General Information
The Bachelor of Science degree program with a major in Integrated Science is designed to provide the student with a broad-based science curriculum with interdisciplinary components for those candidates seeking certification to teach at the elementary- and/or middle school level. Requirements include 53 credit hours divided among biology, chemistry, earth science, space science, and integrated science.

Specific Information
The Elementary Integrated Science Program at Marygrove College has been designed to strengthen science teaching in K-8 schools. The Elementary Integrated Science Program coursework emphasizes “the learning of science through investigation and inquiry”, as called for by the National Science Education Standards. The rationale of the new curriculum design is that our graduates will model their teaching based on how they were taught. The new sequence of courses will provide students with a broad science background as well as an in-depth understanding of effective and innovative practices in teaching science.

The courses and experiences in the Integrated Science program are organized to develop an understanding of structures, skills, core concepts, ideas, values, facts, methods of inquiry, and uses of technology needed by today’s teachers. The curriculum is designed such that the candidate first gains a broad base of content knowledge and laboratory skills in each of the major scientific disciplines; then the student learns how to integrate content within the sciences as well as throughout non-science disciplines.

Career Information
The Integrated Science Group Major is certifiable by the State of Michigan for K-8 teacher candidates.

Some students may wish to pursue this program to gain an appreciation of the interdisciplinary nature of the sciences.

Special Elements of the Program
You will be required to earn a grade of C or better in all of the courses in your major.

You must complete the course(s) required by the Marygrove placement tests as soon as possible to ensure your success in your other courses.

All students majoring in Integrated Science must participate in a National Assessment Instrument (i.e. MTTC, GRE, MCAT, ACS) prior to graduation.

BIO 150 Biology I: From Molecules to Cells 4 hours
Prerequisites: Completion of developmental and foundational courses;
Term 1, Fee: yes
Biology 150 is a course which, together with Biology 151, is designed to give the student a broad experience in the biological sciences. This course emphasizes the cellular and molecular aspects of biology. Science majors, including many health professionals, are the intended audience. Laboratory included.

BIO 151 Biology II: Unity & Diversity of Life 4 Credits
Prerequisites: Completion of developmental and foundational courses;
Term 2, Fee: yes
This course is designed to give the student a broad experience in the biological sciences. In this course we deal mainly with the organismal and supra-organismal levels of biological organization. Evolution will be the unifying theme. The diversity, form, function, and ecology of organisms will be covered, with particular emphasis on plants and animals. Science majors, including many health professionals, are the intended audience. Laboratory included.

BIO 201 Ecology & The Environment 4 hours
Prerequisites: Any LS 105 requirement
This course is a survey of the biological, chemical, and physical environmental problems caused by overpopulation. Topics covered are: the interrelationship of all living things with the environment, ecological principles, land resources, energy, land pollution, pest control, water and air pollution, endangered species, and preserving the environment.

BIO 257 Human Anatomy & Physiology 4 hours
Prerequisites: Completion of developmental and foundational courses;
BIO 150, BIO 151
This course is a survey of human anatomy and physiology with selected labs. Topics include: cells; metabolism; tissues; the integumentary system; skeletal and articular systems; muscular system; digestive system; blood, cardiovascular and lymphatic
circulatory systems; endocrine system; respiratory system; urinary and reproductive systems; and the nervous system.

ENV 135 Earth Science 4 hours
Prerequisite: LS 105
Physical and chemical processes related to the past, present and future behavior of the Earth system and the energy systems that drive these processes. The course will focus on the Earth’s materials, the Earth’s surface and the Earth’s interior. Laboratory included.

ENV 300 Weather & Climate 4 hours
Prerequisite: ENV 130 or ENV 135
This course will orient you to the fundamentals of weather and climate. The course seeks to answer questions such as: Why is there weather in the first place? What drives the movement of air and water around the globe? How do the climates of various places differ, and what factors drive these differences? Why do the great majority of the world’s peoples live near the coasts? How might the climate be changing, and what factors might be driving these changes? Various aspects of meteorology will be discussed, including solar radiation, global circulation, winds, stability, precipitation processes, weather systems, and severe weather. Basic physical principles behind the weather, terminology, and weather analysis will be explored. Laboratory included.

CHM 130 Chemical Science 4 hours
Prerequisite: MTH 099
A descriptive and mathematical look at chemistry for the non-scientist. Conceptual
development and problem solving are emphasized. Introduction to concepts of chemistry, language and theories for general and organic chemistry. Study of atomic theory, acid-base theories, mole concept and biological molecules. Laboratory included.

