Biology/Secondary Education (BS/MEd)
NOTE: This program is not currently accepting applications.
Become a high school biology teacher: In this five-year, dual-degree program, students earn a bachelor's degree in Biology and a master's degree in Secondary Education, preparing them to teach grades 9-12. Through this program, students qualify for an Illinois Professional Educator License (PEL) in Secondary Education (grades 9-12) and fulfill the requirements for the Illinois English as Second Language (ESL) endorsement. Additional endorsements can be added to teach science in Middles Grades (grades 5-8), as well as additional science disciplines.
In Illinois there is a critical need for secondary science teachers. Numerous job opportunities are available for students interested in becoming secondary science teachers.
- Earn both degrees together in less time and at a lower cost than it would take if pursued separately.
- Gain broad perspective through a multidisciplinary curriculum.
- Get real-world classroom experience in diverse settings through Loyola partnerships with schools and communities.
- Gain extensive experiences engaging with diverse populations, including students with special needs and those labeled as English language learners (ELL).
CURRICULUM
Students are enrolled in the College of Arts and Sciences for the first four years, working to complete the requirements for a bachelor of science degree in Biology. Students may begin the required sequence of classes for the MEd in Secondary Education starting in their junior or senior year. The remainder of required education courses, including student teaching, are completed in the fifth year.
| Code | Title | Hours |
|---|---|---|
| Biology BS Requirements | ||
| Biology Courses: Required | ||
| BIOL 101 | General Biology I | 3 |
| BIOL 111 | General Biology I Lab | 1 |
| BIOL 102 | General Biology II | 3 |
| BIOL 112 | General Biology II Lab | 1 |
| BIOL 251 | Cell Biology | 3 |
| BIOL 265 | Ecology | 3 |
| BIOL 282 | Genetics | 3 |
| Choose one of the following: | 1 | |
| Cell Biology Laboratory | ||
| Ecology Laboratory | ||
| Genetics Laboratory | ||
| Biology Courses: Electives | 19 | |
| Chemistry | ||
| CHEM 160 | Chemical Structure and Properties | 3 |
| or CHEM 101 | General Chemistry A Lecture/Discussion | |
| or CHEM 105 | Chemical Principles | |
| CHEM 161 | Chemical Structure and Properties Laboratory | 1 |
| or CHEM 105 | Chemical Principles | |
| or CHEM 111 | General Chemistry Lab A | |
| CHEM 180 | Chemical Reactivity I | 3 |
| or CHEM 221 | Organic Chemistry I Lec/Disc | |
| or CHEM 225 | Organic Chemistry Lab A | |
| CHEM 181 | Chemical Reactivity I Lab | 1 |
| or CHEM 221 | Organic Chemistry I Lec/Disc | |
| or CHEM 225 | Organic Chemistry Lab A | |
| CHEM 240 | Chemical Reactivity II | 3 |
| or CHEM 222 | Organic Chemistry II Lec/Disc | |
| or CHEM 224 | Organic Chemistry B Lec/Disc | |
| CHEM 241 | Chemical Reactivity II Laboratory | 1 |
| or CHEM 222 | Organic Chemistry II Lec/Disc | |
| or CHEM 226 | Organic Chemistry Lab B | |
| CHEM 260 | Quantitative Methods in Chemistry | 3 |
| or CHEM 102 | General Chemistry B Lecture/Discussion | |
| or CHEM 106 | Basic Inorganic Chemistry | |
| CHEM 261 | Quantitative Methods in Chemistry Laboratory | 1 |
| or CHEM 106 | Basic Inorganic Chemistry | |
| or CHEM 112 | General Chemistry Lab B | |
| Mathematics | ||
| MATH 131 | Applied Calculus I | 3-4 |
| or MATH 161 | Calculus I | |
| MATH 132 | Applied Calculus II | 3-4 |
| or MATH 162 | Calculus II | |
| Physics | ||
| PHYS 111 | College Physics I Lec / Dis | 3 |
| or PHYS 121 | College Physics I with Calculus Lecture/Discussion | |
| or PHYS 125 | General Physics I Lec/Dis | |
| PHYS 111L | College Physics Laboratory I | 1 |
| PHYS 112 | College Physics II Lec/Disc | 3 |
| or PHYS 122 | College Physics II with Calculus Lecture/Discussion | |
| or PHYS 126 | General Physics II Lec/Dis | |
| PHYS 112L | College Physics Lab II | 1 |
| Secondary Education MEd Requirements | ||
| TLSC 401 | Language, Learning & Development Theories in Practice | 2 |
| TLSC 403 | Teaching for Social Justice and Equity | 3 |
| TLSC 404 | Constructive Learning Environments for Diverse Students | 3 |
| TLSC 406 | Educational Policy for Diverse Students | 3 |
| TLSC 407 | Individualized Assessment and Instruction for Diverse Students | 3 |
| TLSC 443 | Adolescent Literacy Instruction | 3 |
| TLSC 455 | Secondary Content Mthds: Currclm, Instrctn & Assmt Secondary Content Areas | 6 |
| TLSC 460 | Developing Rigorous and Relevant Instruction and Assessment | 2 |
| TLSC 461 | Designing and Implementing Rigorous and Relevant Instruction | 3 |
| TLSC 470A | Student Teaching for Change | 4 |
| TLSC 470B | Student Teaching for Change | 4 |
| TLSC 480 | Teaching for Change Field Seminar | 1 |
| Total Hours | 104 | |
Students work under the guidance of the School of Education Senior Academic Advisor to outline a specific course of study to fulfill all requirements. The number and timing of the education courses taken in the fourth and fifth years can vary depending on each student’s particular needs. Summer courses may be needed between the fourth and fifth year depending on the number of courses taken during years three and four, and depending on whether additional teaching endorsements are sought.
