Biology Education Course Descriptions
BIO 120 Principles of Biology I
Students will examine concepts and theories in the following areas: the philosophy and methods of science; ecology; cell structure and function; genetics; and evolution. Three lectures, one laboratory. This course is intended to primarily serve those majoring in the Biological Sciences. Prerequisite or corequisite: BIO 120L.
BIO 122 Principles of Biology II
This course includes the philosophy and methods of science, nutrition, gas exchange, internal transport, osmoregulation, chemical control, nervous control, reproduction, development, diversity and classification of organisms. Three lectures, one laboratory. Prerequisite: BIO 120/120L. Prerequisite or corequisite: BIO120L.
BIO 220 Anatomy and Physiology I
This course is an in-depth study of the structure and function of the integumentary, skeletal, muscular, and nervous systems at all levels of organization. Topics include cell biology, histology, developmental anatomy and pathological conditions relevant to students majoring in the health sciences. Three lectures and one laboratory. Prerequisites: CHM 174/174L or CHM 231/231L. Prerequisite or corequisite BIO 220L.
BIO 301 Biostatistics
This course covers the basic tools for the collection, analysis and presentation of biological data. Topics include the general principles of study design, hypothesis testing, basic descriptive statistics and specific statistical tests including t-test, correlation, chi-squared, contingency analysis, data transformations, analysis of variance, regression and some non-parametric methods. Prerequisites: BIO 120 and BIO 122, and MTH 125. Individuals without a major in the Department of Biological Sciences require instructor consent.
BIO 302 Ecology
Students will study the principles governing the relationships of plants, animals and their environment. 3 hour of lecture, 1 hour of lab. This course includes field trips. Prerequisites: BIO 122/122L, BIO301. Prerequisite or corequisite: BIO302L.
BIO 305 Biology Teaching Methods
This course is an introduction to the texts, manuals, materials, apparatus and methods of teaching biology. One lecture, one laboratory. It cannot be taken as a directed study. Prerequisites: 15 hours of biological science including BIO120, 122, 316, CHM 164, EDU 201 and EDU 456.
BIO 315 Genetics
This is an introduction to the study of genetics using classical and molecular approaches. Topics covered include transmission genetics, replication of DNA, gene expression and control, and population genetics. Three lectures, one laboratory. Prerequisites: BIO 101 and BIO 102.
BIO 316 Evolutionary Biology
This course includes the history, genetic basis and products of evolutionary forces, including understanding the factors that affect evolutionary change, and the modes of evolutionary change. This course is designed to present the evidence for evolution and its effects on populations from the molecular to the community and ecosystem level. Prerequisite: BIO 315.
BIO 318 Botany
This course is a comparative study of the structure and reproduction of fungi and lower plants, with emphasis on seed plants. Students will study the principles of plant classification, identification and nomenclature, including the systematic relationships of vascular plants with an emphasis on flowering plants. Laboratories will include field trips, identification of collections and techniques used in gathering evidence for classification. Three lectures, one laboratory. Prerequisites: BIO 122/122L. Prerequisite or corequisite: BIO 318L
BIO 330 Anatomy and Physiology II
This course is an in-depth study of the structure and function of the endocrine, cardiovascular, respiratory, digestive, urinary and reproductive systems at all levels of organization. Other topics include fluid and electrolyte balance, acid-base balance, and pathological conditions relevant to students majoring in the health sciences. Three lectures and one laboratory. Prerequisites: BIO 220/220L. Prerequisite or corequisite: BIO 330L
BIO 333 Microbiology
Students will study the biology of bacteria, viruses, yeasts, molds and certain animal parasites. Topics included in this course include microbial morphology, anatomy, growth, reproduction, physiology and genetics. Three lectures, one laboratory. Prerequisites: CHM 174/174L or CHM 231/231L. Prerequisite or corequisite: BIO 333L.
