Douglas Raynie, Department Head
131 Avera Health Sciences Building, Box 2202
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Chemistry is often referred to as the central science because of its strong connections to the other natural sciences and mathematics. Chemistry is therefore an area of study that allows students vast opportunity to explore the unknown and to address some of human society’s most pressing scientific problems. The Chemistry Education program will prepare students for careers in high-quality teaching of chemistry at the secondary/high school level. The curriculum consists of a set of core requirements for students to acquire fundamental chemistry content knowledge and skills shared by all high-quality chemistry teachers, requirements for cognate knowledge development and skills acquisition (e.g., mathematics and other sciences), while meeting the state licensure requirements to teach high school. The core requirements provide foundational understanding in all five sub-disciplines of chemistry (analytical, biochemistry, inorganic, organic, and physical), representing breadth of content knowledge. The curriculum also allows for exploration into the depth of chemistry content by including elective coursework in chemistry, environmental chemistry, and a capstone research course.
Student Learning Outcomes
Upon completing a major in Chemistry Education, graduates will:
- possess a foundational knowledge of the contemporary theories of chemistry;
- apply the foundational knowledge of the field toward answering unknown questions;
- effectively communicate scientific information in written and verbal formats;
- safely handle chemicals and chemical equipment;
- become proficient in the design and execution of experimental procedures and use a variety of techniques to evaluate experimental outcomes;
- develop the human skills to work effectively and efficiently in a team setting;
- understand how learners grow and develop, recognize that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and design and implement developmentally appropriate and challenging learning experiences;
- understand and use 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.
- plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross- disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
- understand and use 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.
Students will complete all major requirements with a grade of “C” or better.
Course Delivery Format
Courses offered in the Chemistry Education curriculum are taught in a variety of formats which address student learning outcomes: Didactic (lecture) methods ensure the development of foundational knowledge of chemistry; Practical (laboratory) methods ensure the development of laboratory skills and training. A combination of didactic and practical methods ensures the successful completion of the undergraduate research project.