Sharing your passion for the natural world.

As a lifelong learner, the science laboratory atmosphere inspires you to share your passion for learning and discovery with others. That’s why you’ll be inspired to earn a biology education degree at Marian University and empower students to engage in the field of science at the middle and high school levels.

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The Program
Through the biology education program, you’ll engage in courses that focus on laboratory experience, research and effective teaching methods. You’ll not only take part of a curriculum centered on the biological sciences, but also learn about effective lesson planning, student-centered classrooms and assessment.

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

General Education Program: 46-49 credits University requirements, including Art elective; 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; HIS 101; PSY 105; EDU 202; COM 101 or COM 232; Music elective.

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

An introductory biology course for non-majors. The relationship between structure and function is emphasized at the cellular and organismic levels. A survey of taxonomy and classification, cell biology, plant biology, human physiology and ecology is provided. (May be taken as “lecture only” or concurrently with BIO 150.)

Art Elective

Topics correspond to lecture material, including taxonomy, cell biology, plant biology, human physiology and ecology. Dissection of a fetal pig is required. (Laboratory experiences strongly enhance and support material in BIO 100 and concurrent registration is recommended.)

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.

This course is a service-learning intensive biology course where students learn about environment stewardship through participation in the maintenance and restoration of local ecosystems, for example, stream monitoring and invasive species removal. Through the hands-on projects and selections of readings, the student will develop an understanding and appreciation for environmental stewardship. The course fulfills the one-credit laboratory requirement under general education. The course will be a hybrid course where much of the content will be delivered in an on-line format with one-day-a-week meetings to participate in field trips and stewardship projects. Due to the service learning and environmental aspects of the course, students must be able and willing to perform light labor (on the level of gardening) and a moderate amount of hiking. Students will be required to provide their own transportation to nearby locations, car pooling and cost sharing will be encouraged under Marian University’s policy on approved drivers for field trips.

An introduction to the fundamental principles of Chemistry including modern concepts of atomic and molecular theory, physical states of matter, stoichiometry, chemical bonding, gas laws, equilibria and reactions of inorganic compounds.

Prerequisites:

CHE 001 Preparatory Chemistry, or high school chemistry; MAT 001 Basic Algebra, or appropriate math placement test score

An introductory course for non-science majors. This course provides a basic knowledge of chemistry and its application to everyday life with special focus to biological and medical applications. With laboratory.

A general introduction to the basic principles of chemistry and physics and their application in contemporary society. The course, for non-science and non-nursing majors, includes a laboratory experience with experiments designed to assist the student in understanding the concepts discussed in lecture.

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.

Prerequisites:

MAT 201 Calculus I, or Corequisite

This is a lecture and laboratory course which stresses the fundamental principles of mechanics, momentum, work and energy, rotational motion and fluid statics and mechanics. The course will use calculus in derivation of the laws of physics as well as in problem-solving.

Prerequisites:

MAT 112 Pre-Calculus Mathematics, MAT 114 Algebra and Trigonometry, with a grade of C or better, or appropriate math placement test score

A one-semester lecture and laboratory physics course. Topics addressed include the fundamentals of kinematics, dynamics, statics, oscillation, electromagnetism, and optics.

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

A survey of the changes which occur during the entire lifespan as people develop: physical, motor, cognitive, moral, and social-emotional. Developmental theory and research data are critically considered. Application of existing knowledge about the variables which affect the course of development is emphasized.


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.

This course focuses on the exploration of fundamental principles of effective communication. Skilled communication behaviors are developed through the study and practice of interpersonal communication, public speaking, listening, and group dynamics. Practical applications include class discussion, group activities, listening exercises, and individual presentations.

A course applying traditional rhetoric and communication theory to oral presentations. Students study, write, deliver and evaluate public speeches. Emphasis is placed on the students’ ability to speak from an outline in a variety of situations including informative speaking, persuasive speaking and demonstration speaking. All presentations are made in class and videotaped to aid in evaluation.

Music Elective

Education requirements, 16 credits:

A study of topics that include: set theory, relations, functions, analytic geometry, synthetic division, logarithmic and exponential functions, trigonometric functions, and graphing techniques. . (NOTE: MAT 114 may not be taken for credit, upon completion of MAT 112.)

A study of topics which includes descriptive statistics and data analysis, elementary probability, binomial, hypergeometric and normal probability models, the Central Limit Theorem, confidence intervals, elementary hypothesis testing, linear regression and correlation. A major goal of this course is the application of these topics to problems arising from the natural sciences, the social sciences, the health industry, and the business environment. (This course does not fulfill the statistics requirement of Mathematics majors and minors.)

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.

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 from the following:

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.

Education requirements, 5 credits from the following:

Prerequisites:

MAT 201 Calculus I, or Corequisite

This is a lecture and laboratory course which stresses the fundamental principles of mechanics, momentum, work and energy, rotational motion and fluid statics and mechanics. The course will use calculus in derivation of the laws of physics as well as in problem-solving.

