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College of Science Teacher Preparation Programs


The College of Science Teacher Preparation Program (CoS TPP) provides science majors the opportunity to take courses and engage in school experiences that lead to 1) a Bachelor of Science degree in Science Education, 2) eligibility for secondary science teacher certification, or 3) a minor in Science Education. All science pedagogy courses are linked to Interstate Teacher Assessment and Support Consortium (InTASC) Standards and National Educational Technology Standards for Teachers (NETS).

B.S. in Science Education (options in Biology, Chemistry, Earth Science, Physics)

  • 30 units general education
  • 57 units science and math content courses
  • 32 units of pedagogy courses*

*Completion of these units provides certification eligibility.

Pedagogy Courses

STCH 250--Teaching Science (16 hours of field experience)
STCH 310--Adolescent Learning in Science & Mathematics (16 hours of field experience)
STCH 410--Managing Science Instruction in Diverse Classrooms (48 hours of field experience)
Subject Methods Class (Biology, Physical Science or Earth Science)
LCEV 408--Methods of Teaching English
LCEV 416--Structured English Immersion Methods
STCH 420a--Planning and Implementing Science Instruction (concurrent with student teaching)
STCH 494a--Student Teaching (full semester)
STCH 496a--Student Teaching Seminar


Expected Learning Outcomes: 

The CoS TPP is accredited by the Arizona Department of Education, with the following Learning Outcomes.

InTASC Standards
InTASC #1:  Learner Development
. The teacher understands how learners grow and develop, and designs and implements developmentally appropriate and challenging learning experiences.
InTASC #2:  Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
InTASC #3:  Learning Environments. The teacher 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.
InTASC #4:  Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
InTASC #5:  Application of Content. The teacher 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.
InTASC #6:  Assessment. The teacher 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.
InTASC #7:  Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals.
InTASC #8:  Instructional Strategies. The teacher 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.
InTASC #9:  Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning, uses evidence to continually evaluate his/her practice, and adapts her/his practice to meet the needs of each learner.
InTASC #10:  Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, collaborate with others to ensure learner growth, and advance the profession.

NETS #1:  Facilitate and Inspire Student Learning and Creativity. The teacher uses her/his knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
NETS #2:  Design and Develop Digital-Age Learning Experiences and Assessments. The teacher designs, develops, and evaluates authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS-S (NETS for Students).
NETS #3:  Model Digital-Age Work and Learning. The teacher exhibits knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
NETS #4:  Promote and Model Digital Citizenship and Responsibility. The teacher understands local and global societal issues and responsibilities in an evolving digital culture and exhibits legal and ethical behavior in his/her professional practice.
NETS #5:  Engage in Professional Growth and Leadership. The teacher continuously improves her/his professional practice, models lifelong learning, and exhibits leadership in his/her school and professional community by promoting and demonstrating the effective use of digital tools and resources.


Assessment Activities: 

Assessment Activities

The table below indicates where in the program each of the Learning Outcomes is assessed, and what assignment or checkpoint is used to assess the outcomes.

Each of the Learning Outcomes is assessed using a rubric. This general rubric includes all of the program's Learning Outcomes; the appropriate subset of Outcomes is used for each assignment and checkpoint.

The Assessment Activities and rubrics were developed by the CoS TPP faculty members. Faculty members are responsible for submitting their rubric scores to the TPP Program Coordinator, who synthesizes the findings in preparation for the August faculty meetings.

Beginning in Fall 2014, program graduates from 2012-13 and later, with at least one year of teaching experience, will be asked to complete a survey to assess their level of adequate preparation in each of the Learning Outcomes. This will add an indirect measure of the Learning Outcomes.


Assessment Findings: 

These assessment activites were utilized during the 2012-13  and 2013-14 academic years. The table below displays the findings for each standard. The scores are based on a four-point scale:  4 = Accomplished, 3 = Proficient, 2 = Emergent, 1 = Not Evident.

Change in Response to Findings: 

Changes in Response to the Findings

CoS TPP faculty members reviewed the Assessment Findings in August 2013. Since this was the first year we have assessed students on their performance on these standards, the focus of that discussion was how to improve our ability to observe some of these standards in practice, particularly during student teaching. We will add some specific tasks in which we ask our student teachers to demonstrate specified standards, rather than attempting to observe them in many lessons over the course of the semester.

We will review the Assessment FIndings from the 2012-13 & 2013-14 academic years at a fall 2014 faculty meeting, to evaluate whether these changes allow us to make a more accurate assessment of our students' competencies.

Updated date: Mon, 07/02/2018 - 15:40