College | Science, Technology, Engineering and Mathematics |
Department | Biological Sciences |
Program | Bachelor of Science in Biology (BS) |
Curriculum Map |
Students who complete the program will demonstrate:
College | Science, Technology, Engineering and Mathematics |
Department | Biological Sciences |
Program | Bachelor of Science in Environmental Science (BS) |
Students who complete the program will demonstrate:
College | Science, Technology, Engineering and Mathematics |
Department | Biological Sciences |
Program | Bachelor of Science in Fisheries & Wildlife (BS) |
Curriculum Map | Curriculum Map |
Students who complete the program will demonstrate:
College | Science, Technology, Engineering and Mathematics |
Department | Biological Sciences |
Program | Bachelor of Science in Life Sciences Secondary Education (BS) |
2020 NSTA/ASTE Standards for Science Teacher Preparation
Standard 1: Content Knowledge
Effective teachers of science understand and articulate the knowledge and practices of contemporary science and engineering. They connect important disciplinary core ideas, crosscutting concepts, and science and engineering practices for their fields of licensure.
Standard 2: Content Pedagogy
Effective teachers of science plan learning units of study and equitable, culturally-responsive opportunities for all students based upon their understandings of how students learn and develop science knowledge, skills, and habits of mind. Effective teachers also include appropriate connections to science and engineering practices and crosscutting concepts in their instructional planning.
Standard 3: Learning Environments
Effective teachers of science are able to plan for engaging all students in science learning by identifying appropriate learning goals that are consistent with knowledge of how students learn science and are aligned with standards. Plans reflect the selection of phenomena appropriate to the social context of the classroom and community, and safety considerations, to engage students in the nature of science and science and engineering practices. Effective teachers create an anti-bias, multicultural, and social justice learning environment to achieve these goals.
Standard 4: Safety
Effective teachers of science demonstrate biological, chemical, and physical safety protocols in their classrooms and workspace. They also implement ethical treatment of living organisms and maintain equipment and chemicals as relevant to their fields of licensure.
Standard 5: Impact on Student Learning
Effective teachers of science provide evidence that students have learned and can apply disciplinary core ideas, crosscutting concepts, and science and engineering practices as a result of instruction. Effective teachers analyze learning gains for individual students, the class as a whole, and subgroups of students disaggregated by demographic categories, and use these to inform planning and teaching.
Standard 6: Professional Knowledge and Skills
Effective teachers of science strive to continuously improve their knowledge of both science content and pedagogy, including approaches for addressing inequities and inclusion for all students in science. They identify with and conduct themselves as part of the science education community
College | Science, Technology, Engineering and Mathematics |
Department | Biological Sciences |
Program | Master of Science in Fisheries & Wildlife (MS) |
Curriculum Map |
Students who complete the program:
College | Science, Technology, Engineering and Mathematics |
Department | Computer and Information Science |
Program | Associate of Applied Science in Cybersecurity (AAS) |
Curriculum Map |
Students who complete the program will:
College | Science, Technology, Engineering and Mathematics |
Department | Computer and Information Science |
Program | Associate of Applied Science in Information Technology (AAS) |
Curriculum Map | Curriculum Map |
Students who complete the program will:
College | Science, Technology, Engineering and Mathematics |
Department | Computer and Information Science |
Program | Bachelor of Science in Computer Science (BS) |
Curriculum Map |
Students who complete the program will:
College | Science, Technology, Engineering and Mathematics |
Department | Computer and Information Science |
Program | Bachelor of Science in Computer Science Education (BS) |
Learning outcomes:
College | Science, Technology, Engineering and Mathematics |
Department | Computer and Information Science |
Program | Bachelor of Science in Cybersecurity (BS) |
Students who complete the program will demonstrate:
College | Science, Technology, Engineering and Mathematics |
Department | Computer and Information Science |
Program | Bachelor of Science in Information Technology (BS) |
Curriculum Map | Curriculum Map |
Students who complete the program will:
College | Science, Technology, Engineering and Mathematics |
Department | Computer and Information Science |
Program | Master of Science in Information Technology (MS) |
Students who complete the program will:
College | Science, Technology, Engineering and Mathematics |
Department | Engineering |
Program | Associate of Science in Manufacturing (AS) |
Curriculum Map |
Students who graduate from the program will:
College | Science, Technology, Engineering and Mathematics |
Department | Engineering |
Program | Associate of Science in Nuclear Technology (ASNT) |
Program Home |
The educational objectives of the program leading to the ASNT degree are:
To support these Educational Objectives, the following learning outcomes have been established for the AS Nuclear Technology program:
College | Science, Technology, Engineering and Mathematics |
Department | Engineering |
Program | Bachelor of Science in Computer Engineering (BSCmpE) |
Curriculum Map | Curriculum Map |
Students who complete the program will demonstrate:
College | Science, Technology, Engineering and Mathematics |
Department | Engineering |
Program | Bachelor of Science in Electrical Engineering (BSEE) |
Curriculum Map | Curriculum Map |
Students who complete the program will demonstrate the following ABET Student Outcomes:
College | Science, Technology, Engineering and Mathematics |
Department | Engineering |
Program | Bachelor of Science in Mechanical Engineering (BSME) |
Curriculum Map |
Students graduating from the Mechanical Engineering program per ABET should have:
College | Science, Technology, Engineering and Mathematics |
Department | Engineering |
Program | Master of Engineering in Electrical Engineering (MENGR-ELE) |
Students who complete the program will demonstrate:
College | Science, Technology, Engineering and Mathematics |
Department | Engineering |
Program | Master of Engineering in Mechanical Engineering (MENGR-MCE) |
Curriculum Map |
Students who complete the program will be able to:
College | Science, Technology, Engineering and Mathematics |
Department | Mathematics and Statistics |
Program |
Bachelor of Science in Applied Statistics (BS) |
Curriculum Map | Curriculum Map |
Students who complete the program will:
College | Science, Technology, Engineering and Mathematics |
Department | Mathematics and Statistics |
Program |
Certificate of Proficiency (CP) |
Students who complete the Certificate of Proficiency in Applied Statistics will demonstrate:
College | Science, Technology, Engineering and Mathematics |
Department | Mathematics and Statistics |
Program | Bachelor of Science in Mathematics (BS) |
Curriculum Map | Curriculum Map |
Students who complete the program will:
College | Science, Technology, Engineering and Mathematics |
Department | Mathematics and Statistics |
Program | Bachelor of Science in Mathematics Education (BS) |
Students who complete the program will meet the following NCTM CAEP Standards (2012 – Secondary):
Standard 1: Content Knowledge
Effective teachers of secondary mathematics demonstrate and apply knowledge of major mathematics concepts, algorithms, procedures, connections, and applications within and among mathematical content domains.
