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BS in Biology for Secondary Education

Domains

Program Domains

  • The Learner and Learning -
    • Create developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate their learning.
    • Design instruction to address each student’s diverse learning strengths and needs and create opportunities for students to demonstrate their learning in different ways.
    • Bring multiple perspectives to the discussion of content, including attention to learners' personal, family, and community experiences and cultural norms.
    • Collaborate with learners, families/guardians, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry.
    • Manage the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, technology, and learners’ attention.
  • Application of Content -
    • Apply content knowledge by engaging learners in diverse perspectives that question and challenge assumptions and approaches in order to master content and foster metacognition, innovation, and problem solving.
    • Evaluate and modify instructional resources and curriculum materials for their comprehensiveness, accuracy for representing particular concepts in the discipline, and appropriateness for their learners.
    • Create opportunities for students to learn, practice, and master academic language in their content.
    • Facilitate learners’ collaborative use of current technology, tools, and resources to maximize content learning in varied contexts and support learner’s growth in international and global perspectives.
    • Develop and implement supports for learner literacy development across content areas.
  • Instructional Practice -
    • Select and adapt formative and summative assessments that minimizes sources of bias to support, verify, and document learning.
    • Plan for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest.
    • Analyze assessment data to effectively provide feedback and inform future instructional practices.
    • Select and create learning experiences and assessments that are appropriate for curriculum goals and content standards, aligned to learning objectives, and are relevant to learners.
    • Select appropriate strategies, develop appropriate sequencing, and provide multiple ways to demonstrate knowledge and skill.
    • Plan collaboratively with colleagues and other professionals who have specialized expertise to design and jointly deliver appropriate and effective learning experiences to meet unique learning needs.
    • Guide learners in using a range of technology tools to access, interpret, evaluate, and apply information in content area learning and application.
  • Professional Responsibility -
    • Engage in ongoing learning opportunities to develop knowledge and skills in order to provide all learners with engaging curriculum and learning experiences within the context of local and state standards.
    • Reflect on personal biases and access resources to deepen understanding of cultural, ethnic, gender, and learning differences to promote ethical practice, build stronger relationships and create more relevant learning experiences.
    • Work collaboratively with peers and school colleagues to build ongoing connections with digital and community resources to enhance student learning and well-being.
    • Engage in leadership roles to advocate for meeting the needs of learners, strengthening the learning environment, and enacting system change.
    • Uphold the expectations of the profession including codes of ethics, professional standards of practice, learner dispositions, and relevant law and policy.
  • Science Foundations -
    • Identify the relationship between an anatomical structure and its physiological function.
    • Examine the quantitative relationships of mass and energy in a chemical reaction.
    • Predict products of a major reaction mechanism based upon periodic and electronic properties, molecular shape, and functional groups.
    • Examine fundamental concepts of fluid flow using models and mathematical descriptions.
  • Scientific Practice -
    • Demonstrate the ability to effectively communicate ideas through formal written methods.
    • Examine the relationship between biology, engineering, technology, mathematics, and society.
    • Examine the history and nature of science and analyze their influence on perceptions of the world.
    • Demonstrate appropriate chemical handling in a laboratory setting.
  • Advanced Biology Concepts -
    Graduates of the Master of Biology with an Emphasis in Education will be able to demonstrate advanced understanding of core concepts within biology. Graduates will be able to:
    • Describe the relationship between the structure and function of macromolecules and their role in cells and organisms.
    • Evaluate the scientific explanations and evidence for the history of life on Earth.
    • Examine organisms as individuals and in communities in relation to their physical and biological environment.
    • Explain the storage, transmission, and expression of genetic information.
Faculty

Program Faculty

Our faculty are committed to bringing their abundant knowledge, enthusiasm, and experience to GCU and its students every day.
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