the ethical treatment of living organisms within their licensure area.
            Assessment:
            NSTA Standard 4: Safety
            Effective teachers of science can, in a P-12 classroom setting, demonstrate and maintain chemical safety, safety procedures, and the ethical treatment of living organisms needed in the P-12 science classroom appropriate to their area of licensure.
            Below are the elements of the standard.
            Pre-service teachers will:
            4a) Design activities in a P-12 classroom that demonstrate the safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used within their subject area science instruction.
            4b) Design and demonstrate activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment, policies and procedures that comply with established state and/or national guidelines. Candidates ensure safe science activities appropriate for the abilities of all students.
            4c) Design and demonstrate activities in a P-12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms in and out of the classroom. They emphasize safe, humane, and ethical treatment of animals and comply with the legal restrictions on the collection, keeping, and use of living organisms.
                        NSTA Standard 5: Impact on Student Learning
                        Effective teachers of science provide evidence to show that P-12 students understanding of major science concepts, principles, theories, and laws have changed as a result of instruction by the candidate and that student knowledge is at a level of understanding beyond memorization. Candidates provide evidence for the diversity of students they teach.
                        Below are the elements of the standard.
                        Pre-service teachers will:
                        5a) Collect, organize, analyze, and reflect on diagnostic, formative and summative evidence of a change in mental functioning demonstrating that scientific knowledge is gained and/or corrected.
                        5b) Provide data to show that P-12 students are able to distinguish science from non-science, understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science.
                        5c) Engage students in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner.
                       
            Standard 6: Professional Knowledge and Skills
            Effective teachers of science strive continuously to improve their knowledge and understanding of the ever changing knowledge base of both content, and science pedagogy, including approaches for addressing inequities and inclusion for all students in science. They identify with and conduct themselves as part of the science education community.
            Below are the elements of the standard.
            Pre-service teachers will:
            6a) Engage in professional development opportunities in their content field such as talks, symposiums, research opportunities, or projects within their community.
            6b) Engage in professional development opportunities such as conferences, research opportunities, or projects within their community.

Suggested Four-Year Plan 

Freshman
Term 1UnitsTerm 2Units
SEMS 11011SEMS 1201
BIOL 2014BIOL 2024
CHEM 131
131L
4CHEM 132
132L
4
MATH 211, 273, 237, or PSYC 2123ENGL 102 (Core 2)3
TSEM 102 (Core 1)3Core3
 Core3
 15 18
Sophomore
Term 1UnitsTerm 2Units
SEMS 2303SEMS 2403
BIOL 204 (offered in Minimester and Summer too)21BIOL 2054
BIOL 2074BIOL 3094
CHEM 3305PHYS 2114
EDUC 202 (Core 10)3Core3
 16 18
Junior
Term 1UnitsTerm 2Units
SEMS 2503SEMS 3703
BIOL 3254BIOL Elective3-4
BIOL 4084Earth Sciences Elective - Select one of the following: ASTR 161, GEOG 377, GEOL 121 or GEOL 1233-4
SCED 4604SCED 4613
 Core3
 15 15-17
Senior
Term 1UnitsTerm 2Units
SEMS 360 (Core 9)3SCIE 39312
SCIE 3803SCIE 4301
SEMS 4983 
Core3 
Core3 
 15 13
Total Units 125-127
1

Selection of this Concentration means that all of the requirements must be met; otherwise another Biology concentration must be completed.

2

A key assignment in BIOL 204 is the completion of an individual Plan of Study.