Department of Environmental Science and Policy

BS in Environmental Science - Secondary Teacher Education

This track is for students who want to become certified in Maine to teach grades 7-12 physical sciences, life science, or both areas. Interested students should see the secondary education environmental science coordinator upon acceptance at USM, matriculation, upon choosing an environmental science major, or as early in their time at USM as possible. The curriculum for this concentration is designed to provide prospective 7-12 teachers with a strong academic foundation in physical sciences or life science along with a continuous focus on both the theory and practice of teaching through a sequence of pre-internship education courses and field experiences. It has four components: USM Core curriculum, an environmental science major, professional education courses, and electives totaling 120 credit hours.

USM Core Curriculum (including pre-internship education courses)

  • EYE 108 Culture, Identity, and Education (recommended) (3 cr)
  • EDU 100 Exploring Teaching as a Profession (required) (3 cr)
  • College Writing - ENG 100 (3 cr)
  • Cultural Interpretation (3 cr)
  • Quantitative Reasoning - MAT 152 Calculus A (4 cr)
  • Creative Expression (3 cr)
  • Socio-Cultural Analysis - HRD 200 Multicultural Human Development (required) (3 cr)
  • Science Exploration - ESP 101/102 Fundamentals of Environmental Science and Lab (4 cr)
  • Ethical Inquiry, Social Responsibility, and Citizenship - EDU 310 Purpose of Schooling in a Democracy (recommended) (3 cr)
  • Cluster - EDU 305 Foundations of Cultural and Linguistic Diversity (required), SED 335 Students with Exceptionalities in General Education (required), and SED 420 Multi-tiered Systems of Educational Support (required) (9 cr)
  • Diversity and International met with EDU 305 and EDU 310, respectively

Major Requirements:

Students complete the major requirements for a B.S. in Environmental Science. The ESP 400 internship requirement may be met by an EDU internship in secondary education. Similarly, the ESP 401 capstone requirement may be met by a STEM or EDU capstone.

The minimum number of credits required for the major is 72, plus the University's Core Curriculum. Some departmental major requirements may overlap with the Core Curriculum, allowing students to double-count and be efficient in course selection. A student must achieve at least a 2.0 grade point average and must earn at least a C- in each course applied toward completion of the major.

Required courses:  
     ESP 101 Fundamentals of Environmental Science
     ESP 102 Fundamentals of Environmental Science Lab
     ESP 125 Introduction to Environmental Ecology
     ESP 126 Introduction to Environmental Ecology Lab
     ESP 150 Field Immersion
     ESP 197 Research Skills Lab
     ESP 203 Environmental Communication
     ESP 207 Atmosphere: Science, Climate, and Change
     ESP 280 Research and Analytical Methods
     ESP 340 Environmental Regulations
     ESP 400 Internship (between junior and senior year) or EDU 445 Student Teaching
     STEM or EDU Capstone

Choose one tools course; suggested courses include:
     GEO 108 Introduction to ArcGIS
     GEO 308 GIS Applications I
     ITP 210 Technical Writing
     MAT 120 Introduction to Statistics
     MAT 220 Statistics for the Biological Sciences

Required courses specific to students in the B.S. in Environmental Science:
     CHY 113, 114 Principles of Chemistry I and Laboratory Techniques I
     CHY 115, 116 Principles of Chemistry II and Laboratory Techniques II
     CHY 233 Analytical Chemistry with Lab
          or CHY 251, 252 Organic Chemistry and Organic Chemistry Laboratory I
     MAT 152 Calculus A
     ESP 360 Water Quality Assessment and Control
     ESP 260 Soil and Water Conservation Engineering
          or ESP 412 Field Ecosystem Ecology

Choose Physics or Biology lecture and lab:
     PHY 111 Elements of Physics I
     PHY 114 Introductory Physics Laboratory I
                      or
     BIO 105 Biological Principles I: Cellular Biology
     BIO 106 Laboratory Biology

Electives: Choose three environmental science classes 200-level or higher.

Secondary Teacher Education Requirements:

In addition to meeting all major and core requirements, the following teacher education requirements must be met.

The Secondary Teacher Education Pathway is designed to prepare middle and high school teachers, grades 7-12 (K-12 for foreign language teachers) who are knowledgeable of the content they will teach and who have the skills to apply that knowledge to teaching. Secondary education students major in the discipline they plan to teach and take a series of teacher education courses that satisfy their University Core Curriculum requirements as well as fulfill the requirements for teacher certification in their discipline. These courses introduce students to aspects of teaching and learning and provide hands-on field experiences in schools and community agencies where they can make connections between theory and practice. At the time of degree completion, students will have met the degree requirements for a major and for initial teacher certification.


Program Declaration and Withdrawal

All students must formally declare their entry into a teacher education pathway by completing the Declaration and/or Dropping of Undergraduate Teacher Education Pathway Form through the registrar’s office. The form is located in the forms section of the Office of Registration Services.


Academic Requirements

The minimum academic requirements to be a student in good standing in the Secondary Teacher Education Pathway are as follows:

  • A grade of B or better in all professional education coursework.
  • A grade of C or better in content courses required for the area of teacher certification. An overall GPA of 3.0 or better.

Failure to maintain the above requirements may result in program dismissal. Appeals may be made in writing to the Director of Educator Preparation.

