The Bachelor of Science in Secondary Education with an Emphasis in Chemistry prepares you to become a junior high or high school chemistry teacher and is for those who wish to obtain initial teacher licensure. The format and courses of this regionally accredited and Arizona State Board of Education approved program are designed to maximize the content knowledge that the teacher candidate will possess upon graduation.
As a teacher of secondary education, coursework may include topics such as: curriculum development, classroom management, cultural diversity, English as a Second Language, methods of teaching technology in education, and educational psychology. All courses are directly aligned with professional teaching standards and the associated national content standards.
In preparing for a career as a high school chemistry teacher, the BS in Secondary Education with an Emphasis in Chemistry will require specialized coursework that includes a study of organic chemistry, with lab components. In addition, there is a focus on biomedical statistics with a study of the basic concepts of descriptive and inferential statistics, experimental design, and an exploration of chronic and infectious disease epidemiology. There is also a study on research and communication techniques in health care and science, as well as a focus on effective writing in the health care industry. Content courses are aligned to the standards of the National Science Teachers Association (NSTA). This program is offered exclusively at GCU‛s ground campus.
Opportunities are provided to apply concepts, theories, and research throughout the program. Assignments within many of the courses guide students through 120 hours of practicum/field experiences prior to student teaching, and the final semester of the program includes a full-time, 16-week student teaching component.
After successfully completing this degree, additional content areas may be added post-graduation through supplemental coursework and/or through passage of a state-developed content area test.
General Education coursework prepares Grand Canyon University graduates to think critically, communicate clearly, live responsibly in a diverse world, and thoughtfully integrate their faith and ethical convictions into all dimensions of life. These competencies, essential to an effective and satisfying life, are outlined in the General Education Learner Outcomes. General Education courses embody the breadth of human understanding and creativity contained in the liberal arts and sciences tradition. Students take an array of foundational knowledge courses that promote expanded knowledge, insight, and the outcomes identified in the University‛s General Education Competencies. The knowledge and skills students acquire through these courses serve as a foundation for successful careers and lifelong journeys of growing understanding and wisdom.
|Competency||Requirements||GCU Course Options||Total Credits|
|University Foundations||Upon completion of the Grand Canyon University's University Foundation experience, students will be able to demonstrate competency in the areas of academic skills and self-leadership. They will be able to articulate the range of resources available to assist them, explore career options related to their area of study, and have knowledge of Grand Canyon's community. Students will be able to demonstrate foundational academic success skills, explore GCU resources (CLA, Library, Career Center, ADA office, etc), articulate strategies of self-leadership and management and recognize opportunities to engage in the GCU community. Students with fewer than 24 credits will fulfill the University Foundations requirement with a specified lower-division course. An upper-division selection will be made available to students that enter the university with more than 24 credits.||UNV-103/303, University Success: 4 credits
UNV-108, University Success in the College of Education: 4 credits
|Effective Communication||Graduates of Grand Canyon University will be able to construct rhetorically effective communications appropriate to diverse audiences, purposes, and occasions (English composition, communication, critical reading, foreign language, sign language, etc.). Students are required to take 3 credits of English grammar or composition.||UNV-104, 21st Century Skills: Communication and Information Literacy: 4 credits
ENG-105, English Composition I: 4 credits
ENG-106, English Composition II: 4 credits
|Christian Worldview||Graduates of Grand Canyon University will be able to express aspects of Christian heritage and worldview. Students are required to take CWV-101/301.||CWV-101/301, Christian Worldview: 4 credits||4 credits|
|Critical Thinking||Graduates of Grand Canyon University will be able to use various analytic and problem-solving skills to examine, evaluate, and/or challenge ideas and arguments (mathematics, biology, chemistry, physics, geology, astronomy, physical geography, ecology, economics, theology, logic, philosophy, technology, statistics, accounting, etc.). Students are required to take 3 credits of intermediate algebra or higher.||PHI-105, 21st Century Skills: Critical Thinking and Problem Solving: 4 credits
MAT-134, Applications of Algebra: 4 credits
BIO-220, Environmental Science: 4 credits
|Global Awareness, Perspective and Ethics||Graduates of Grand Canyon University will be able to demonstrate awareness and appreciation of and empathy for differences in arts and culture, values, experiences, historical perspectives, and other aspects of life (psychology, sociology, government, Christian studies, Bible, geography, anthropology, economics, political science, child and family studies, law, ethics, crosscultural studies, history, art, music, dance, theater, applied arts, literature, health, etc.).||HIS-221, Themes in U. S. History: 4 credits
PSY-100, Psychology in Everyday Life: 4 credits
SOC-100, Everyday Sociology: 4 credits
If the predefined course is a part of the major, students need to take an additional course.
