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Adolescence Education: Biology (BS)

Description

Students in this program will engage in Biology and Education courses while also exploring how adolescents learn, how to teach complex ideas, and how to make science exciting. This program combines rigorous Biology coursework with practical training in learning theory, science communication, and instructional engagement. Students study core topics in ecology, human anatomy, genetics, and more, while learning how adolescents learn and how to teach complex ideas clearly and inclusively. Through collaborative placements with experienced classroom teachers, students observe daily teaching practice, participate in classroom activities, and receive mentoring to develop the skills needed to inspire and educate the next generation of biology learners.

This program meets the requirements for the following initial certifications as outlined by the New York State Education Department (NYSED):

  • Adolescence Biology, 7-12
  • Adolescence Biology, 5-6

Admission to the Program

Students will need to meet SUNY 3.0 GPA requirements for acceptance into the program in one of the following ways:

First-year students criteria

  • High School GPA of a B or better or
  • High School Rank in top 30% or
  • SAT (Evidence-Based Reading and Writing+Math) > 1140 or
  • ACT > 24 or
  • Brockport GPA > 3.0 based on at least 12 credits

Transfer students criteria

  • High School GPA of a B or better or
  • High School Rank in top 30% or
  • SAT (Evidence-Based Reading and Writing+Math) > 1140 or
  • ACT > 24 or
  • Transfer GPA > 3.0 based on at least 12 credits or
  • Brockport GPA > 3.0 based on at least 12 credits

Students must also demonstrate preparation for entry into mathematics coursework at the 112 (or higher) level. Students entering the Bilingual Multicultural track must demonstrate preparation for entry into Spanish coursework at the 112 (or higher) level.

Students must meet NYSED requirements for minimum acceptable grades during completion of the program, including grades of C or above for all Content Core and Pedagogical Core coursework. Students must re-take courses where grades have not met this minimum acceptable grade standard.

Program Requirements

General Education Requirements (30 credits)

Students in this program must meet the general education requirements in effect at the time of matriculation. Some general education requirements also count toward major requirements. You will need to seek advisement to complete this major successfully and satisfy the University’s General Education Program.

Pedagogy Coursework (36 credits)

Pre-Phase

  • EDI 430: Education and Society (3 credits)
  • EDI 459: Adolescent Development and Learning (3 credits)
  • EDI 413 Introduction to Special Education (3 credits)

Phase 1

  • EDI 431: Teaching Literacy in Middle & High School Content Areas I (3 credits)
  • EDI 447: Inclusive Middle Level Teaching in Science (3 credits)
  • PRO 430: Adolescence Field Experience I (1 credit)

Phase 2

  • EDI 331: Adolescence Classroom Management (1 credit)
  • EDI 432: Teaching Literacy in Middle & High School Content Areas II (3 credits)
  • PRO 431: Adolescence Field Experience II (1 credit)

Student Teaching

  • EDI 464: Seminar in Adolescence Inclusive Education (3 credits)
  • PRO 433: Practicum in Adolescence Inclusive Education (9 credits)

Content Area Course Work Plus Co-Requisites (49-50 credits)

Core:
  • BIO 201 Biology I* (4 credits)
  • BIO 202 Biology II* (4 credits)
  • BIO 221 Survey of Anatomy & Physiology (4 credits)
  • BIO 303 Ecology(4 credits)
  • BIO 304 Genetics (3 credits)
  • BIO 305 Genetics Laboratory (1 credit)
  • BIO 310 Biological Chemistry (3 credits)
  • BIO 311 Biological Chemistry Lab (1 credit)
  • BIO 315 Cell Biology (3 credits)
  • BIO 411 Evolution (3 credits)
Additional Requirements:
  • CHM 205 College Chemistry I* (4 credits)
  • CHM 206 College Chemistry II (4 credits)
  • CHM 305 Organic Chemistry I (4 credits)
  • PHS 205 Introduction to Physics I (4 credits)
  • MTH 122 Pre-Calculus (4 credits)

Prerequisites (0-3 credits)

  • MTH 111 College Algebra (3 credits)

Total Credits (120 credits)

Additional Degree Requirements

Workshops

Students must complete the following workshops and trainings for program completion:

Licensure & Certification

SUNY Brockport Endorsement

Students must complete this program and submit the recommendation form to be eligible for the College’s recommendation for New York State certification. Students should consult the Brockport Certification Officefor the full list of New York state requirements for certification.

New York State Initial Teacher Certification Exams

Prospective Adolescence Education Teacher candidates must pass the following New York State Teacher Certification Examinations (NYSTCE) to obtain initial certification in the State of New York:

Certification Exams

  • Educating All Students (EAS)
  • Content Specialty Test (CST) – Biology

Continuation Requirements (Once Enrolled)

  • Maintain ≥ 2.0 cumulative Brockport GPA
  • Earn ≥ C in all content core, EDI, and world languages courses
  • Earn an “S” for all required PRO courses
  • Complete prerequisite course(s) before moving to the next program phase
  • Minimum grade levels apply to transfer courses. Community college advising guides are available here
  • Demonstrate the dispositions necessary in the teaching profession
  • Acquire and maintain an acceptable level of professional performance
  • A ≥ 2.5 cumulative Brockport GPA is required to student teach


Continuation in the program may be denied to any teacher candidate whose level of performance and/or dispositions do not adequately meet academic or professional standards. Decisions with respect to retention or dismissal of a teacher candidate are made by the faculty and staff of the Department of Education and Human Development, in consultation with the faculty in the Department of Biology, and not by any one person.


Students should note that admission into most graduate education programs in New York State will require a minimum 3.0 cumulative GPA for admittance.

Program Co-Advisors

Amy McNulty, MS.Ed.
Adolescence Education Advisement Coordinator
School of Arts and Sciences
(585) 395-5516
amcnulty@brockport.edu

José Morales Collazo, Ed.D.
Professor in Education and Human Development Assistant Professor of Adolescent Science Education
(585) 395-5019
jmoralescollazo@brockport.edu

Laurie B. Cook, Ph.D.
Professor of Biology
(585) 395-5757
lcook@brockport.edu


Student Learning Outcomes

(NSTA Teaching Standards)

Upon completion of the program, students will be able to:

  1. Plan learning units of study and equitable, culturally responsive opportunities for all students based upon their understanding of how students learn and develop science knowledge, skills, and habits of mind. Effective teachers also include appropriate connections to science and engineering practices and crosscutting concepts in their instructional planning.
  2. Plan for engaging all students in science learning by identifying appropriate learning goals that are consistent with knowledge of how students learn science and are aligned with standards. Plans reflect the selection of phenomena appropriate to the social context of the classroom and community, and safety considerations, to engage students in science and science and engineering practices. Effective teachers create an anti-bias, multicultural, and social justice learning environment to achieve these goals.
  3. Demonstrate biological safety protocols in their classrooms and workspace. They also implement ethical treatment of living organisms and maintain equipment and chemicals as relevant to their fields of licensure.
  4. Provide evidence that students have learned and can apply disciplinary core ideas, crosscutting concepts, and science and engineering practices because of instruction. Effective teachers analyze learning gains for individual students, the class, and subgroups of students disaggregated by demographic categories, and use these to inform planning and teaching.
  5. Strive to continuously improve their knowledge of both science content and 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.