Secondary Science Education-Broadfield Science, Bachelor of Science
(191 credits)
Program Description
The goal of the Bachelor of Science in Secondary Science Education (BSSE) Broadfield Science degree is to prepare graduates for successful careers as science teachers at the middle and high school levels. Graduates of the BSSE are qualified to apply for licensure as secondary Broadfield Science teachers in the state of Montana. The majority of the BSSE required coursework is in the natural and physical sciences, with additional coursework required in advanced math and education courses, along with the general education course requirements. Graduates of the degree program will meet the state’s academic requirements for highly qualified secondary broadfield science teachers, the most sought after science teaching license in Montana. Upon licensure, graduates are eligible to teach earth science, physics, physical science, biology, chemistry and environmental science in Montana’s secondary schools. The program’s design emphasizes the development of teachers prepared to effectively meet the needs of middle and high school learners, particularly rural and American Indian learners. A key strength of the program is studentsʼ participation in substantive clinical experiences in which they spend significant amounts of time observing and working in the schools to help prepare them as professional educators. Graduates will have a solid grounding in Western and Native science content and perspectives as well as knowledge of how to use effective instructional methods and classroom management for supporting science learners.
Teacher Licensure and Career Information
Currently there is a shortage of licensed secondary science teachers to fill the job vacancies in Montana and across the United States. Accredited schools in Montana are required to hire state licensed teachers in order to maintain their accreditation. Upon successful graduation from the BSSE degree program, graduates are eligible to apply for the Secondary Broadfield Science teaching license with the Montana Office of Public Instruction (www.opi.mt.gov). Once licensed by the state of Montana, teachers may be hired as science teachers in any public middle or high school in Montana. Licensure requirements may differ in other states; graduates should contact individual states of interest to determine their licensing procedures and requirements.
Accreditation
The SKC BSSE is fully accredited by the Montana Board of Public Education.
Program Objectives
In alignment with the objectives of the SKC Division of Education the BSSE strives to meet the following program objectives.
- Prepare teacher candidates to be culturally competent and effective professional educators and leaders
- Form and maintain collaborative partnerships (relationships) with grades Pre K-20 providers and education professionals
- Promote cultural competence to advance respectful educational practices for all learners, with a particular focus on American Indian learners
- Collaborate with college, community, state, and tribal entities to share professional development opportunities and resources
- Conduct and support research to contribute to the knowledge base, improve educational practice, and build individual and community capacity
Student Learning Outcomes
Upon completion of the BSSE, the graduate will possess the following knowledge, skills and dispositions appropriate for secondary science teachers, which are based on the InTASC standards for teacher preparation.
Standard #1: Learner Development
The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Standard #2: Learning Differences
The teacher candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Standard #3: Learning Environments
The teacher candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
Standard #4: Content Knowledge
The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
Standard #5: Application of Content
The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Standard #6: Assessment
The teacher candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Standard #7: Planning for Instruction
The teacher candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Standard #8: Instructional Strategies
The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Standard #9: Professional Learning and Ethical Practice
The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Standard #10: Leadership and Collaboration
The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
Program Requirements
Students must submit to a multiple-level background check for this program.
Students must receive a "C" or better in all required education methods course while maintaining a 3.0 GPA in these courses and an overall GPA of 2.75 or higher to graduate from this program.
Students may declare the BSSE as their major at any time after their acceptance into SKC as a student. They will then be assigned an advisor in the Department of Secondary Science Education. After fulfillment of the following criteria they will be provisionally accepted into the BSSE program.
Successful completion, with a grade of “C” or above, of at least 60 college quarter credits (or 40 semester credits) that are part of the BSSE course program, including 24 quarter or 16 semester hours of BSSE required science and math courses
- Successful completion, with a grade of “C” or above, of Math 100 or an equivalent course or test score as approved by the chair of the SKC Mathematics Department
- Successful completion of the SKC ENGL 202 – English Composition II course with a grade of “C” or above. Transfer of credits from another institution as substitution for this course must be approved the English Department chairperson
- Minimum cumulative GPA of 2.75 with no less than a “C” in all courses that are required for the BSSE degree
- Approved state and federal background check, which are required for visiting or working in the K-12 schools
- Completion of the Transition to Teacher Professional Dispositions Seminar
Students’ full admission to the BSSE is contingent on the preparation and submission of a TEP Stage I Portfolio (see below) and completion of an interview with the SKC Education Department faculty. Both the portfolio and the interview must be approved by the Education faculty.