Biology Electives
| Code | Title | Hours |
|---|---|---|
| Biology | ||
| Any BIOL 200-Level Course 1 | 1 | |
| Any BIOL 300-Level Course | ||
| BIOL 2TRN Biology 200-Level Transfer | ||
| BIOL 3TRN Biology 300-Level Transfer | ||
| Anthropology | ||
| ANTH 280 / BIOL 280 | Evolution of Human Disease | 3 |
| ANTH 281 / BIOL 281 | Evolution of the Human Diet | 3 |
| ANTH 325 / BIOL 325 | Primatology-Behavior & Ecology | 3 |
| ANTH 326 / BIOL 326 | Human Osteology Lec/Lab | 4 |
| ANTH 327 / BIOL 378 | Dental Anthropology | 3 |
| ANTH 346 / BIOL 346 | Biology of Women | 3 |
| ANTH 359 / BIOL 359 | Paleopathology | 3 |
| ANTH 360 | Issues in Archaeology | 3 |
| Chemistry | ||
| CHEM 361 / BIOL 366 | Principles of Biochemistry | 3 |
| Bioinformatics | ||
| COMP 381 / BIOL 388 | Bioinformatics | 3 |
| Environmental Science | ||
| ENVS 215 / BIOL 215 | Ornithology | 3 |
| ENVS 267 / BIOL 347 | Bird Conservation and Ecology | 3 |
| ENVS 319 / BIOL 329 | Winter Ecology | 3 |
| ENVS 340 / BIOL 340 | Natural History of Belize | 3 |
| ENVS 345 / BIOL 349 | Conservation and Sustainability of Neotropical Ecosystems | 3 |
| ENVS 369 / BIOL 348 | Field Ornithology | 3 |
| Forensics | ||
| FRSC 371 / BIOL 391 | Forensic Molecular Biology Lecture and Laboratory | 5 |
| Neuroscience | ||
| NEUR 101 | Introduction to Neuroscience 2 | 3 |
| NEUR 300 / BIOL 303 | Seminar in Neuroscience | 1 |
| NEUR 301 / BIOL 373 | Laboratory in Neuroscience I | 4 |
| NEUR 302 | Laboratory in Neuroscience II | 3 |
| Physics | ||
| PHYS 371 | Biophysics | 3 |
| Psychology | ||
| PSYC 240 / BIOL 240 | Psychology-Biology of Perception 2 | 3 |
| PSYC 311 / BIOL 240 | Lab in Psychobiology | 3 |
| PSYC 382 / BIOL 284 | Behavorial and Cognitive Neuroscience | 3 |
| PSYC 388 / BIOL 373 | Laboratory in Neuroscience I | 4 |
| Statistics | ||
| STAT 310 / BIOL 310 | Categorical Data Analysis | 3 |
| STAT 335 / BIOL 335 | Introduction to Biostatistics | 3 |
| STAT 336 / BIOL 336 | Advanced Biostatistics | 3 |
| STAT 337 / BIOL 337 | Quantitative Methods in Bioinformatics | 3 |
- 1
If not already taken as a 200-level required course.
