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Chemistry Education (BS)

Hours — 62-80 Credit Hours
Effective Sep. 2017
Last Revision 9/30/2020
Holokai Category: Math & Sciences and Professional Studies

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Program
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Program Requirements


Chemistry Core — 17 Credits

Course Number Title Semesters Offered Credit Hours Prerequisites
CHEM 105 General Chemistry I F, W 3.0 MATH 110 with a C- or better (MATH 110 can be a corequisite if MATH 101 was completed-see Advisor), or ACT Math score 24+, or SAT Math score 590+. High school chemistry or CHEM 101 highly recommended. Corequisite: CHEM 105L
CHEM 105L General Chemistry I Lab F, W 1.0 Corequisite: CHEM 105
CHEM 106 General Chemistry II W, S 3.0 CHEM 105/L w/C- or better. Corequisite: CHEM 106L
CHEM 106L General Chemistry II Lab W, S 1.0 CHEM 105/L w/C- or better. Corequisite: CHEM 106
CHEM 201 Chemical and Laboratory Safety F, W, S 1.0 CHEM 105/L
CHEM 351 Organic Chemistry I F, W 3.0 CHEM 106/L w/C- or better, CHEM 201 (co- or prerequisite)
CHEM 351L or Organic Chemistry I Lab or F 1.0 Corequisite: CHEM 351
CHEM 326 Analytical Biochemistry F 2.0 CHEM 106/L w/C- or better, CHEM 201 (co- or prerequisite). Corequisite: CHEM 326L
CHEM 326L Analytical Biochemistry Lab F 2.0 CHEM 106/L w/C- or better, CHEM 201 (co- or prerequisite). Corequisite: CHEM 326
CHEM 491 Undergraduate Research S 1.0 CHEM 351/L (completion of CHEM 326/L or 481 and 483L is recommended)
CHEM 492-493-494 Undergraduate Research F-F-W 1.0 - 1.0 - 1.0 CHEM 491


Science Electives — 22 Credits

Choose at least 7 courses

Course Number Title Semesters Offered Credit Hours Prerequisites
SCI 99 Successful Practices in Learning Science F, W, S 1.0
SCI 201 Scientific Inquiry F, W, S 3.0
BIOL 112 Biology I - Cell and Molecular Biology F, W, S 3.0
BIOL 112L Biology I - Cell and Molecular Biology Lab F, W, S 1.0
BIOL 113 Biology II - Evolution, Ecology, and Organismal Biology F, W, S 3.0
GEOL 105 Geology of the Pacific Basin F, W, S 3.0
MATH 212 Calculus I F, W, S 5.0
PHYS 121 Introduction to Newtonian Mechanics F, W 3.0 MATH 212 and either High School Trigonometry or MATH 111, and passing a Comprehensive Mathematics Exam during 1st week of semester. Sample Math exam available in Canvas.
PHYS 121L Introduction to Newtonian Mechanics Lab F, W 1.0 Pre- or corequisite PHYS 121
PHYS 220 Introduction to Electricity and Magnetism W-even years 3.0 PHYS 121 w/C- or better (Completion of MATH 213 is recommended)
PHYS 220L Introduction to Electricity and Magnetism Lab W-even years 1.0 Pre- or corequisite PHYS 220
PHYS 221 Introduction to Waves, Optics, and Modern Physics W-odd years 3.0 PHYS 121 w/C- or better (Completion of MATH 213 is recommended)
PHYS 221L Introduction to Waves, Optics, and Modern Physics Lab W-odd years 1.0 Pre- or corequisite PHYS 220
CHEM 326 Analytical Biochemistry F 2.0 CHEM 106/L w/C- or better, CHEM 201 (co- or prerequisite). Corequisite: CHEM 326L
CHEM 326L Analytical Biochemistry Lab F 2.0 CHEM 106/L w/C- or better, CHEM 201 (co- or prerequisite). Corequisite: CHEM 326
CHEM 351 Organic Chemistry I F, W 3.0 CHEM 106/L w/C- or better, CHEM 201 (co- or prerequisite)
CHEM 351L Organic Chemistry I Lab F 1.0 Co- or prerequisite: CHEM 351
CHEM 352 Organic Chemistry II F, W 3.0 CHEM 351 w/C- or better
CHEM 352L Organic Chemistry II Lab W 1.0 CHEM 351/L; Co- or prerequisite: CHEM 352
CHEM 395 Organic Spectroscopy S-odd years 3.0 CHEM 352/L
CHEM 450 Advanced Organic Synthesis S-even years 3.0 CHEM 352/L
CHEM 481 Biochemistry I F, S 3.0 BIOL 112/L w/C- or better, CHEM 351 w/C- or better (completion of BIOL 376 or 441 is strongly recommended)
CHEM 483L Biochemistry Methods Lab I - Proteins F, S 1.0 CHEM 351L. Co- or prerequisite: CHEM 481
CHEM 485L Biochemistry Methods Lab III - Mammalian Cells W 1.0 Co- or prerequisite: Any of the following: CHEM 481, CHEM 482, BIOL 441 or BIOL 442