Curriculum
Fall (First Year)
| BIOS101 | General Biology | 4 |
| BIOS102 | General Biology Laboratory | 1 |
| ENGL101 | English Composition I | 3 |
| GEOL105 | Physical Geology and Lab | 5 |
| IDST101 | SKC Seminar | 3 |
| OR | |
| ELECTIVE | Social Science General Education Elective from List 3 cr | 3 |
| Total Credit Hours: | 16 |
Winter (First Year)
| ENGL202 | English Composition II | 3 |
| MATH108 | Advanced Functions & Modeling | 3 |
| NATR240 | Weather and Climate | 3 |
| HMNT101 | Introduction to Humanities | 3 |
| NASD101 | History of Indians in the United States | 3 |
| IDST101 | SKC Seminar | 3 |
| OR | |
| ELECTIVE | Social Science General Education Elective from List 3 cr | 3 |
| Total Credit Hours: | 18 |
HMNT 101 counts as the required Humanities Intro General Education requirement.
Spring (First Year)
Fall (Second Year)
| CHEM150 | Principles of General Chemistry I | 3 |
| CHEM151 | Principles of General Chemistry I Laboratory | 2 |
| EDUC178 | Exploratory Field Experience | 1 |
| EDUC203 | Foundations of Education | 5 |
| EDUC240 | Human Growth and Development | 4 |
| Total Credit Hours: | 15 |
Winter (Second Year)
| CHEM152 | Principles of General Chemistry II | 3 |
| CHEM153 | Principles of General Chemistry II Laboratory | 2 |
| NASD225 | American Indian Education and Federal Policy | 3 |
| EDUC206 | Introduction to Secondary Science Teaching | 3 |
| SCID253 | Integrated Perspectives in Science for Educators 2 | 4 |
| Total Credit Hours: | 14 |
Spring (Second Year)
| CHEM270 | College Organic Chemistry and Biochemistry | 5 |
| BIOS130 | Introduction to Microbiology | 4 |
| BIOS131 | Introduction to Microbiology Lab | 1 |
| MATH241 | Statistics | 5 |
| Total Credit Hours: | 15 |
Fall (Third Year)
| EDUC250 | Educational Psychology | 3 |
| EDUC307 | Curriculum, Planning and Assessment | 4 |
| PHYS201 | College Physics I | 5 |
| MATH110 | Calculus I | 5 |
| Total Credit Hours: | 17 |
Winter (Third Year)
| EDUC342 | Literacy Strategies in Secondary Education | 3 |
| EDUC343 | Literacy Strategies in Secondary Education Practicum | 1 |
| PHYS203 | College Physics II | 5 |
| EDUC337 | Introduction to Special Education | 5 |
| EDUC221 | Parent Partnerships and Community Collaboration | 2 |
| Total Credit Hours: | 16 |
EDUC 342 is designated as a course that emphasizes information literacy.
Spring (Third Year)
| EDUC311 | Cultures, Diversity and Educational Ethics | 3 |
| EDUC312 | Diversity in Education Practicum | 1 |
| EDUC207 | Health, Safety and Drug Awareness | 3 |
| EDUC392 | Teaching Science In The Secondary Classroom I | 3 |
| PHYS205 | College Physics III | 5 |
| Total Credit Hours: | 15 |
Fall (Fourth Year)
Winter (Fourth Year)
| BIOS240 | Principles and Applications of Genetics | 4 |
| EDUC395 | Teaching Science in the Secondary Classroom II | 2 |
| NATR441 | Conservation Biology | 3 |
| EDUC393 | Transitions to Student Teaching | 3 |
| EDUC471 | Action Research In Education | 3 |
| HPED125 | First Aid/CPR | 1 |
| Total Credit Hours: | 16 |
Spring (Fourth Year)
| EDUC491 | Student Teaching in Secondary Education | 12 |
| EDUC495 | Reflective Practice and Research in Education | 2 |
| Total Credit Hours: | 14 |
Total Credit Hours: 191