- 2
Either BIOL 240/PSYC 240 Psychology-Biology of Perception OR NEUR 101 Introduction to Neuroscience (but NOT both) count as Biology Electives.
Lab Requirements
| Code | Title | Hours |
|---|---|---|
| 100-Level Labs | ||
| Both of the following courses are required: | ||
| BIOL 111 | General Biology I Lab | 1 |
| BIOL 112 | General Biology II Lab | 1 |
| 200-Level Labs | ||
| Choose one of the following courses: | ||
| Cell Biology Laboratory | ||
| Ecology Laboratory | ||
| Genetics Laboratory | ||
| Biology Elective Labs | ||
| Choose at least two of the following courses: | ||
| BIOL 205 | Plant Biology Lec/Lab | 4 |
| BIOL 210 | Laboratory Techniques | 2 |
| BIOL 242 | Human Structure and Function I | 4 |
| BIOL 243 | Human Structure and Function II | 4 |
| BIOL 252 | Cell Biology Laboratory 1 | 1 |
| BIOL 266 | Ecology Laboratory 1 | 1 |
| BIOL 283 | Genetics Laboratory 1 | 1 |
| BIOL 302 | General Microbiology Lec/Lab | 4 |
| BIOL 313 | Lab in Psychobiology | 3 |
| BIOL 315 | Introductory Immunology Lec/Lab | 4 |
| BIOL 316 | Limnology Lec/Lab | 4 |
| BIOL 323 | Comparative Anatomy Lec/Lab | 4 |
| BIOL 326 | Human Osteology Lec/Lab | 4 |
| BIOL 327 | Wetland Ecology | 4 |
| BIOL 340 | Natural History of Belize | 3 |
| BIOL 341 | Histology Lec/Lab | 4 |
| BIOL 342 | Human Anatomy | 4 |
| BIOL 350 | Vertebrate Physiology | 3 |
| BIOL 355 | Parasitology Lec/Lab | 4 |
| BIOL 360 | Field Biology | 3 |
| BIOL 363 | Entomology Lec/Lab | 4 |
| BIOL 366L | Cell Physiology & Biochemistry Lab | 3 |
| BIOL 367 | Bioimaging | 4 |
| BIOL 368 | Plant Ecology Lec/Lab | 4 |
| BIOL 370 | Ichthyology Lec/Lab | 4 |
| BIOL 373 | Laboratory in Neuroscience I | 4 |
| BIOL 375 | Aquatic Insects Lecture & Laboratory | 4 |
| BIOL 385 | Prin Electron Microscopy Lec/Lab | 4 |
| BIOL 390 | Molecular Biology Laboratory | 4 |
| BIOL 391 | Forensic Molecular Biology Lecture and Lab | 5 |
| BIOL 395 | Special Topics in Biology (if designated as a laboratory course) | 3 |
| BIOL 395L | Special Topics Laboratory | 1-4 |
| BIOL 396 | Research 2 | 3 |
| BIOL 398 | Internship in Biology 2 | 1-3 |
| ANTH 326 | Human Osteology Lec/Lab | 4 |
| ENVS 340 | Natural History of Belize | 3 |
| ENVS 345 | Conservation and Sustainability of Neotropical Ecosystems | 3 |
| ENVS 398 | Special Topics (Topic: Bird Conservation & Ecology) | 3 |
| FRSC 371 | Forensic Molecular Biology Lecture and Laboratory | 5 |
| NEUR 301 | Laboratory in Neuroscience I | 4 |
| NEUR 302 | Laboratory in Neuroscience II | 3 |
| PSYC 311 | Lab in Psychobiology | 3 |
| PSYC 388 | Laboratory in Neuroscience I | 4 |
- 1
If not already taken as the 200-level required lab.
- 2
Either BIOL 396 Research OR BIOL 398 Internship in Biology (but NOT both) count as Biology Electives.