CHM 164 University Chemistry
A one-semester course covering the core concepts of general chemistry, maintaining the depth and relevance of a two semester sequence. Topics covered include: bonding, equilibrium, stoichiometry, chemical kinetics, and oxidation-reduction. Prerquisite: MTH 120 or equivalent is recommended.
CHM 166 University Chemistry Lab
An introduction to experimental chemical methods of synthesis and characterization by quantitative and qualitative procedures. Experiments will relate to topics covered in CHM 164. Prerequisite or co-requisite: CHM 164.
CHM 174 Organic and Biochemistry
This course is a study of the fundamentals of organic chemistry (nomenclature, functional groups, reactions) with an emphasis on compounds of biological interest (amino acids, proteins, carbohydrates, lipids, enzymes, nucleic acids and the metabolic cycles). Three lectures, one two-hour laboratory. Prerequisite: CHM 164. Corequisite: CHM174L
MTH 200 Statistical Methods I
This course is an introduction to descriptive statistics, including graphs, sampling distributions, measures of central tendency, probability theory, hypothesis testing through nonparametric tests, confidence intervals, correlation and regression. Statistical applications, hypothesis testing and the use of statistical software for graphing are emphasized. Prerequisite: MTH 125 or consent of instructor.
PHS 100 Physical Science: Physics and the Atomic Nature of Matter
This is a project-oriented course explaining the fundamental laws of mechanics, solids, liquids, gases, heat, electromagnetism and light, with minimal stress on mathematics.
PHS 101 Physical Science: Chemistry, Earth and Space
This course is a basic study in physical science, including chemistry, geology and astronomy.
PSY 237 Developmental Psychology
This course is a sequential study of the individual from conception to death. Students will study research regarding human physical, cognitive and social-emotional development, along with implications for parents, teachers and counselors.
EDU 201 Foundations of Education
This course is an investigation of contemporary education in America and assists candidates in determining their career path, with a special emphasis on the tools and skills necessary to become an effective teacher. Observation experience in a school setting is required. This course is required for all education majors and is taken as the first in the sequence of education courses. EDU 201 is a prerequisite for all other education courses.
EDU 220 Technology for Teachers
This course provides a foundation for integrating technology into the classroom. A primary goal is the development of a mindset intent on exploring, identifying, engaging and applying current, emerging and future technologies in the teaching/learning process. Students enrolled in the course will consider the appropriate relationship of technology to standards and ethical issues. They will design and present technology-enhanced lessons and become skilled, confident users of digital and electronic resources.
EDU 310 Human Relations/Multiculturalism
This course provides candidates with knowledge in the areas of multiculturalism and human relations. Teacher candidates will understand the impact of a changing society on education and human relations. This course provides an understanding of cultural backgrounds and the influences of dehumanizing biases such as racism, sexism and classism and how they affect the lives of students in schools. A field experience is required for this course so there will be related expenses.
EDU 311 Educational Psychology
This course will examine theories of learning and how they may be applied to the classroom. It will include the study of cognitive development, motivation and learning, how knowledge is constructed, constructivism, individual differences in learning, and learning environments. Prerequisites: EDU 201. Non-education majors must have consent of the instructor.
EDU 335 American Indian Education
This course is designed for prospective and experienced teachers. Candidates will learn about the rich American Indian culture in South Dakota and its impact on the education of American Indian students. The study includes an examination of skills necessary for the effective teaching of American Indian children. The course is designed to meet the South Dakota certification requirement in American Indian studies and is required of all teacher education candidates. Out-of-town travel and additional related expenses are required for this class. Prerequisite: EDU 201. Non-education majors must have consent of the instructor.
EDU 412 Adolescent Learners’ Needs
This course will help prepare candidates to teach at the middle grade level. The course will develop an understanding of the middle school concept and the instructional strategies that support that concept. Field experience at the middle level will be required. Prerequisite: EDU 201.