|Course #||Course Title||Course Description||Credits|
|EDU-210||Foundations of Education||This course is designed to provide an overview of the education profession for students who are inspired to be teachers. A brief survey of the philosophical, historical, and sociological influences upon which educational theories and practices are constructed is presented. Students explore a variety of the common issues, trends, and opportunities that professional educators face in the field. No practicum/field experience required. No Fingerprint Clearance necessary.||4|
|EDU-225||Instructional Technology||This course provides future teachers the opportunity to examine the use of technology in the 21st century classroom. In addition to studying and utilizing a variety of technologies, such as computer software and hardware, students develop a personal technology philosophy and classroom technology plan designed to enhance and shape their teaching skills and knowledge in order to better utilize emerging technology. No practicum/field experience required. No Fingerprint Clearance necessary.||4|
|SPE-226||Educating the Exceptional Learner||This writing-intensive course is a survey of the unique learning needs of exceptional students. Special focus is given to the referral process, appropriate instructional modifications and accommodations for exceptional students, hot topics and trends, and IDEA law. Practicum/field experience hours: 15. Prerequisite: Fingerprint Clearance.||4|
|EDU-230||Cultural Diversity in the Classroom||This course examines the relationship of cultural values to the formation of self-concept and learning styles. The roles of prejudice, stereotyping, and cultural incompatibilities in education are also evaluated. No practicum/field experience required. No Fingerprint Clearance necessary.||4|
|EDU-213||Educational Psychology||This course provides a thematically arranged study of the theories and principles of psychology that have influenced instructional practices. Behavioral and cognitive approaches to learning, motivation, and instruction are explored. No practicum/field experience required. No Fingerprint Clearance necessary.||4|
|ESL-223N||SEI English Language Teaching: Foundations & Methodologies||The historical, legal, theoretical, and sociological foundations of programs of instruction for students with non-English language backgrounds are presented. The study of models, prototypes, and methodologies for ESL instruction is included. Practicum/field experience hours: 10. Prerequisites: Fingerprint Clearance.||3|
|CHM-331||Organic Chemistry I - Lecture||This course is the first of two organic chemistry courses. The first half of this course develops the vocabulary and concepts of chemical bonding, chemical structure, acid-base principles, and nomenclature needed to understand properties and reactions of organic compounds. The second half of this course discusses chemical reactions, including radical reactions, substitution and elimination reactions, and synthesis and reactions of alkenes. Students learn how to predict reaction products and draw reaction mechanisms. Organic synthesis and structural determination are also covered. Instruction includes lecture and in-class problem solving. Prerequisite: CHM-115. Co-requisite: CHM-331L.||3|
|CHM-331L||Organic Chemistry I - Lab||The laboratory section of CHM 331 reinforces principles learned in the lecture course through various techniques that organic chemists use to synthesize compounds. Students use these techniques throughout the semester. These techniques include determination of melting point, determination of solubility, thin layer chromatography, recrystallization, and distillation. Structural determination using theories discussed in CHM-331 is applied to unknown compounds. Prerequisite: CHM-115L. Co-requisite: CHM-331.||1|
|CHM-332||Organic Chemistry II - Lecture||This course is the second of two organic chemistry courses. The course is organized by common organic functional groups, including alkynes, alcohols, ether, aromatic compounds, ketones and aldehydes, amines, carboxylic acid, and carboxylic acid derivatives. The reactions and properties of each functional group are discussed. Students learn how to predict reaction products, draw reaction mechanisms, and predict physical properties. Instruction includes lecture and in-class problem solving. The final assignment for the course is a paper that describes the synthesis of a popular pharmaceutical agent. Prerequisite: CHM-331. Co-requisite: CHM-332L.||3|
|CHM-332L||Organic Chemistry II - Lab||The laboratory section of CHM-332 supports and extends principles learned in the lecture course. Students carry out various organic syntheses using techniques taught in CHM-332. The experiments include preparation of an alkene from an alcohol, a Grignard reaction, preparation of cinnamaldehyde, nitration of methyl benzoate, synthesis of N-Methyl Prozac, an Aldol reaction, Benzimidizole synthesis, and a Diazonium coupling reaction. Prerequisites: CHM-331 and CHM-331L. Co-requisite: CHM-332.||1|
|BIO-365||Biomedical Statistics||This course is an introduction to basic concepts of descriptive and inferential statistics, experimental design, and an exploration of chronic and infectious disease epidemiology. Students explore study and sampling designs by reviewing the steps of experiment design. Statistical methodologies include graphing, probability theory, estimation, confidence intervals, hypothesis testing, correlation and regression, and analysis of variance. One-, two-, and multi-group parametric and nonparametric methods are introduced, requiring use of Z, t, F, and Chi-squared distributions. Epidemiology techniques include basic measures of disease frequency, exposure-disease associations, prevalence, and incidence relationships. Measures of effect, sources of bias, estimation, and hypothesis testing in epidemiology are discussed, along with estimation of risk and odds.||4|
|SED-444||Secondary Methods & Data Driven Pedagogy||This course is designed to help teachers and prospective teachers of young adults find their own teaching styles and recognize the different learning styles of their students in order to make appropriate decisions about all aspects of the teaching profession. Emphasis is given to teaching methodology that encourages problem solving, active participation, and assessment. Course content is strategically planned to enable participants to make informed educational decisions about student learning based on data. This course focuses on the principles and practices involved in various models of educational assessment, evaluation, and testing. Practicum/field experience hours: 30. Prerequisite: Fingerprint Clearance.||4|
|SED-482||Methods of Teaching Mathematics in Secondary Schools||This course is designed to develop an understanding and ability to apply the methods and principles of effective instruction using mathematics in the secondary classroom. This course examines different learning modalities, instructional strategies, and the use of technology to help design and deliver effective lessons that are aligned to standards and increase student achievement. Practicum/field experience hours: 15. Prerequisites: Fingerprint Clearance and SED-444.||4|
|SED-435||Adolescent Literacy||This course is designed to assist teacher candidates in understanding, evaluating and implementing effective pedagogy in adolescent literacy. A graduate in adolescent literacy should be able to recognize and assess the defining elements of literacy, from decoding skills to higher level critical thinking applications. Subsequently, teachers should be able to understand, evaluate, and promote effective literacy pedagogy as it relates to the adolescent learner. Practicum/field experience hours: 30. Prerequisite: Fingerprint Clearance.||4|
|HLT-364||Research and Communication Techniques in Health Care and Science||This writing-intensive course introduces students to the principles and processes of research and common types of communication utilized in health care and science. The course allows students to begin developing skills and acquiring the preliminary background information necessary to complete a well-developed (evidence-based) capstone project, the focus of which is the resolution of an issue or problem currently significant to health care administration. Within this course, students conduct a preliminary literature review on a topic of interest and relevance to their major. They create an annotated bibliography; investigate appropriate research design, data collection techniques, and statistical analysis; and practice professional writing skills. Writing focus in this course is on the essential strategy and skills required for written communication in the health care industry and science disciplines. The primary writing focus at this stage is the ability to effectively communicate clearly organized thoughts across a wide array of platforms and to do so with appropriate documentation and reporting style. Prerequisite: BIO-365.||4|
|POS-301||Arizona and Federal Government||This course is a survey of Arizona history and government, as well as American government. It meets the teacher certification requirement for Arizona government and American government.||2|
|SED-455||Secondary Curriculum Development & Assessment||In this study of secondary school curriculum development, major emphasis is given to planning instructional objectives and lessons, assessing objectives, and developing a model curriculum. Practicum/field experience hours: 20. Prerequisites: Fingerprint Clearance and SED-444.||4|
|SED-483||Methods of Teaching Science in Secondary Schools||This course is designed to acquaint the secondary teacher with the curriculum and effective pedagogical techniques for the teaching of science. Learners demonstrate understanding of key science concepts and apply research-based strategies and approaches to unit design and lesson planning, utilizing instructional models discussed in the course. This course includes laboratory experiences through field experiences. Practicum/field experience hours: 15. Prerequisite: Fingerprint Clearance.||4|
|EDU-450||Classroom Engagement and Management||This course is designed to allow prospective teachers the opportunity to learn techniques involved in the successful engagement and management of a learning environment. Major emphasis is given to the establishment of a realistic discipline plan to manage student behavior, as well as engagement and management techniques and strategies to maximize instructional time, classroom procedures, and physical space. Prerequisites: EDU-215 and EDU-230. No Fingerprint Clearance necessary.||4|
|ESL-433N||Advanced Methodologies of Structured English Immersion||In this course, students continue to examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion and other instructional programs for English Language Learners. Theoretical principles of language acquisition and the role of culture in learning are examined. Methods of assessment are identified and analyzed. Students identify strategies to promote English language development and improve student achievement. They plan, deliver, and evaluate instruction for English language learners. Practicum/field experience hours: 15. Prerequisite: Fingerprint Clearance and ESL-423N or ESL-223N.||3|
|SED-480NA||Student Teaching: Secondary Education: Session A||Session A is the first of two 8-week sessions of the student teaching experience that includes practical classroom experiences, research and analysis, and teaching to support compilation and creation of a Teacher Work Sample (TWS). Prerequisites: Fingerprint Clearance; successful completion of all courses in POS and content area; senior status; a 2.8 GPA; successful completion of state mandated basic skills and content area exams or Praxis I® (Basic Skills) and Praxis II® (Content Area); and approval and placement by Office of Field Experience. Arizona residents will be required to take the Arizona Educator Proficiency Assessment (AEPA). All paperwork for student teaching must be submitted by the due date the semester prior to student teaching.||6|
|SED-480NB||Student Teaching: Secondary Education: Session B||This session is a continuation of Session A. Prerequisite for B: SED-480NA.||6|
|Required Course Total Credit:||80|
|General Education Requirements:||34 - 40 credits|
|Open Elective Credits:||0 - 6 credits|
|Total Degree Requirements:||120 credits|
This program is offered in the following formats or locations:
Enjoy Grand Canyon University's traditional campus experience. Nestled on over 90 acres in the heart of Phoenix, 8,500 (anticipated) students live and attend class on the GCU campus. New modern classrooms, suite style dorms and a focus on creating a rich student life make GCU a top choice for high school graduates.
* Please refer to the Academic Catalog for more information. Program subject to change.