Suggested Sequence of Courses
The below sequence of courses is meant to be used as a suggested path for completing coursework. An individual student’s completion of requirements depends on course offerings in a given term as well as the start term for a major or graduate study. Students should consult their advisor for assistance with course selection
| Year 1 | ||
|---|---|---|
| Fall | Hours | |
| BIOL 101 | General Biology I | 3 |
| BIOL 111 | General Biology I Lab | 1 |
| CHEM 160 | Chemical Structure and Properties | 3 |
| CHEM 161 | Chemical Structure and Properties Laboratory | 1 |
| MATH 131 | Applied Calculus I | 3 |
| Hours | 11 | |
| Spring | ||
| BIOL 102 | General Biology II | 3 |
| BIOL 112 | General Biology II Lab | 1 |
| CHEM 180 | Chemical Reactivity I | 3 |
| CHEM 181 | Chemical Reactivity I Lab | 1 |
| MATH 132 | Applied Calculus II | 3 |
| Hours | 11 | |
| Year 2 | ||
| Fall | ||
| CHEM 240 | Chemical Reactivity II | 3 |
| CHEM 241 | Chemical Reactivity II Laboratory | 1 |
| Select one of the following: | 3 | |
| Cell Biology | ||
| Ecology | ||
| Genetics | ||
| Select one of the following: | 1 | |
| Cell Biology Laboratory | ||
| Ecology Laboratory | ||
| Genetics Laboratory | ||
| Hours | 8 | |
| Spring | ||
| CHEM 260 | Quantitative Methods in Chemistry | 3 |
| CHEM 261 | Quantitative Methods in Chemistry Laboratory | 1 |
| Select one of the following: | 3 | |
| Cell Biology | ||
| Ecology | ||
| Genetics | ||
| Hours | 7 | |
| Year 3 | ||
| Fall | ||
| Select one of the following: | 3 | |
| Cell Biology | ||
| Ecology | ||
| Genetics | ||
| PHYS 111 | College Physics I Lec / Dis 1 | 3 |
| PHYS 111L | College Physics Laboratory I | 1 |
| Hours | 7 | |
| Spring | ||
| BIOL Elective | 4 | |
| PHYS 112 | College Physics II Lec/Disc 1 | 3 |
| PHYS 112L | College Physics Lab II | 1 |
| TLSC 401 | Language, Learning & Development Theories in Practice 2 | 2 |
| TLSC 403 | Teaching for Social Justice and Equity 2 | 3 |
| TLSC 404 | Constructive Learning Environments for Diverse Students 2 | 3 |
| Hours | 16 | |
| Year 4 | ||
| Fall | ||
| BIOL Elective | 4 | |
| BIOL Elective | 3 | |
| TLSC 406 | Educational Policy for Diverse Students 2 | 3 |
| TLSC 407 | Individualized Assessment and Instruction for Diverse Students 2 | 3 |
| TLSC 480 | Teaching for Change Field Seminar 2 | 1 |
| Hours | 14 | |
| Spring | ||
| BIOL Elective | 4 | |
| BIOL Elective | 4 | |
| Hours | 8 | |
| Year 5 | ||
| Fall | ||
| TLSC 443 | Adolescent Literacy Instruction | 3 |
| TLSC 455 | Secondary Content Mthds: Currclm, Instrctn & Assmt Secondary Content Areas | 6 |
| Hours | 9 | |
| Spring | ||
| TLSC 460 | Developing Rigorous and Relevant Instruction and Assessment | 2 |
| TLSC 461 | Designing and Implementing Rigorous and Relevant Instruction | 3 |
| TLSC 470A | Student Teaching for Change | 4 |
| Hours | 9 | |
| Summer | ||
| TLSC 470B | Student Teaching for Change | 4 |
| Hours | 4 | |
| Total Hours | 104 | |
- 1
May be replaced by a more difficult course.
- 2
If this TLSC course is not taken in this term, it can be taken in Year 5 Summer term.
Program Overview
5-Year Dual-Degree B.S./M.Ed. Program
| Years 1-2 | Years 3-4 | Year 5 Summer 1 | Fall | Spring | Summer 2 |
|---|---|---|---|---|---|
| Content-area B.A./B.S. major requirements in CAS | Content-area B.A./B.S. major requirements in CAS | (Summer courses may be required, depending on what courses were taken in Years 3-4) | Education coursework | Student Teaching | Student Teaching ends in June |
| Contact School of Education advising | Contact School of Education advising | Optional - Complete additional coursework for endorsements (e.g., bilingual, other content areas) | School visits 1 day per week + on-campus courses 3 late afternoons and evenings per week | Part time student teaching starting in January, full time starting in March | |
| May apply to dual-degree program starting in Year 1 | Apply to dual-degree program if have not already done so | ||||
| Optional - Join a Professional Learning Community (PLC) in the School of Education as schedule allows | Begin education coursework as schedule allows | ||||
| Optional - Join a Professional Learning Community (PLC) in the School of Education as schedule allows |
TRANSFERRING CREDIT
Transfer students seeking the BS in Biology degree must take a minimum of 20 credit hours in Biology courses at Loyola. No more than 18 credit hours from another institution may be applied to the BS in Biology degree program.
