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Adolescent Teaching: Biology 7–12 & Students With Disabilitiesnext

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ADOLESCENT TEACHING: BIOLOGY 7–12 & STUDENTS WITH DISABILITIES

Degree earned

Total number of credits

Certificate/licenses titles and types

B.S.Ed.

126

Biology 7-12 (initial)

Students with Disabilities Generalist 7-12 (initial)

Students with Disabilities Biology 7-12 extension (initial)

Program Description

Medaille College’s B.S.Ed. degree program in Adolescent Teaching: Biology 7–12 & Students with Disabilities leading to dual-certification in Students with Disabilities and Biology 7–12 is committed to the academic and professional preparation of highly qualified teachers through rigorous, integrated coursework in the liberal arts and professional studies. The program emphasizes active, experiential learning both inside and outside the classroom through frequent field observations and practicum experiences over four years.

The program is committed to fostering reflective practitioners with demonstrated proficiency in academic subject matter content, pedagogy, best practices in teaching, learning theory, and student development. Its graduates will be well prepared to function effectively in an inclusive classroom, to meet successfully the learning and developmental needs of diverse student constituencies, and to function as capable and caring professionals in a variety of secondary school environments. The program is dedicated to producing teachers who will exhibit intellectual rigor and compassion in the learning environment and who will balance their high expectations for students with appropriate degrees of support and assistance to assure adolescents’ intellectual and personal growth.

The Adolescent Education program at Medaille College will offer simultaneous certification in both general and Students with Disabilities. Through this dual-certification process, students will be better able to serve the needs of all individuals across a wide range of learning styles and needs in middle and high school settings through knowledge of differentiated instruction, curricular adaptation, classroom management, the development of positive and supportive classroom environments, and the provision of individualized educational support. Students will also be prepared to collaborate in inclusive settings with developing effective partnerships between classrooms and families.

Program graduates will demonstrate the knowledge, skills, professional attitude, character, and commitment to future students and the teaching profession congruent with New York State and national standards for initial certification and long-term professional success.

All students working toward New York State Certification will take coursework in the professional, field-centered curriculum. The program provides for completion of a campus-based course of study, pre-student-teaching experiences, and classroom student teaching situations. Education majors are required to take the New York State Teacher Certification Exams (NYSTCE) as a prerequisite for New York State Certification.

As a requirement for graduation, all students receiving a Bachelor of Science in Education degree must attain a minimum 2.50 cumulative average. If a student performs below the acceptable standard, he/she will need to take and/or retake the course(s) designated to improve weak areas and pass the course(s) with a grade of C- or better.

Students must receive a grade of a C- or above for all pedagogical courses. As of fall 2011, students must receive a grade of C- or higher in all concentration courses. Otherwise, the course must be repeated. All education teacher candidates must be able to, with or without accommodation, complete all New York State mandated course, field experience, and student teaching requirements.

Program Goals

The program has established the following pre-service goals:

To provide students with individual supervision and assessment during their coursework and field experience to assure that each teacher candidate has the opportunity to develop appropriate professional skills;

To individualize and adequately differentiate instruction so as to address the academic and emotional/behavioral needs of each learner thereby creating a classroom that values, validates, and nurtures each child;

To offer a contemporary curriculum that provides majors with the knowledge of subject matter, pedagogy/best practices in teaching, and principles of classroom management;

  • To prepare specialized content matter experts who are also strongly grounded in the liberal arts and professional studies;
  • To provide majors with an understanding of the foundations of education practice and the philosophical, historical, social, psychological, and pedagogical principles that guide instructional decisions;
  • To prepare teachers who are skilled in collaboration and team work both with professional colleagues and families;
  • To foster graduates who participate in professional growth opportunities as life-long learners and who are potential leaders in community and educational setting
  • To develop positive and supportive classroom environments in which all students will be valued and successful;
  • To produce graduates able to effectively teach in inclusive and culturally diverse classrooms and to promote learning and healthy development for all adolescents, including those with disabilities and special abilities by planning for enrichment, and adaptation of materials;
  • To prepare graduates who can effectively integrate theory and practice, engage in critical reading and questioning of current theory and research, and be problem solvers;
  • To prepare teachers who understand, practice, and model the highest standards of professional behavior and responsibility in their interactions with students, parents, and other caregivers, school colleagues, and the community; and,
  • To produce teachers who will provide informed and thoughtful advocacy for adolescents.

Program Outcomes

The learning outcomes and proficiencies of the B.S.Ed. degree program in Adolescent Teaching: Biology 7–12 & Students with Disabilities leading to dual-certification in Students with Disabilities and Biology 7–12 are arranged in four broad categories: (a) curriculum, (b) pedagogy and learning environment, (c) assessment, and (d) professionalism and relationships.

