Exploring the world of science.

The sciences have been a part of your interests early on, yet that passion you have inside is ready to inspire others. With this in mind, the broad field science education program at Marian University allows you to not only learn more about the sciences, but also share that knowledge with students at the middle and high school levels.

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The Program

The broad field science education program combines a balance of theory and practice through hands-on learning experiences, both in the areas of the sciences and in practical teaching opportunities. You’ll find personalized support and instruction from passionate faculty and staff, as well as engage in student teaching experiences as early as your sophomore year.

The Possibilities
As part of the broad field science education program, you’ll explore the world of science, with curriculum centered on biology, chemistry, earth and space science, environmental science and physics. With Marian’s rich history in teaching educators for nearly 80 years, you’ll be met with quality instructors eager to work with you to achieve your goals.

The Results
The broad field science education program, coupled with a middle-secondary education license, allows you to teach any science class at the middle to high school level. You’ll find success after graduation, with four field experiences and a senior student teaching experience that prepares you for your future classroom. Graduates of the program who are also interested in teaching high school college preparatory classes, advanced placement courses or elective courses with content depth, may also earn a concentration in a specific subject area.

The Marian Difference
Marian’s reputation for teaching quality educators focuses on our renowned Learning-Centered Model, designed with five themes in mind: knowledge, reflection, collaboration, accountability and values and ethics. At Marian, you’ll achieve your personal and professional goals, all while immersing yourself in the best practices for the 21st century classroom.

Licensure: Early Adolescence-Adolescence Education ages 10-21 (grades 5-12)

General Education Program: 46-49 credits of University requirements, including BIO 100 and BIO 150, or BIO 104 or BIO 114; CHE 101 or CHE 103 or PHS 102 or PHS 108 or PHS 110 or PHS 203 or PHS 211; MUS 101 or MUS 200 or MUS 202 or MUS 203 or MUS 205; Art elective; HIS 101; PSY 105; COM 101 or COM 232.

General Education Program: 46-49 credits of University requirements, including:

A study of the organization of ecosystems and human use of natural resources, including problems and opportunities generated by human interaction with the environment. Basic ecological principles are applied to current environmental issues and topics. Environmental case studies and current environmental literature are employed. Laboratory activities include field trips, simulations and other activities designed to enhance lecture topics.

BIO Biology electives, 10 cr.

Science Courses, 14 credits:

CHE Chemistry electives

Science Courses, 8 credits:

An introduction to the physical nature and processes of the earth, along with the chemical bases for them. Dynamic processes of landscape formation and change as shaped by the forces of plate tectonics, weather, and ground and surface water will be studied. Planetary geology will be introduced. The laboratories will complement lectures with both indoor study and field trips to study local examples.

A course in the basics of meteorology in which students study the atmosphere and its physical processes including large scale climatological and local weather phenomena, their impact on society and on other aspects of ecological systems. Measurement of physical characteristics such as temperature, atmospheric pressure, humidity, and wind along with data collection and analysis are included in laboratory exercises. Mathematical problem-solving skills will be emphasized. Professional meteorology and climatology are examined. Unusual and dangerous weather conditions, their causes and effects are studied and students are introduced to microclimatology.

Science Courses, 8 credits:

PHS Physics electives

Science Courses, 10 credits:

Biology, Chemistry and/or Philosophy of Science electives

Science Courses, 6 credits:

MAT Mathematics electives

Education requirements, 3 credits:

An introductory course which studies the nature and purpose of national, state, and local government, the Constitution, and the institutions and pressures of American society.

Education requirements, 3 credits:

A survey of world civilizations from the 16th century to the present. Exploration of the cultural, political and economic development of humankind in a global context.

A survey course in which the cultural, political and economic events that have shaped American history from the precontact period to 1877 will be explored. The course will pursue several key topics including the evolution of race and gender relations, independence, the emergence of popular democracy, the era of the Civil War and Reconstruction and the impact of industrialism and urbanization upon American life.

A survey course in which the cultural, political and economic events that have shaped American history from 1877 to the present will be explored. The course will pursue several key topics including the continuing development of race and gender relations, the impact of industrialism, the world wars and the Cold War upon American life.