COURSE REPEAT RULE
Effective with the spring 2009 semester, students are allowed only TWO attempts to pass Biology courses with a C- or better grade. The two attempts includes withdrawals (W).
The procedure for securing approval for a repeat: Students must come to the Biology Department, fill out a permission to register form, and obtain signatures of both the faculty instructor, and the Biology Chairperson or Assistant-Chairperson. A copy of this form is then submitted to the student's academic advisor to secure final permission for the repeat. After a second attempt to pass a Biology course, it is at the discretion of the Biology Chairperson or Assistant-Chairperson whether the student may repeat the course.
Guidelines for Accelerated Bachelor’s/Master’s Programs
Terms
- Accelerated Bachelor’s/Master’s programs: In this type of program, students share limited credits between their undergraduate and graduate degrees to facilitate completion of both degrees.
- Shared credits: Graduate level credit hours taken during the undergraduate program and then applied towards graduate program requirements will be referred to as shared credits.
Admission Requirements
Accelerated Bachelor’s/Master’s programs are designed to enhance opportunities for advanced training for Loyola’s undergraduates. Admission to these programs must be competitive and will depend upon a positive review of credentials by the program’s admissions committee. Accordingly, the admission requirements for these programs may be higher than those required if the master’s degree were pursued entirely after the receipt of a bachelor’s degree. That is, programs may choose to have more stringent admissions requirements in addition to those minimal requirements below.
Requirements:
- Declared appropriate undergraduate major,
- By the time students begin taking graduate courses as an undergraduate, the student has completed approximately 90 credit hours, or the credit hours required in a program that is accredited by a specialty organization,1
- A minimum cumulative GPA for coursework at Loyola that is at or above the program-specific requirements, a minimum major GPA that is at or above the program-specific requirements, and/or appropriate designated coursework for evaluation of student readiness in their discipline.2
Students not eligible for the Accelerated Bachelor’s/Master’s program (e.g., students who have not declared the appropriate undergraduate major) may apply to the master’s program through the regular admissions process. Students enrolled in an Accelerated Bachelor’s/Master’s program who choose not to continue to the master’s degree program upon completion of the bachelor’s degree will face no consequences.3
Ideally, a student will apply for admission (or confirm interest in proceeding towards the graduate degree in opt-out programs) as they approach 90 credit hours. Programs are encouraged to begin advising students early in their major so that they are aware of the program and, if interested, can complete their bachelor’s degree requirements in a way that facilitates completion of the program. Once admitted as an undergraduate, Program Directors should ensure that students are enrolled using the plan code associated with the Accelerated Bachelor’s/Master’s program. Using the plan code associated with the Accelerated Bachelor’s/Master’s program will ensure that students may be easily identified as they move through the program. Students will not officially matriculate into the master’s degree program and be labeled as a graduate student by the university, with accompanying changes to tuition and Financial Aid (see below), until the undergraduate degree has been awarded. Once admitted to the graduate program, students must meet the academic standing requirements of their graduate program as they complete the program curriculum.
- 1
Programs that have specialized accreditation will adhere to the admissions criteria provided by, or approved by, their specialized accreditors.
- 2
The program will identify appropriate indicators of student readiness for graduate coursework (e.g., high-level performance in 300 level courses). Recognizing differences between how majors are designed, we do not specify a blanket requirement.
- 3
If students choose not to enroll in the Accelerated Bachelor’s/Master’s program, they still must complete all of the standard requirements associated with the undergraduate degree (e.g., a capstone).
For more information on Admissions requirements, visit here.
