Required Core Courses

BIOL 501 - Research Methods and Techniques(4 credits)

• Course Overview
  • Investgative methods, techniques, and procedures used in biological research. Teachers generate ideas for how to design and coduct their own studies in Year 2.

• Teacher Benefit
  • These skills are directly applicable in classrooms to help K-12 learners better meet science standards for Inquiry.

BIOL 502 - Research Proposal Presentation (2 credits)

• Course Overview
  • Submission of a draft research proposal developed in Year 1. Students receive diagnostic feedback, and then revise and present their research proposal in Year 2.

• Teacher Benefit
  • Reflection and revision promotes higher-level thinking, which are key factors in teaching effectiveness and K-12 lifelong learning.

BIOL 505 - Current Topics in Biology (2 credits per course)

• Course Overview
  • Current topics in biological research discussed via seminar. Six total credits required (must be taken once per year). Topics based on instructor and teacher interest.

• Teacher Benefit
  • Awareness of current issues in biological research provides a greater pool of ideas for teachers to draw from during the school year, which helps introduce new ideas to K-12 students while they are still in high school. This course will help teachers and their students better meet Systems, Inquiry, and Application state standards.

BIOL 595 - Graduate Research (10 credits)

• Course Overview
  • Conduct of an approved laboratory and/or field research project under the supervision of a CWU faculty member. May be conducted during school year if desired.

• Teacher Benefit
  • Research and discovering answers to scientific questions is engaging and fun, and gives kids a compelling reason to come to school.

BIOL 598 – Special Topics in Biology (3 credits per course; content varies)

• Course Overview
  • Provides immersive experiences in a variety of life science fields. May be taken repeatedly from pool of available courses for credit up to x credits, or as elective credits. Example topics include genomics and mechanisms of evolution, environmental physiology, using insects in the classroom, cell biology, genetics, infectious diseases, parasitism, and immunological response, and others based on teacher interest.

• Teacher Benefit
  • Cutting-edge research is exciting and a great way to engage kids and help them meet science standards for Inquiry and Application.

BIOL 602 - Research Presentations (2 credits)

• Course Overview
  • Preparation and presentation of research results.

• Teacher Benefit
  • An ability to clearly communicate scientific results is essential to being an effective scientist and teacher of science.

BIOL 700 - Master’s Thesis, Project Study and/or Examination (5 credits)

• Course Overview
  • Credit and recording of study for Master’s thesis, project, or exam. This may take the form of a draft manuscript for publication.

• Teacher Benefit
  • Sharing relevant findings builds on the knowledge base and provides context for other scientists and science educators to consider for their work. Plus, you might get published.

SCED 501 - Interdisciplinary Science Inquiry for Teachers (4 credits)

• Course Overview
  • Hands-on investigation of integrated life, physical, and earth science concepts applicable to K-12 classrooms. Teachers will learn how to integrate knowledge across science disciplines.

• Teacher Benefit
  • Many teachers are asked to teach outside of their area of expertise with no formal training. This course will explore life, physical, and earth science concepts and the intersections between these disciplines, and enable teachers to be more confident in their content knowledge across science disciplines.

SCED 521 - Biology Concepts for Teachers (3 credits)

• Course Overview
  • Analysis, integration, and application of topics learned in graduate courses using a collaborative, best-practices framework.

• Teacher Benefit
  • Sharing ideas, collaborating, and planning are cornerstones of effective teaching. How to implement new knowledge and skills into existing practice is often more effective in small groups of like-minded professionals.