B.S. in Adolescence Education - Chemistry (Grades 7-12)
The 120-credit Bachelor of Science program in Adolescence Education: Chemistry prepares a new generation of Chemistry teachers to cultivate and enhance student success in Chemistry comprehension and application. This program equips you with the science skills, knowledge and foundation to motivate middle and high school students at various skill levels. The program includes supervised practice teaching in actual classrooms at two grade levels (7- 9 and 10-12), allowing you to observe certified teachers, interact with students, and understand the adolescent mindset as it relates to chemistry.
After you complete all degree requirements, successfully pass New York State licensure tests (EAS and CST) and you have completed all required teacher certification workshops, you will be awarded Initial teaching certification by the New York State Department of Education (NYSED) in the Adolescence Education: Chemistry program. Please refer to the NYSED certification website (www.highered.nysed.gov/tcert/) for the most up to date changes in certification requirements.
The Bachelor of Science in Adolescence Education: Chemistry is a joint program between LIU Post’s College of Education, Information and Technology and the College of Liberal Arts and Sciences. The teacher-education programs in LIU Post's Department of Teaching and Learning are nationally accredited by the Council for the Accreditation of Educator Preparation (CAEP).
Program Curriculum
| Course # | Course Name | Credits |
|
EDI 14 |
Historical, Philosophical and Sociological Foundation of Education |
3 |
|
PSY 98 |
Psychological Perspectives of Teaching and Learning |
3 |
|
EDI 19 |
Culturally Responsive-Sustainable Education |
3 |
|
EDI 16A |
Curriculum and Assessment for Preservice Teachers |
3 |
|
EDI 56 |
Literacy Acquisition for English Language Learners |
3 |
|
EDI 17 |
Psychology and Development of the Adolescent |
3 |
|
EDS 45 |
Teaching Students with Disabilities |
3 |
|
EDS 75A |
Literacy Assessment and Instruction for Diverse Classroom Populations: Grades 5-12 |
3 |
|
EDI 35 |
General Methods of Teaching Secondary Education |
3 |
|
EDI 35A |
Methods and Materials in Teaching a Specific Subject in Grades 7-12 Science |
3 |
|
EDI 38 |
Supervised Student Teaching in Adolescence Education: Grades 7-12 |
6 |
|
|
|
|
|
|
| Course # | Course Name | Credits |
| Required Core Courses
(32-33 Credits)
|
||
| POST 101 | Post Foundations | 1 |
| FY | First-Year Seminar | 3 |
| ENG 1** | Writing 1 | 3 |
| ENG 2** | Writing 2 | 3 |
| MTH 5 | Quantitative Reasoning | 3-4 |
| Choose one course from each of the five below course clusters and one additional course from one of the clusters. | ||
| Scientific Inquiry & the Natural World |
4 | |
| Creativity Media & the Arts | 3 | |
| Perspectives on World Culture | 3 | |
| Self, Society & Ethics | 3 | |
| Power, Institutions & Structures (ECO 10 Required) | 3 | |
| One additional course from one of the five above clusters. (ECO 11 Required) | 3 | |
| General Elective (3 Credits from Any Course) | ||
* Some courses may count as core and others as electives.
** In addition to ENG 1 and 2, students take at least 3 more writing intensive (WAC) courses as part of their major, core, or elective courses. ENG 303 and 304 can satisfy the ENG 1 and 2 requirement for students in the Honors College.
| Credit Requirements | |
| Total Major Requirement Credits | 30 |
| Elective Major Credits | 29 |
| Total Elective Liberal Arts & Sciences Credits | 27-28 |
| Total Core Requirement Credits | 32-33 |
| Total Degree Credits | 120 |
Courses
EDI 14 Historical, Philosophical and Sociological Foundations of Education
The analyses of major movements, educational legislation, institutions, men, women and thoughts in education are considered in regard to current trend. Emphasis is on the implications of the analyses for modern educational principles and practices.
Credits: 3
Every Fall and Spring
EDI 16A Curriculum and Assessment for Pre- service Teachers
This course provides teacher education majors with a knowledge base in the development of the K- 12 curriculum and with modes of authentic assessment (portfolio and performance) that help students evaluate their academic progress. Emphasis is placed on the conceptual foundations and development of curriculum, efforts to reform and re-conceptualize the curriculum, external influences on the process of curriculum change, and the role of the teacher in curriculum development and student assessment.