Curriculum
Level and progression of courses. The Accelerated Bachelor’s/Master’s programs are designed to be competitive and attractive to our most capable students. Students admitted to Accelerated Bachelor’s/Master’s programs should be capable of meeting graduate level learning outcomes. Following guidance from the Higher Learning Commission, only courses taken at the 400 level or higher (including 300/400 level courses taken at the 400 level) will count toward the graduate program.1,2 Up to 50% of the total graduate level credit hours, required in the graduate program, may come from 300/400 level courses where the student is enrolled in the 400 level of the course. Further, at least 50% of the credit hours for the graduate program must come from courses that are designed for and restricted to graduate students who have been admitted to a graduate program at Loyola (e.g., enrolled in plan code that indicates the Accelerated Bachelor’s/Master’s program, typically ending with the letter “D”).3
In general, graduate level coursework should not be taken prior to admission into the Accelerated Bachelor’s/Master’s program. Exceptions may be granted for professional programs where curriculum for the Accelerated Bachelor’s/Master’s program is designed to begin earlier. On the recommendation of the program’s Graduate Director, students may take one of their graduate level courses before they are admitted to the Accelerated Bachelors/Master’s program if they have advanced abilities in their discipline and course offerings warrant such an exception.4 Undergraduate degree requirements outside of the major are in no way impacted by admission to an Accelerated Bachelor’s/Master’s program.5
Shared credits. Undergraduate courses (i.e., courses offered at the 300 level or below) cannot be counted as shared credits nor count towards the master’s degree. Up to 50% of the total graduate level credit hours, required in the graduate program, may be counted in meeting both the undergraduate and graduate degree requirements. Of those shared credits, students in an Accelerated Bachelor’s/Master’s program should begin their graduate program with the standard introductory course(s) for the program whenever possible. So that students may progress through the Accelerated Bachelor’s/Master’s program in a timely manner, undergraduate programs are encouraged to design their curriculum such that a student can complete some required graduate credit hours while completing the undergraduate degree. For instance, some of the graduate curriculum should also satisfy electives for the undergraduate major.
The program’s Graduate Director will designate credit hours to be shared through the advising form and master’s degree conferral review process. Shared credit hours will not be marked on the undergraduate record as having a special status in the undergraduate program. They will be included in the student’s undergraduate earned hours and GPA. Graduate credit hours taken during the undergraduate program will not be included in the graduate GPA calculation.
- 1
If students wish to transfer credits from another university to Loyola University Chicago, the program’s Graduate director will review the relevant syllabus(es) to determine whether it meets the criteria for a 400 level course or higher.
- 2
Programs with specialized accreditation requirements that allow programs to offer graduate curriculum to undergraduate students will conform to those specialized accreditation requirements.
- 3
In rare cases, the Graduate Director may authorize enrollment in a 400-level course for a highly qualified and highly motivated undergraduate, ensuring that the undergraduate's exceptional participation in the graduate class will not diminish in any way the experience of the graduate students regularly enrolled.
- 4
For example, if a particular course is only offered once every 2-3 years, and a student has demonstrated the necessary ability to be successful, the Graduate Director may allow a student to take a graduate level course to be shared prior to the student being formally admitted to the graduate program. See, also, footnote 3.
- 5
Students should not, for example, attempt to negotiate themselves out of a writing intensive requirement on the basis of admission to a graduate program.
Graduation
Degrees are awarded sequentially. All details of undergraduate commencement are handled in the ordinary way as for all students in the School/College/Institute. Once in the graduate program, students abide by the graduation deadlines set forth by the graduate program. Students in these programs must be continuously enrolled from undergraduate to graduate degree program unless given explicit permission by their program for a gap year or approved leave of absence. In offering the option of an Accelerated Bachelor’s/Master’s program, the university is making possible the acceleration of a student’s graduate degree completion. It should be understood that students may not request deferral of their matriculation into the Master’s degree program. If students would like to delay their graduate studies after earning the undergraduate degree, they may apply for admission to the traditional master’s degree program. Any application of graduate credit earned while in the undergraduate program is subject to the policies of the graduate degree granting school.
LEARNING OUTCOMES
At the completion of the Biology BS / Secondary Education MEd program:
- Students will demonstrate developing mastery of the following Vision and Change core concepts and their related principals: evolution (the diversity of life-forms that have evolved over time through mutations, selection and genetic change; structure and function (the basic units of biological structures that define the functions of all living things); information flow, exchange and storage (the influence of genetics on the control of the growth and behavior of organisms); pathways and transformations of energy and matter (the ways in which chemical transformation pathways and the laws of thermodynamics govern the growth and change of biological systems); and systems (the ways in which living things are interconnected and interact with one another).
- Students will be able to retrieve, synthesize, and critically evaluate scientific literature.
- Students will be able to communicate (orally and in writing) results and interpretation of scientific research.
- Students will be able to design and implement experiments that test predictive hypotheses, analyze data, report results, and interpret the significance of these experiments.
- Students will learn to: critically evaluate current bodies of knowledge in their field; apply culturally responsive practices that engage diverse communities; demonstrate knowledge of ethics and social justice; hold high expectations and build on the assets of diverse students; use research and evidence-based practices to design and implement instruction to meet the individual needs of students; and apply deep understanding of both content and pedagogy to provide developmentally appropriate instruction to all students.