Middle-secondary education courses, 23 credits:


Corequisites:

An initial field-based experience focused primarily on observation. Seminars provide the student opportunities to: 1) reflect on observations and classroom experiences, 2) to be introduced to lesson planning, issues in classroom management and conflict resolution, 3) to be introduced to the InTASK Teacher Standards and the use of these standards for professional goal setting, 4) develop the Portfolio for the Admission to the School of Education. (Admission to Field Experience)

Prerequisites:

A supervised field-based experience in which students begin to apply theory and teaching strategies learned in education courses to initial teaching experiences. Seminars provide supplemental opportunities for the student to link theory to practice, to continue the development and understanding of the InTASK Teacher Standards and the use of standards for goal setting and continue the development of lesson planning, issues in conflict management and conflict resolution.

Prerequisites:

A supervised field-based experience in which content and pedagogies from advanced methods courses is applied to teaching experiences. Seminars provide students an opportunity to continue the development and understanding of the InTASK Teacher Standards and the use of standards for goal setting, lesson planning, issues in conflict management, and conflict resolution.

Prerequisites:

A supervised field-based experience which places greater emphasis on the integration of content and pedagogies. Seminars provide the student an opportunity to reflect and dialogue on the multiple facets of the teaching-learning situation, to continue the development and understanding of the InTASK Teacher Standards and the use of standards for goal setting, lesson planning, issues in conflict management, and conflict resolution.

Prerequisites:

An orientation to teaching as a profession and an overview of effective classroom management. Topics include the requirements for teacher licensure; the foundation and philosophical background of education in the United States; and issues and trends affecting education. Topics also include classroom management theories and techniques to analyze effective classroom management approaches.


Corequisites:

(For education majors only) The course that examines the role technology in the classroom. This course is designed to emphasize the use of Web 2.0, Social Media, other technologies, and learning theories and educational research in the school setting. Students will be introduced to applications that may be used in the PK-12 educational settings. Students will also look at various ways to integrate the WI State Teacher Standards, Common Core Standards, and the National Educational Technology Standards (NETS) into the curriculum.


Corequisites:

The course will focus on the educational implications of psychological principles and theories of child and adolescent development derived from research. The application of theories and principles will emphasize components of the teaching-learning situation.

Prerequisites:

This course focuses on effective classroom management in grades pre-K-12, with a holistic approach utilized to enhance research, develop hands-on activities, and to develop ideas about what effective classroom management is. The course stresses practical approaches and principles which may be applied in the classroom setting. Students will study different classroom management theories and techniques and will develop ways to build upon and refine their own personal model of effective classroom management using the tools and information provided by the course.

This course addresses the characteristics of exceptional children and introduces successful inclusive teaching practices. This course will cover topics such as disability conditions, gifted and talented, legislation, collaboration, planning, assessment, response to intervention, and diversity.

Prerequisites:

A critical examination of factors that impact student learning, ie: sexual orientation, gender, religion, socioeconomics, language, and age. The Native American culture is studied. Particular attention is given to critical race theory, educational equity and critical social justice theory as foundational to intercultural studies for educators. Students are expected to develop relationships with people from various cultural backgrounds, and they are expected to evaluate and assess forces of discrimination in schools today. This course fulfills the requirements put forth under PI 34.15(c).

A critical appraisal of formal and informal teacher-directed evaluation ranging from standardized tests to authentic assessment. Emphasis is placed on the evaluation process and interpretation of test results.

This course is designed for teachers of adolescent students. Emphasis will be placed on teaching reading and writing in the content areas while meeting the needs of the students. Strategies for teaching comprehension in the various curricular areas will be studied to enable learners to become independent and competent readers. Students will survey literature judged to be appropriate for adolescents at various stages of their development. The course will explore options of utilizing technology in grades 6-12 in the areas of literacy. The course will explore effective ways of motivating all students to integrate literacy throughout the curriculum and methods of maintaining the integral connection between reading and writing.

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Marian University is accredited by the Higher Learning Commission.

Dean, School of Education
Dr. Sue Stoddart
1-800-262-7426 ext. 8100
sstoddart@marianuniversity.edu

Department Chairperson
Dr. Kristi Reitz
1-800-262-7426 ext. 7177
klreitz64@marianuniversity.edu

Support Staff
Ms. Leah Schraeder, Support Specialist III
1-800-262-7426 ext. 8128 or 920-923-8128
laschraeder27@marianuniversity.edu

Certification Officer/Advisor
Ms. Joan Ferguson
1-800-262-7426 ext. 8778
jferguson@marianuniversity.edu

Director of Field & Clinical Experiences
Mr. Phil Johnson
1-800-262-7426 ext. 8752
prjohnson91@marianuniversity.edu