EDU 424 Literacy Methods in Content Area
This course provides teacher candidates with a balance of theory and application regarding the skills needed to teach reading and writing in the content areas. Candidates will investigate, develop and apply strategies using a variety of scientifically researched reading, writing, listening and speaking methods to meet the literacy needs of all students. For elementary education majors, this course is part of the spring block experience. Courses include EDU 424, EDU 444 and EDU 465. Prerequisite: EDU 201. Corequisites for elementary education majors: EDU 444 and EDU 465. Corequisites for secondary education majors: EDU 465 or approval of education department chair
EDU 435 Curriculum Standards & Assessment
This course supports an educator’s ability to design and implement assessment practices that promote student learning by first improving instruction and then gauging its success. Emphasis is placed on constructing reliable and valid assessments; connecting classroom assessment to local, state and national standards, providing effective feedback and grading and understanding individual, classroom and cultural differences that impact assessment. Students will incorporate various assessment procedures in standards-based lessons they plan and teach during the course field experience. Prerequisites: EDU 201 Corequisites for elementary education majors: EDU 442 and EDU 443.
EDU 456 Secondary and Middle Level Methods
This course covers the methods of teaching secondary and middle level education and considers all the aspects and responsibilities that come with the job, including the decision-making process, establishing a classroom climate conducive to learning, motivating students, classroom management, linking curriculum and instruction, planning the instruction, instructional techniques and methods for promoting learning. A constructivist approach to teaching and learning is emphasized. A field experience is required. Prerequisite: EDU 201. Corequisites: EDU 435 or approval of the chair of the education department.
EDU 465 Classroom Management for the K-12
This course will involve the study of strategies for creating successful K–12 learning communities, planning for the school year, developing positive relationships with the students, working with families, establishing classroom procedures and rules, maintaining appropriate behavior, preventing, managing and responding to inappropriate behaviors, motivating students to learn and responding to inappropriate behaviors. Different practices of classroom management will be explored. School law, professional practice, and teacher ethics will also be covered. This course requires a field experience. This course is part of the spring practicum experience for elementary education majors. Courses include in the spring practicum for elementary education majors are: EDU 424, EDU 444 and EDU 465. Secondary education majors are strongly advised to take this course at the same time as EDU 424. Prerequisite: EDU 201. Corequisites for elementary education majors: EDU 424 and EDU 444. Corequisites for secondary education majors: EDU 424 or approval of department chair.
EDU 474 7-12 Student Teaching
Candidates are assigned to a school district and supervised by a certified teacher at the middle school/junior high level and/or at the secondary level for 70 days (14 full weeks). During this period, they will fulfill obligations and responsibilities similar to those of the cooperating teacher. This course is part of the professional semester and is taken with a two-credit seminar, which is part of the 16 hours for degree candidates. Candidates also meet during the professional semester for seminar requirements. This course is offered Credit/No Credit only. The DWU Student Teacher Handbook and seminar syllabus serve as the course syllabus. Prerequisites: Completion of all coursework required for graduation, 2.6 GPA, admission from the education department faculty and secondary discipline faculty, submission of passing scores on the required Praxis tests and approval for student teaching placement. Corequisite: EDU 475.
EDU 475 Seminar
Candidates are required to take this seminar during their student teaching experience. Candidates will research the following topics during this seminar: classroom climate, instructional pedagogy, assessment, resume writing and interviewing skills. Candidates are required to complete their electronic portfolio and an action research project during the seminar. Attendance is required in order to successfully complete the student teaching experience. Corequisite: EDU 470, EDU 472, EDU 474, or SPD 470.
SPD 206 Introduction to Exceptional Students
This course defines and examines the nature and needs of exceptional learners, including those with documented disabilities as well as giftedness and those with multicultural heritages. Special education foundations and legal mandates will be discussed. Appropriate accommodations and teaching methods designed to meet the needs of the range of students included in a typical classroom will be examined. The role of teachers, parents and other relevant personnel will be investigated in relation to programming for struggling learners. Students will research a specific educational challenge and complete observation hours in a school setting. Prerequisite: EDU 201 or Corequisite EDU 201 or instructor permission.
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