Education — 23-41 Credits

Course Number Title Semesters Offered Credit Hours Prerequisites
EDU 212 Foundations of Education F, W, S 2.0
EDU 200 Human Growth and Leaning in Schools F, W, S 3.0


    Recommended Elective

    Course Number Title Semesters Offered Credit Hours Prerequisites
    HWST 101 Introduction to Hawaiian Studies
    (Required for Hawaii License Track)
    F, W, S 3.0
    EDU 340 Multiculturalism and Culturally Responsive Teaching through Sheltered Instruction
    (Required for International Track)
    F, W 2.0


      Course Number Title Semesters Offered Credit Hours Prerequisites
      SPED 300 Education of Exceptional Students F, W, S 3.0 EDU 200
      EDU 305 Computer and Technology Assisted Instruction F, W, S 2.0 EDU 212 for Education majors only or TESOL 240 for TESOL major/certs only
      EDU 312 Effective Pedagogy F, W, S 3.0 EDU 212
      EDU 385 Education Assessment in the Classroom F, W, S 3.0 EDU 312
      SCED 350 General Methods for Secondary Teachers F, W 2.0 EDU 312, corequisite SCED 491
      SCED 401 A Multicultural Approach to Reading in the Content Area F, W 3.0 EDU 312, corequisite SCED 491 (except for non-certification track)
      SCED 430 Classroom Management in Secondary Contexts F, W 2.0 EDU 312, corequisite SCED 491 (except for non-certification track)
      SCED 491 Observation and Practicum F, W 3.0 EDU 312, corequisite SCED 401, SCED 430 and formal admission to TE
      SCED 492 Student Teaching F, W 12.0 Successful completion of all preliminary courses including SCED 491


      Application to the Teacher Education Program must take place before professional year courses may be taken.

      Application Deadlines

      February 15 for those beginning professional year courses in fall semester.
      May 15 for those beginning Professional Year courses in winter semester.

      No grade below “C-” accepted.
      All courses in the Education major can be retaken 1 time to improve a grade lower than C-.
      If the second attempt is lower than a C-, the student will be removed from the major.


      Program Outcomes

      1. Learner Development - The teacher candidate designs and implements developmentally appropriate and challenging learning experiences.
      2. Learning Differences - The teacher candidate creates inclusive learning environments that enable each learner to meet high standards.
      3. Learning Environments - The teacher candidate works with others to create environments that support individual and collaborative learning and that encourage positive social interaction, active engagement in learning, and self-motivation.
      4. Content Knowledge - The teacher candidate understands the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
      5. Application of Content - The teacher candidate uses differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
      6. Assessment - The teacher candidate uses 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.
      7. Planning for Instruction - The teacher candidate plans instruction that supports every student in meeting rigorous learning goals.
      8. Instructional Strategies - The teacher candidate uses a variety of instructional strategies to encourage learners to develop a deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
      9. Professional Learning and Ethical Practice - The teacher candidate uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
      10. Leadership and Collaboration - The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, and to collaborate with learners, families, colleagues, other school professionals.

      Admission to All Programs

      Admission to the Secondary Education Degree requires a valid MAP that satisfies university graduation criteria. Admission to the teaching track requires letters of recommendation, completed application packet, and a formal interview. Please see the Dean/Academic Advisor for further details.


      The Discipline


      All courses offered in the secondary education teacher education program are designed to meet the performance standards established by the Hawaii Teacher Standards Board (HTSB) and to provide a classroom oriented knowledge base in a subject content area. Field experiences are attached to most academic professional classes in the Teacher Education, with the capstone experience being student teaching for students working to teach in grades 7 through 12 in public or private schools.

      The program provides the opportunity for prospective teachers to learn about the culture of the elementary school, develop a solid foundation in basic principles of teaching and learning that originate in educational theory and research, and become proficient in systematically applying those basic principles in practical U.S. and international settings.


      Career Opportunities

      Students who complete the secondary education teaching program are eligible to teach in the United States as well as other countries. With a secondary education degree and experience as a classroom teacher, individuals may also pursue other career opportunities in education such as counselors, curriculum specialists and administrators. Experience in any of those areas could then open other career opportunities at the higher education level in teacher education and administration. In addition, with a subject area content background, individuals are also prepared to enter into a content field. Non-teaching Track students may also use the degree for graduate entrance or other professions requiring an education degree.