Program Purpose

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Biological Science Education is a major designed to produce teachers equipped to facilitate student learning in biology. This program involves formal training in the field of biology as well as preparation of students as professional educators. Coursework in this major is designed to give broad training in the life sciences. Students take classes in plant and animal diversity, molecular biology, genetics, ecology, evolution, and bioethics. The educational component of this major includes training in laboratory methods and safety, classroom management, pedagogy, and student teaching. Students that complete this major can receive a biology teaching license (grades 6-12). This major requires coursework in the physical sciences, including chemistry, biochemistry, and physics; this curriculum brings students two to three courses away from receiving teaching endorsements in physical science, environmental biology, or integrated science.  Students who complete this program typically find employment as secondary education teachers (junior high school and high school).

 

List of Courses (Catalog)

 

Learning Outcomes

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Broad Understanding of Biology

Students will use basic biological concepts, grounded in the foundational theories, to interpret relationships among living things and to analyze and solve biological problems, from the molecular to ecosystem level. (BYU AIMS 1,2,3)

PAES Standards

Students will apply theory to practice through learning, experimentation, critical analysis, practice, and reflection, and prepare for the PAES evaluation.  (BYU AIMS 1-4)

 

 

Instructional Design

Students will design and produce a written instructional unit that incorporates all ten principles of the Interstate New Teacher Assessment and Support Consortium (INTASC). (BYU AIMS 1-4)

Preparation for Licensure

Students will meet the entry level standards for teacher licensure.

Evidence of Learning

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Direct Measures

1. Students will demonstrate a broad, basic knowledge of biology by passing the Biology Major Field Exam with a minimum score of 140 (200 possible) and the PRAXIS Biology test with a minimum score of 149 (200 possible).
2. Students will create aTeacher Work Samples for a teaching unit, deliver it in a public school classroom, and receive a score of 2 (indicating that they met expectations).
3. Students will receive a minimum overall score of 3 (5 possible) on the Clinical Practice Assessment System (student teaching) evaluation.
4. Students will successfully obtain a Utah teaching license.

Learning and Teaching Assessment and Improvement

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1. At the end of each academic year (during spring/summer terms) the Program Director will:
   • Collect relevant assessment results for each learning outcome.
   • Identify significant gaps between expected learning outcomes and actual learning outcomes.
   • Develop strategies to improve expected learning outcomes.
2. Additionally the Program Director will:
   • Establish program improvements that involve department policy, program outcomes, and/or curriculum changes.
   • Participate in the modification of learning outcomes and the plan for collecting related evidence of student learning.
3. Faculty teaching courses should ensure students entering the program understand program learning outcomes and the characteristics of excellent work by making program learning outcomes and characteristics part of course syllabi. This means that each course will have a set of well-defined learning outcomes specific to that course that are congruent with program learning outcomes.
4. Student evaluations, alumni survey data, and program specific questionnaire results are analyzed and evaluated as they come in. The state of the department and its programs is a chief topic of discussion at an annual retreat. Faculty meetings throughout the year may also be devoted to specific program issues.
5. The degree programs and curriculum in the Department of Biology were established with renaming the department in 2007. These programs of study were developed by the Curriculum Committee based on input from the department as well as from college mandates.  Each undergraduate degree program will have an in-depth review every four years (each program will be reviewed on a 4 year rotation; the next scheduled review for the Biological Science Education BS is 2010). These reviews will involve departmental participation.
6. Curriculum and degree program input is received from individuals, ad hoc committees, and college leadership. These changes are discussed and assessed by the curriculum committee on an ongoing basis. Proposals for curriculum change are then discussed at department faculty meetings and decided by a faculty vote. Approved proposals for curriculum change are then submitted to the College Curriculum Committee.