Prerequisites:

MAT 112 Pre-Calculus Mathematics, MAT 114 Algebra and Trigonometry, with a grade of C or better, or appropriate math placement test score

A one-semester lecture and laboratory physics course. Topics addressed include the fundamentals of kinematics, dynamics, statics, oscillation, electromagnetism, and optics.

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:

Critical examination of factors that impact student learning, ie: sexual orientation, gender, religion, socio-economics, language, and age. Forces of discrimination in schools are evaluated. Particular attention is given to critical race theory, educational equity, and critical social justice theory. American Indian culture is studied. Students have opportunities to develop relationships with people from various cultural backgrounds. Includes a 10 hour field experience.

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.

International Society for Technology in Education
ISTE Standards for Administrators
ISTE-A Standards

Wisconsin Administrators License
WI Admin Standards

State of Wisconsin Dept. of Public Instruction
Licensure Program Content Guidelines

Students completing the Biology Education major meet Student Learning Outcomes for both the Biology program and Education program.

Mission:

The Biology Program offers a broadly-based biology program that appeals to students with a variety of career interests in biology. Through effective teaching, advising and scholarly activity, the Biology Program prepares students to engage in scientific inquiry and thought, select and pursue appropriate career options, become productive members of our scientific and technological society, and develop an appreciation of their own capabilities and accomplishments.

In addition, the Biology Program services other academic programs at Marian, particularly Nursing and Education. Non-majors coursework targeted primarily to Nursing is offered through the Biology Program. This includes BIO 100 Life Systems, BIO 205 Fundamentals of Anatomy & Physiology and Lab, and BIO 210 Microbiology, taken by pre-nursing majors during their first four semesters at Marian. Secondary Education majors may select Biology as their content area for a double major (Secondary Ed/Biology) and take a prescribed curriculum in biology that specifies certain electives to be taken in addition to the normal requirements for the major. Elementary/Middle Education majors and others often take the Environmental Science minor within the Biology Program.

Student Learning Outcomes:

  • Master fundamental knowledge of biology
  • Develop a repertoire of lab and field skills
  • Prepare and deliver accurate scientific information in a professional manner
  • Understand and use scientific method to propose, design, conduct, and interpret research
  • Be able to make informed decisions based on scientific, moral, and ethical principles

Teacher Education Department Mission
The mission of Teacher Education Programs is to prepare candidates for the teaching profession by providing candidates with the knowledge, skills, and experience necessary to assist them to develop the pedagogical, content, and technological skills necessary to function effectively as a teacher in the areas of early childhood, elementary, middle school, and secondary education.

Program Learning Outcomes
After completion of this program, candidates will demonstrate:

  1. An understanding of the teaching standards, including the knowledge, skills, and dispositions expected of a professional teacher.
  2. Academic competence in a broad base of general education and in a major appropriate for the licensure being sought and demonstrate knowledge of a variety of effective teaching methods and materials (including technology) which utilize skills that effectively apply content knowledge and knowledge of children and adolescents to the learning environment.
  3. The ability to design instruction effectively using a variety of instructional strategies and adapting instruction to encourage the development of critical thinking, problem solving, and performance skills for all students. Candidates also reflect on the instructional process to improve future teaching and learning experiences.
  4. An understanding and an ability to design, assess, and evaluate (both formal and informal) assessments for student learning and reflects on the assessment process to improve future teaching and learning experiences.
  5. An understanding of a diverse student population and apply appropriate instructional strategies and assessments that acknowledge sensitivity to students’ diverse learning needs.

With many opportunities to teach, students in the biology education program learn hands-on with quality teachers in local private and public schools. As a graduate of the biology education program, you’ll find career success, both in the laboratory and in middle and high school classrooms in Wisconsin and across the nation.

School of Education Assessment Reports

2014-15 Annual Analysis: Teacher Education Undergraduate Programs

Graduates of Marian’s biology program really do find a world of opportunities waiting for them. For many, their path is graduate school, so during their time at Marian they couple their biology major with another major or minor in the sciences, or engage in a pre-professional curriculum. Whether graduate school is in your future or not, the biology program offers outstanding theoretical and practical preparation for careers in medicine, veterinary medicine, optometry, allied health, research, environmental conservation and teaching—many of which are expected to see exceptional job growth through the year 2020, according to the U.S. Department of Labor.

Over the 3 year period of 2011-14, the average number of graduating biology majors was 13.7 students per year. Of the students who responded to a post-graduation survey, 79% had either found employment in the field or had continued on into graduate school.

The Biology Program administers the ACAT Standardized Exam to its majors at the beginning of freshman year and again at the end of the senior year. The assessment benchmark is to have the overall average for the class at the 50% level or higher and for the class average to be 50 percentile points or higher from freshman to senior level. This benchmark has been achieved for students graduating over the 2012-15 period as shown in the following table, which demonstrates a very sizable increase in student knowledge of biology between freshman and senior years.

biology-effectiveness-data-image

The Biology Program has also used VALUE rubrics to assess student’s ability to prepare and deliver accurate scientific information in a profession manner; in the most recent semester evaluated the overall rate of achieving the benchmark has been 90.6%. The Biology Program contributes to the General Education program; in the academic year 2014-2015, 90.8% of students met benchmark levels for knowledge acquisition and 76.7% met benchmark levels for critical thinking. Employment: 80% of graduates are employed within six months of graduation from the Biology Program.

