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Adolescence Education: Earth Science (BS)

Description

This major is designed to prepare students for initial certification as an Earth Science teacher  in grades 5 and 6 and in grades 7 through 12.

The major in Adolescence Education: Earth Science includes 36 credits of EDI (Education and Human Development), and 54 credits to complete the Earth Science Content Core. This curriculum meets the requirements for initial certification as outlined by The New York State Education Department (SED) for Adolescent Education (grades 5 through 12). Due to the large number of required credits in this major, students should plan their time at Brockport carefully and consult with advisors in both Earth Sciences and EHD.

Admission to the Program

Students intending to pursue this major must meet SUNY 3.0 GPA requirements for admission as follows:

First-Year Students Criteria

  • High School GPA of a B or better or
  • High School Rank in the 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 the 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 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.

Students must also demonstrate preparation for entry into mathematics coursework at the 112 (or higher) level.

Program Requirements

General Education Requirements (28 credits)

Major Department Requirements (54 credits)

Required Core Courses (34 credits)

  • GEL 201 Introduction to Physical Geology* (4 credits)
  • ESC 211 Introduction to Meteorology* (4 credits)
  • ESC 222 Introduction to Water Resources (4 credits)
  • ESC 350 Computational Methods in the Field Sciences (3 credits)
  • Upper-division electives to meet the minimum requirement of 34 total credits

Required Corequisite Courses (20 credits)

  • MTH 201 Calculus I* (4 credits)
  • CHM 205 College Chemistry I* (4 credits)
  • PHS 205 Introduction to Physics I (4 credits)

Pedagogy Content (36 credits)

Phase I

  • EDI 430 Education and Society* (3 credits)
  • EDI 459 Adolescent Development and Learning (3 credits)

Phase II

  • One of the following courses:
    • EDI 409 Teaching Students with Special Needs Across the Curriculum (3 credits)
    • EDI 413 Introduction to Special Education (3 credits)
  • EDI 431 Teaching Literacy in Middle & High School Content Areas I (pair w/ EDI 447) (3 credits)
  • EDI 447 Inclusive Middle Level Teaching in Science (3 credits)
  • PRO 430 Adolescence Field Experience I (corequisite EDI 447) (1 credit)

Phase III

  • EDI 331 Adolescence Classroom Management (corequisite EDI 467) (1 credit)
  • EDI 432 Teaching Literacy in Middle & High School Content Areas II (pair w/ EDI 467, prerequisite EDI 431) (3 credits)
  • EDI 467 Teaching Science Inclusively (Spring only, prerequisite EDI 447) (3 credits)
  • PRO 431 Adolescence Field Experience II (corequisite EDI 467) (1 credit)

Phase IV

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

Electives and Prerequisites (0-5 credits)

Total: 121 credits

*denotes courses that meet both major and general education requirements

Additional Degree Requirements

Workshops

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

Licensure & Certification

University Endorsement

Students must complete this program and submit the recommendation form to be eligible for the University’s recommendation for New York State certification. Students should consult the Brockport Certification Office for 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)

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.
  • 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 Earth Sciences, 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.


Student Learning Outcomes

Upon completion of the program, students will:
  1. Collaborate with learners, families, and colleagues to establish a set of shared values and expectations that creates a supportive learning environment.
  2. Create learning experiences that facilitate learners’ use of digital tools or interactive technologies and engages them in applying content knowledge to achieve learning goals.
  3. Analyze the results of assessments to measure learning in individual students and a class as a whole, and will develop differentiated learning experiences to help students achieve learning goals.
  4. Implement a variety of instructional strategies in a classroom to build diverse learners’ understanding of content, and their ability to apply that knowledge in meaningful ways.
  5. Model professional standards of practice and ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.