Graduates of Medaille College’s adolescent teacher certification programs will be able to:

Curriculum:

  • Demonstrate proficient knowledge in their professional education and Biology at the 7–12 level;
  • Demonstrate knowledge of methods of inquiry in Biology at the 7–12 level;
  • Relate and integrate Biology at the 7–12 level content knowledge to other disciplinary fields of study;
  • Construct and deliver appropriate curricula for students;
  • Teach subject matter accurately;
  • To provide full access to the curriculum and related content material to all students;
  • Be able to adapt and modify curriculum to effectively teach students with a wide range of learning styles and needs;
  • Teach content from multiple viewpoints; and,
  • Apply disciplinary knowledge to common life experiences;

Pedagogy and Learning Environment:

  • Demonstrate an understanding of the components of effective instruction;
  • Demonstrate an understanding of how students learn and think about subject content;
  • Select and effectively apply a variety of teaching methods and educational materials based on the needs of various learning groups, individuals students’ learning styles, and the goals of each lesson;
  • Demonstrate knowledge of the developmental needs of adolescents, particularly as it relates to the teaching-learning process and as evidenced by an ability to meet the diverse learning needs of students;
  • Motivate students to want to learn individually, collaboratively, and cooperatively through a variety of successful and differentiated teaching strategies;
  • Integrate media and technology to enhance learning;
  • Explain and adapt to the influences of society, culture, community, and family on school;
  • Demonstrate a comprehension of and adaptability to student diversity: ethnic, gender, social class, race, religion, region, disability, and its implications;
  • Create an effective, positive, and active learning environment with high expectations for student achievement; and,
  • Respond to student behavior in positive, safe, and educationally productive ways.

Assessment

  • Keep records to determine and report student progress;
  • Evaluate student learning and development through a variety of appropriate formative and summative assessment instruments, including standardized and teacher-constructed tests as well as alternative measures;
  • Understand and utilize curriculum-based and authentic assessment practices across a range of student learning styles;
  • Use assessment to improve student learning, teaching effectiveness, and the learning environment; and,
  • Reflect upon and improve professional performance based on professional standards, student, peer and supervisor feedback, and best practices.
  • Professionalism and Relationships
  • Develop a personal philosophy of education that will serve as a basis for professional decisions;
  • Demonstrate knowledge of the American public school system;
  • Practice professional and ethical behavior consistent with recognized educational standards and codes of ethics;
  • Engage in research, reflection and life-long learning to assure continued personal and professional development;
  • Acquire skills necessary for the effective problem solving of issues that may occur in collaborative and consultative professional relationships;
  • Be able to co-teach and engage in professional collaboration in the inclusive classroom;
  • Exhibit a genuine sense of responsibility and service to students and teaching, valuing all aspects of students’ well-being; and,
  • Build collaborative and respectful relationships with colleagues, supervisors, students, parents, and community members.

Credit Distribution

General Education Core (27 Credits)

ENG 110 College Writing (3)

ENG 200 Advanced College Writing (3)

GEN 110 Introduction to Critical Thinking (3) [Required of first-year students; all other students must substitute a Free Elective]

GEN 220 Justice and Democracy in America (3)

GEN 230 Creative Expression (3)

GEN 410 Baccalaureate Capstone I (3)

GEN 411 Baccalaureate Capstone II (3)

MAT 115 Pre-Calculus (3)

SPE 130 Fundamentals of Public Speaking (3)

Education/Dual-License Component (39 Credits)

Course Work (27 Credits)

EDU 207 DASA Seminar (co-register with EDU 210 Educational Foundations) (0)

EDU 210 Educational Foundations (co-register with EDU 207 DASA Seminar) (3)

EDU 237 The Adolescent Reader & Writer (3)

EDU 238 Strategic Literacy Instruction (3)

EDU 340 Child Abuse, Drug Awareness, etc. (co-register with ESP 230) (0)

EDU 365 Adol. Teaching Biology Methods with practica (3)

EDU 368 Adolescent General Education/Special Education Curriculum Methods (3)

ESP 230 Intro to Special Education (co-register with EDU 340)

ESP 276 Pos. Behavioral Support Approaches

ESP 348 Educating and Assessing Adolescents with Mild to Severe Disabilities with Practica

ESP 358 Assessing Adolescent Children (Grades 7-12) with Exceptionalities

Experiential Learning (12 Credits)

EDU 480 “S” Student Teaching (5.5)

EDU 480 “A” Student Teaching (5.5)

EDU 481 Student Teaching Seminar (1)

Biology Concentration (34 Credits)

BIO 120 Botany (4)

BIO 170 Comp. Anatomy & Physiology I (5)

BIO 171 Comp. Anatomy & Physiology II (5)

BIO 200 Microbiology (4)

BIO 220 Cell Biology (3)

BIO 320 Ecology (4)

BIO 330 Genetics (3)

BIO 430 Organic Evolution (3)

MAT 201 Statistics and Society (3)

Liberal Arts and Science Component (23 Credits)

Foreign Language I (3)

Foreign Language II (3)

HIS 140 Early United States History (3)

CHE 200 General Chemistry I (4)

CHE 201 General Chemistry II (4)

PSY 100 Introduction to Psychology (3)

PSY 240 Adolescence (3)

Computer Information Systems (3 credits)

CIS 175 Technology Applications in Education (3)

Total credits: 126

Registration for Student Teaching: Students who receive an unsatisfactory (U) for one student teaching placement must attend “Refocus for Success” and repeat the student teaching experience. For detailed student teaching information go to www.medaille.edu/studentteaching. Student teachers who receive an unsatisfactory for two student teaching placements must follow the Student Teaching Improvement Plan.