The Education Programs offered by the Marian University School of Education are approved by the:

wi-dept-public-instruction-logo         aacte-logo          caep-logo

Marian University is accredited by the Higher Learning Commission.

Admission To The School of Education

Admission to the School of Education is required for continuation in education courses. The student must meet the following criteria:

1. A minimum cumulative grade point average upon completion of the following minimum number of credits:
2.85 GPA on a minimum of 40 credits
3.00 GPA on a minimum of 60 credits
3
.00 GPA on a minimum of 75 credits
3.00 GPA on a minimum of 90 credits

(Courses designated 001 are not calculated in the cumulative grade point average.)

2. Reported passing scores on all components of the Praxis Core (Pre-professional Skills Tests-Praxis I if tests are taken prior to September 1, 2014)

Minimum passing scores on the Praxis I (Pre-professional Skills Tests – (PPST)Scores
Reading 175
Writing 174
Mathematics 173

Reported scores on the Praxis Core Test ( Praxis ® Core Academic Skills for Educators Tests) if tests are taken after September 1, 2014
Scores

Reading 156
Writing 162
Mathematics 150

3. Successful completion of EDU 010 Field Experience One (grade of “B” or better)

4. Successful completion of EDU 100 Introduction to Education (grade of “B” or better)

5. Proficiency in speaking and listening (grade of “C” or better in COM 101 or COM 232)

6. Completion of EDU 200 Technology in Education (grade of “B” or better)

7. Completion of EDU 202 Psychology of Learning (grade of “B” or better)

8. Minimum GPA of 2.50 in Biology Courses.

9. Successful Completion of the Admission to the School of Education Portfolio

Dan Tenpas is a teacher at Beaver Dam High School. He graduated from Marian University with a B.S. degree with majors in Biology and Middle/Secondary Education, as well as a minor in Environmental Science. (’12)

School of Arts & Sciences Faculty (SAS)

John Morris, Ph.D.
Associate Professor & Chair
920.923.7140
JMorris@marianuniversity.edu

Lance Urven, Ph.D.
Professor
920.923.7644
LUrven@marianuniversity.edu

Cassie Nelson, Ph.D.
Assistant Professor
920.923.7657
crnelson00@marianuniversity.edu

Ann Salm, Ph.D.
Assistant Professor
920.923.8650
aesalm12@marianuniversity.edu

Lalitha Ramamooorthy, Ph.D.
Assistant Professor
920.923.8619
lramamoorthy47@marianuniversity.edu

Susan Bornstein-Forst, Ph.D.
Professor
920.923.7648
SBornsteinforst@marianuniversity.edu

School of Education Faculty (SoE)

Kathy McCord, M.S.
Instructor
920.923.7637
kmccord@marianuniversity.edu

Polly Manske, M.S.
Assistant Professor
920.923.7151
pkmanske52@marianuniversity.edu

Aida Michlowski, Ph.D.
Professor
920.923.8749
amichlowski@marianuniversity.edu

Sr. Cyndi Nienhaus, Ph.D.
Assistant Professor
920.923.6712
canienhaus06@marianuniversity.edu

Kristi Reitz, Ph.D.
Assistant Professor
920.923.7177
klreitz64@marianuniversity.edu

Sr. Catherine Stewart, Ph.D.
Assistant Professor
920.923.8099
cmstewart97@marianuniversity.edu

Sue Stoddart, Ph.D.
Associate Professor
sstoddart@marianuniversity.edu
920.923.7170

Robert Wagner, M.E.
Instructor
920.923.8152
bwagner@marianuniversity.edu

With a legacy in education, Marian’s biology education program will combine knowledge gained in class to the classroom experience, especially through field experiences and a senior student teaching experience. Many students enhance their biology education major through minoring in environmental science. Graduates of the program will be certified to teach students in grades 5-12.

Apply Now

For more information, please contact:
Office of Admission
920.923.7650
admission@marianuniversity.edu

Associate Professor & Chair, Biology Department
John Morris, Ph.D.
1.800.262.7426 ext. 7140
JMorris@marianuniversity.edu

Dean, School of Education
Sue Stoddart, Ph.D.
1.800.262.7426 ext. 8100
sstoddart@marianuniversity.edu

Assistant Professor & Chair, Teacher Education
Kristi Reitz, Ph.D.
1.800.262.7426 ext. 7177
klreitz64@marianuniversity.edu

Support Staff
Leah Schraeder, Support Specialist III
1.800.262.7426 ext. 8128
laschraeder27@marianuniversity.edu

Certification Officer/Advisor
Joan Ferguson
1.800.262.7426 ext. 8778
jferguson@marianuniversity.edu

Director of Field & Clinical Experiences
Phil Johnson
1.800.262.7426 ext. 8752
prjohnson91@marianuniversity.edu