PHY 135 Conceptual Physics 4 hours
Prerequisite: MTH 099
A descriptive and mathematical look at physics for the non-scientist. Conceptual
development and problem-solving skills are emphasized. Includes study of physical laws, thermodynamics, mechanics, forces, acceleration, momentum, electricity, magnetism, waves, vibrations and optics. Laboratory included.

PHY 200 Exploring The Universe 2 hours
Prerequisite: Completion of all developmental and foundational courses
This course presents an introduction to the field of Astronomy, including the current investigations for life on other planets. This 2 credit course consists of 12 lessons. Course topics include modern methods of observational astronomy, an overview of the scientific method, age and origin of the Solar System, descriptions of the planets and discussions of the possibility of life on other planets.

ISC 330 Science & Technology in Literature 3 hours
Prerequisites: ENG 312
Science and Technology in Literature introduces you to the portrayals of the powerful institutions of science and technology in literary works. Important to many authors because of their profound impact on almost all segments of western society, science and technology have fascinated writers for centuries. The works that authors produce that concern science and/or technology demonstrate the role they play in the cultures the authors create. Through readings in the history and sociology of technology and science, to more philosophical essays, to films, to recently published popular works of non-fiction, we will roam over the terrain of a vast debate about the problems and promises of technology and science. Designed especially for students planning careers as elementary school teachers. The student will learn how to integrate science and technology issues into language arts curricula and vice versa. This is a writing and reading intensive course.

ISC 340 Science, Technology & Society 2 hours
This course develops students’ awareness of science and technology as human enterprises that take place in a social, environmental, and historical context. We will examine basic scientific concepts, technological advances, and their impact upon society. Science processes will be examined to illustrate how scientific knowledge is acquired. Advantages and limitations of the scientific method will be considered. The student will construct a grounded theory about the nature of the interaction of Science, Technology, and Society and its role in science education reform. Designed especially for students planning careers as elementary school teachers.

ISC 350 Quantitative Science 4 hours
Prerequisite: MTH 100, CHM 130, PHY 135
The course is intended to illustrate mathematical concepts in science for the Integrated Science K-8 Teaching Major. Quantitative Science is a vigorous study of the fundamental mathematical concepts in biology, chemistry and physics. The learning experiences are largely developed through the Manipulative Learning Operations (MLO), laboratory experiments in which students manipulate scientific instruments and algebraic functions. This course is a laboratory-based instructional program that requires an extensive application of algebraic functions in problem solving, data processing and mathematical modeling of physical systems that lead the students to discovery of scientific concepts. Laboratory included.

ISC 374 Methods For Teaching Elementary & Middle School Science 3 hours
Prerequisites: Admission into the teacher certificate program
A course that encompasses method and content for the teaching of biological, earth and physical sciences for grades K-8. The course stresses inquiry-based strategies, problem-solving activities, hands-on activities and the interdisciplinary nature of science. A field experience is required.

ISC 384 Integrated Science For Elementary Teachers 4 hours
Prerequisites: ISC 374, BIO 150, BIO 151, BIO 201, BIO 257, CHM 130, PHY 135, ENV 135
Integrated Science for Elementary Educators is a required science course for Integrated Science elementary education majors. It assumes that students have a solid background in life and physical sciences. Students participate in integrated science lessons that model bthe best ways of teaching, and are actively engaged in the process of scientific discovery. Multidisciplinary topics serve as the organizing themes for this course, and integrate the areas of biology, chemistry, earth and space science, and physics. Integrated Science for Elementary Educators is a natural extension of a number of content courses, and Methods for Teaching Elementary and Middle School Science. It demonstrates science as a way of knowing and a process of analysis. Students develop the skills of inquiry and critical thinking, and become experienced in the use of technology to collect, evaluate and interpret data. Class time will be utilized to explain the educational theory underlying the pedagogical approaches used in this course. In addition, class time will be used to discuss scientific method and technology, critical analysis, and scientific dispositions. Finally, students will experience activities that unite the moral and intellectual aspects of teaching through a service learning project with Cranbrook Institute of Science.

ISC 496 Integrated Science Senior Seminar 3 hours
Prerequisites: ISC 374, ISC 384, senior standing or major
This course serves to synthesize and integrate all of the subject areas in the Integrated Science major. Biological, physical, chemical, geological concepts will be integrated with the latest pedagogical research and practices to prepare the K-8 teacher candidate to effectively teach science in the 21st century. This course focuses on science as inquiry and provides a bridge for the transition into the teaching profession. Topics include a computerized library information search, library research paper, unit planning, and oral presentation.