Pre-Candidacy

Upon declaring the Secondary Teacher Education Pathway, a student becomes a pre-candidate. The pre-candidacy phase of the program is the first three years of the program prior to the professional internship. Pre-candidacy coursework is as follows:

Recommended

  • ADS 300 Ethics and Youth with Exceptionalities (3 cr)
  • EDU 310 Purpose of Schooling in a Democracy* (3 cr)
  • EYE 108 Culture, Identity and Education (3 cr)

Required

  • EDU 100 Exploring Teaching* (3 cr)
  • EDU 222 Foundations of Language and Literacy Development* (3 cr)
  • EDU 305 Foundations of Cultural and Linguistic Diversity* (3 cr)
  • HRD/SBS 200 Multicultural Human Development (3 cr)
  • SED 335 Students with Exceptionalities in General Education* (3 cr)

Each of the courses with a * includes required service learning or practicum hours in a partner school or community setting to give pre-candidates hands-on experience with students and create connections between theory and practice. These formal placements are arranged by the Field Experience Coordinator in the Office of Educator Preparation. Other education courses may require observation experiences in field settings that students arrange on their own.

Candidacy

In order to be eligible to take the content methods course and enroll in internship, pre-candidates must successfully complete the candidacy process. Candidacy takes place in the spring semester of the third year or when a student has completed the pre-candidacy teacher education coursework and has made satisfactory and sufficient progress in their major. It is the process pre-candidates go through in order to be admitted to the professional level courses and internship. To be eligible for candidacy, pre-candidates must be in good academic standing, have passed the Praxis Core, and provided evidence of their Criminal History Record Check.

Please see USM’s Professional Licensure and Certification Notice located on the Office of Registration Services website for more information: https://usm.maine.edu/registration-services/academic-policies-undergraduate

Students are required to complete and show documentation of the fingerprinting process outlined by the Maine Department of Education: http://www.maine.gov/doe/cert/fingerprinting.

Pre-candidates must complete the Candidacy application in TK20 and provide a current resume and two letters. The candidacy application is due on January 31 of each year. Upon review eligible pre-candidates will be invited to participate in a 30-minute internship admission interview.

Professional Internship

The professional internship is a full-year experience that fulfills Maine’s student teaching requirement and provides secondary education teacher candidates the opportunity to apply what they are learning in their teacher education courses in a more sustained and in-depth setting. The first semester internship is the equivalent of 20 hours per week in a partner school district, and the second semester internship is a full time, five days per week experience in a partner school. Students take the internship courses concurrently.

Required:

  • EDU 414 Improving Teaching in Content Areas Through Literacy for All Students Including Those with Diverse Abilities and Backgrounds (3 cr)
  • EDU 442 Seminar in Teaching, Learning, and Assessment (3 cr)
  • EDU 445 Student Teaching (9 cr total--3 credits first semester and 6 credits second semester)
  • SED 420 Multi-Tiered Systems of Educational Support (3 cr)
  • Content Area Methods Course-one of the following (3 cr)
    • EDU 401 Secondary Science Methods
    • EDU 402 Secondary English Methods
    • EDU 403 Foreign Language Methods
    • EDU 404 Secondary Social Studies Methods
    • MME 434 Secondary Mathematics Methods

Content Requirements

Secondary Teacher Education Pathway students (grades 7-12) need a minimum of twenty-four credit hours in the content areas they plan to teach. It is recommended that those interested in teaching at the middle level complete coursework in a second content area (e.g. English, mathematics, social studies or science) to become highly qualified to teach an additional content area. Finally, students should consider taking additional education courses, which will support them in becoming more well-rounded teachers, in topics such as literacy and technology.

TK20

TK20 (Watermark) is the comprehensive web-based, assessment management and reporting system used by all students in Educator Preparation programs at USM. All undergraduate and graduate students who matriculate into an Educator Preparation program at USM and are accepted as a candidate for their internship year are required to subscribe to Tk20. Students use Tk20 (Watermark) to provide evidence they have mastered state and professional standards for their profession. The subscription fee of $103 covers some of the expenses related to the administration and assessment of the program. For loan purposes, TK20 (Watermark) is eligible for consideration as part of educational costs. The subscription is a one-time payment and must be made by each student after they have passed their candidacy process and before the first semester of their internship year. Subscription instructions are posted on the Office of Educator Preparation website at http://usm.maine.edu/educator-preparation.

Please note Professional Education Council Policy: In order for USM’s Education Preparation Unit program- completers to be recommended by the institution to the state for certification or licensure, the candidate must provide evidence of meeting all certification requirements including proficiency on the standards relevant to his/her state approved professional program and this evidence must be compiled and assessed within the context of the Unit’s data management system (i.e., Tk20).

Recommendation for Certification

Graduates who successfully complete all the Secondary Teacher Education Pathway requirements are eligible for recommendation for teacher certification in Maine. In order to be recommended for certification, students must complete the Recommendation for Certification form. Students who fail to meet the academic or professional requirements for the Secondary Teacher Education Pathway or choose not to pursue teacher certification may withdraw from the pathway and graduate with their major.

NOTE: Course requirements are subject to change based upon changes in teacher certification regulation.

 

 

Teacher Education Program

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