Credits: 3
Every Fall and Spring
EDI 17 Psychology and Developmental of the Adolescent
This course examines various aspects of early adolescent and adolescent development, including cognition, social relationships, stress, self-esteem, and political and moral development. Considerable attention is given to race, gender, ethnicity, the early adolescent with special needs, and the at-risk student.
A pre requisite of EDI 15A or PSY 98 is required. Credits: 3
Every Spring
EDI 19 Culturally Responsive-Sustaining (CR-S) Education
In alignment with the New York State CR-S Education Framework, this course offers a cultural view of learning and human development in which multiple expressions of diversity (e.g., race, social class, gender, language, sexual orientation, nationality, religion, ability)are recognized and regarded as assets for teaching and learning.
Through an equity and inclusion lens that elevates historically marginalized voices, students will examine a complex system of biases and structural inequities; explore the relationship between historical and contemporary conditions of inequality and ideas that shape access, participation, and outcomes for learners and communities; and developing socio-politically conscious and socio-culturally responsive approaches to all facets of education.
A pre requisite of EDI 14 is required. Credits: 3
Every Fall and Spring
EDI 35A Methods and Materials in Teaching a Specific Subject in Grades 7-12 Science
This course considers the principles and techniques of Adolescent education. The middle and high school curricula are examined and their continuing development studied and appraised in relation to current needs and practices. This course is typically taken concurrently with EDU 35 and is differentiated according to the student's field of specialization.
Prerequisite of EDI 14, 16A, EDS 45; PSY 98 or EDI 15A are required. Pre or corequisite of EDI 35. Credits: 3
Every Fall and Spring
EDI 38 Supervised Student Teaching in Adolescence Education (Grades 7-12).
Students preparing to qualify as Adolescent school teachers are supervised during a student teaching experience in selected private and public middle schools, junior and senior high schools. Student teachers are expected to apply constructivist theories of teaching and learning in the classroom. Teaching portfolios include evidence of accomplishment as reflective practitioners across INTASC standards of teaching performance.
Professional collaboration with cooperating teachers, colleagues, and university supervisor is encouraged throughout the experience. A weekly seminar provides a forum for critical analysis of teaching that employs self-assessment and peer review with the university supervisor. A minimum of 360 hours is required, which includes teaching, observation, and participation in staff and school activities.
Credits: 6
Every Fall and Spring
EDI 56 Literacy Acquisition for English Language Learners
This course provides a theoretical and practical background into the issues related to the development of reading and writing for ENL and bilingual children. In particular, we will focus on: the transfer of reading skills from a native to a second language; the social, cultural and socioeconomic dimensions of literacy; research on children's first and second language literacy acquisition in the settings of home, community and in schools; bilingualism and biliteracy; teaching literacy to ENL learners of diverse ages and linguistic, ethnic, cultural and socioeconomic backgrounds; and developing advanced literacy through academic content areas. And, interestingly, we will also study the teaching of poetry because poetry, with its musical nature, has been shown to be one of the best tools for teaching literacy to linguistically diverse children.
Credits: 3
Every Fall and Spring
EDS 45 Teaching Students with Disabilities in Inclusive Classrooms
This course will introduce students to each of the 13 special education classifications as defined by the Individuals with Disabilities Education Act. Each disability category will be addressed with evidence-based interventions to be implemented within inclusive placements. The referral and evaluation process will be addressed along with the development of Individualized Family Service Plans and Individualized Education Programs. Specific attention will be given to positive behavior supports and interventions and strategies for collaborating with professionals and for developing systems that foster family engagement.
Credits: 3
Every Fall and Spring
EDS 75A Literacy Assessment and Instruction for Diverse Classroom Populations Grades 5-12
This course connects reading research and best practice for practical classroom application. Specifically, students will engage in discussions and assignments concerning assessment techniques that determine effective instructional strategies to develop and strengthen the literacy needs of the adolescent learner. Significant issues concerning literacy across the curriculum will be highlighted. Text reading and assignments involve approaches, experiences, techniques and materials relevant to broadening literacy skills of the adolescent learner. Credits: 3
Every Fall
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