Standard 2: Mathematical Practices
Effective teachers of secondary mathematics solve problems, represent mathematical ideas, reason, prove, use mathematical models, attend to precision, identify elements of structure, generalize, engage in mathematical communication, and make connections as essential mathematical practices. They understand that these practices intersect with mathematical content and that understanding relies on the ability to demonstrate these practices within and among mathematical domains and in their teaching.
Standard 3: Content Pedagogy
Effective teachers of secondary mathematics apply knowledge of curriculum standards for mathematics and their relationship to student learning within and across mathematical domains. They incorporate research-based mathematical experiences and include multiple instructional strategies and mathematics-specific technological tools in their teaching to develop all students’ mathematical understanding and proficiency. They provide students with opportunities to do mathematics – talking about it and connecting it to both theoretical and real-world contexts. They plan, select, implement, interpret, and use formative and summative assessments for monitoring student learning, measuring student mathematical understanding, and informing practice.
Standard 4: Mathematical Learning Environment
Effective teachers of secondary mathematics exhibit knowledge of adolescent learning, development, and behavior. They use this knowledge to plan and create sequential learning opportunities grounded in mathematics education research where students are actively engaged in the mathematics they are learning and building from prior knowledge and skills. They demonstrate a positive disposition toward mathematical practices and learning, include culturally relevant perspectives in teaching, and demonstrate equitable and ethical treatment of and high expectations for all students. They use instructional tools such as manipulatives, digital tools, and virtual resources to enhance learning while recognizing the possible limitations of such tools.
Standard 5: Impact on Student Learning
Effective teachers of secondary mathematics provide evidence demonstrating that as a result of their instruction, secondary students’ conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and application of major mathematics concepts in varied contexts have increased. These teachers support the continual development of a productive disposition toward mathematics. They show that new student mathematical knowledge has been created as a consequence of their ability to engage students in mathematical experiences that are developmentally appropriate, require active engagement, and include mathematics-specific technology in building new knowledge.
Standard 6: Professional Knowledge and Skills
Effective teachers of secondary mathematics are lifelong learners and recognize that learning is often collaborative. They participate in professional development experiences specific to mathematics and mathematics education, draw upon mathematics education research to inform practice, continuously reflect on their practice, and utilize resources from professional mathematics organizations.
Standard 7: Secondary Mathematics Field Experiences and Clinical Practice
Effective teachers of secondary mathematics engage in a planned sequence of field experiences and clinical practice under the supervision of experienced and highly qualified mathematics teachers. They develop a broad experiential base of knowledge, skills, effective approaches to mathematics teaching and learning, and professional behaviors across both middle and high school settings that involve a diverse range and varied groupings of students. Candidates experience a full-time student teaching/internship in secondary mathematics directed by university or college faculty with secondary mathematics teaching experience or equivalent knowledge base.
College | Science, Technology, Engineering and Mathematics |
Department | Physical and Earth Sciences |
Program |
Bachelor of Science in Chemistry (BS) |
Curriculum Map | Curriculum Map |
Students who complete the program will demonstrate:
College | Science, Technology, Engineering and Mathematics |
Department | Physical and Earth Sciences |
Program | Bachelor of Science in Chemistry Education (BS) |
Students who complete the program will demonstrate the following:
Mastery of Chemistry Content - mastery of content in the different branches of chemistry (ABIOP)
Laboratory Skills - ability to use a variety of chemical instrumentation, laboratory techniques, statistical and computational methods
Chemical Science Advocacy and Communication Skills - a) possess the skills of searching, explaining, and evaluating the chemical literature, and b) possess the skills of communicating experimental motivations and results through both oral and written means
Critical Thinking and Problem Solving - develop critical thinking through the evaluation and interpretation of data and the use of this data to solve problems
College | Science, Technology, Engineering and Mathematics |
Department | Physical and Earth Sciences |
Program | Bachelor of Science in Engineering Physics (BS) |
Curriculum Map | Curriculum Map |
Students who complete the program will demonstrate:
College | Science, Technology, Engineering and Mathematics |
Department | Physical and Earth Sciences |
Program | Bachelor of Science in Geology (BS) |
Students who complete the program will demonstrate:
Geology (Environmental Option)
Geology (Professional Option)
Geology (Petroleum Option)
College | Science, Technology, Engineering and Mathematics |
Department | Physical and Earth Sciences |
Program | Bachelor of Science in Physics (BS) |
Curriculum Map | Curriculum Map |
Students who complete the program will demonstrate:
College | Science, Technology, Engineering and Mathematics |
Department | Physical and Earth Sciences |
Program | Bachelor of Science in Physics Education (BS) |
Students who complete the program will demonstrate: