Major in Chemistry - Secondary Education Concentration

Chemistry majors in the Secondary Education Concentration are eligible, upon graduation, to apply for certification to teach chemistry for grades 7-12 in the state of Maryland.

The Chemistry Secondary Education Concentration requires 125-127 units for completion.  Students in this concentration must complete 98-100 required units in content and Towson UTeach courses and 27 units in Core Curriculum course not satisfied by the major, earning a grade equivalent of  2.00 or higher in each course.

Formal Admission to Towson UTeach

Students should apply to Towson UTeach when they have met the following criteria:

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 aceeptable minimum passing scores.
6.  completion of a Crimnal History Disclosure Form.  This form is to be notarized and submitted to the Towson UTeach Office. 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 couses required for the major
2.  a minimum coumlative GPA of 2.75 in Towson UTeach courses

Required Chemistry Courses (33 Units)
CHEM 131GENERAL CHEMISTRY I LECTURE3
CHEM 131LGENERAL CHEMISTRY I LABORATORY1
CHEM 132GENERAL CHEMISTRY II LECTURE3
CHEM 132LGENERAL CHEMISTRY II LABORATORY1
CHEM 210ANALYTICAL CHEMISTRY5
CHEM 323INORGANIC CHEMISTRY4
or CHEM 351 BIOCHEMISTRY I
CHEM 331
CHEM 332
ORGANIC CHEMISTRY I
and ORGANIC CHEMISTRY II
10
CHEM 345PRINCIPLES PHYSICAL CHEM3
CHEM 372PHYSICAL CHEMISTRY LABORATORY2
CHEM 401SEMINAR IN CHEMISTRY1
Additional Science and Mathematics Courses (30 Units)
BIOL 190INTRODUCTORY BIOLOGY FOR THE HEALTH PROFESSIONS4
or BIOL 201 INTRODUCTION TO CELL BIOLOGY AND GENETICS
GEOL 121PHYSICAL GEOLOGY4
or ASTR 161 GENERAL ASTRONOMY I
MATH 211CALCULUS FOR APPLICATIONS3
or MATH 273 CALCULUS I
PHYS 211
PHYS 212
GENERAL PHYSICS I; NON CALCULUS-BASED
and GENERAL PHYSICS II; NON CALCULUS-BASED
8
or
PHYS 241
PHYS 242
GENERAL PHYSICS I CALCULUS-BASED
and GENERAL PHYSICS II CALCULUS-BASED
8
SCIE 380TEACHING SCIENCE IN THE SECONDARY SCHOOLS3

Students must also take a minimum of 4 units of electives from the following list: 

Elective Courses
CHEM 310INSTRUMENTAL ANALYSIS 4
CHEM 323INORGANIC CHEMISTRY 14
CHEM 346THEORETICAL FOUNDATIONS OF PHYSICAL CHEMISTRY 23
CHEM 351BIOCHEMISTRY I 13
CHEM 356BIOCHEMISTRY LAB2
CHEM 357BIOCHEMISTRY II3
CHEM 391SPECIAL PROBLEMS IN CHEMISTRY I1-3
CHEM 395INTERNSHIP IN CHEMISTRY3
CHEM 461ADVANCED LECTURE TOPICS1-3
CHEM 462ADVANCED LABORATORY TECHNIQUES1-2
CHEM 472APPLICATIONS OF ENVIRONMENTAL CHEMISTRY3
CHEM 480CHEMICAL TOXICOLOGY3
CHEM 491INTRODUCTION TO RESEARCH IN CHEMISTRY I1-3
FRSC 363CHEMISTRY OF DANGEROUS DRUGS3
FRSC 367FORENSIC CHEMISTRY3
1

 Course cannot be counted as both part of the required courses and part of the electives.

2

 Course has prerequisites not listed among the required courses.

TOWSON UTEACH COURSE REQUIREMENTS  

Introductory 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 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
Science Courses (13 Units)
SCIE 393INTERNSHIP IN SECONDARY EDUCATION- SCIENCE12
SCIE 430SEMINAR IN STUDENT TEACHING - SCIENCE1
Total Units40

For further information, contact Sonali Raje (Smith Hall 528D, 410-704-4622; sraje@towson.edu.)

Students who decide not to complete all Towson UTeach Science requirements must complete all the requirements of the Chemistry major in order to graduate.

            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 1101SEMS 1201
CHEM 131
131L
4CHEM 132
132L
4
GEOL 121 or ASTR 161 (Core 8)4BIOL 190 or 2014
MATH 211 or 273 (Core 3)3-4ENGL 102 (Core 2)3
TSEM 102 (Core 1)3Core 3
 15-16 15
Sophomore
Term 1UnitsTerm 2Units
SEMS 2303SEMS 2403
CHEM 2105CHEM 3325
CHEM 3315PHYS 212 or 2424
PHYS 211 or 2414Core3
 Core3
 17 18
Junior
Term 1UnitsTerm 2Units
SEMS 2503SEMS 3703
CHEM 323 or 3514CHEM 3722
SCED 4604CHEM Elective4
Core3SCED 4613
Core3Core3
 17 15
Senior
Term 1UnitsTerm 2Units
SEMS 360 (Core 9)3SCIE 39312
SEMS 4983SCIE 4301
CHEM 3453 
CHEM 4011 
SCIE 3803 
Core3 
 16 13
Total Units 126-127