General Information
This international studies program, coupled with second-language fluency in Arabic, French, or Spanish, is designed to prepare you with the ability to communicate effectively or conduct business in a multicultural and global environment in the US and abroad. As a student in this program, you will develop strong writing and speaking skills in more than one language; you will gain the necessary understanding for interacting and negotiating with a diverse workforce in fields such as sales, the airline and tourism industries, health care, counseling, human resources, communication and public relations, and legal advocacy; and you will be prepared to work within a broad range of industries, governmental agencies, multinational corporations, social organizations, and educational institutions.

Specific Information
This degree is offered as a collaborative effort by the Departments of English and Modern Languages, Business, Humanities, Political Science, Sociology, and History. Requirements include core content courses, language courses, and one of four concentrations, not to exceed a total of 72 semester hours, in addition to general education credits.

Career Informaiton
Here are some of the reasons why you might like to include language study as a part of your professional training.

Arabic
Arabic, which is used by approximately 200 million speakers in 24 Middle Eastern, North African, and Sub-Saharan African countries, is the fifth most spoken language in the world and is quickly becoming one of the most important international languages for business and international relations. Although Arabic is also widely spoken in some parts of the United States, there is a recognized shortage of trained speakers of Arabic in North America.

French
French competes with English and Spanish as a leading “international” language and remains an important tool for anyone who plans to go into international business or law. French is spoken not only in France, but also by millions of people in 34 other nations around the world in Europe, North America, the Caribbean, and Africa.

Spanish
Spanish is one of the most widely spoken languages in the world – and in the U.S. The ability to speak Spanish is a skill applicable to a wide range of careers, both at the domestic and international levels, including law, business, and international trade.

Contact
Program Coordinator
Donna Kerry
Phone: 313.927.1276
Email:dkerry@marygrove.edu

The third option for teachers to take professional development courses is the traditional, in-classroom method. Marygrove offers more than 17 in-classroom, graduate-level courses that were designed by Performance Learning Systems (PLS).

>> Register for Courses online at www.plsweb.com.

Each course is worth three graduate credit hours.
You can choose from:

• Successful Teaching for Acceptance of Responsibility
• Bytes: Building your Technology Education and Skills
• Merging Educational Goals and Interactive Multimedia Projects - also online!
• Classroom Management: Orchestrating a Community of Learners - also online!
• Coaching Skills for Successful Teaching
• Building Communications and Teamwork in the Classrooms
• Brain Based Ways We Think and Learn
• Teaching through Learning Channels
• Achieving Student Outcomes through Cooperative Learning
• Discovering the Power of Live-Event Learning
• Teaching the Skills of the 21st Century - also online!
• Meaningful Activities to Generate Interesting Classrooms
• Purposeful Learning through Multiple Intelligences - also online!
• Designing Motivation for all Learners
• Differentiated Instruction for Today’s Classroom
• Learning to Read: Beginning Reading Instruction - also online!
• Reading to Learn: Comprehension Instruction - also online!

Plus many more possibilities!

Institute of Music and Dance tap students strut their stuff, under the direction of IMD faculty member Marnita Dickerson, at the Charles Wright Museum of African American History. (photo attached Allysa Dickerson, Cienna Boyce, Coda Boyce, Joshua Cooper and Kendall Crenshaw ). They also appeared on the Channel 7 ABC News!

IS 320 Detroit Seminar
This course is an introduction to Detroit as an American city with particular emphasis on the interrelationship of various dimensions, such as economics, history, politics, and culture. The main objective is to use the city of Detroit as a laboratory to develop an understanding of the complexity of urban culture, life, and development.

IS 322 Technology Seminar
This course explores the development of technology in relationship to a variety of topics. The main objective is to give students an appreciation of how technology influences and is influenced by all facets of our lives.

IS 324 Social Justice Seminar
This course examines specific social justice issues as they relate to a variety of disciplines. The emphasis is on the critical thinking skills necessary for problem-solving and decision-making in our complex society.

IS 326 Special Topics
This course will explore and analyze a specific topic chosen by instructors from at least two diverse disciplines. Each course will be unique in content and will emphasize the interrelationship among the disciplines represented by the faculty. These courses may include study abroad, service learning, or other field experiences.

IS 100 Liberal Arts Seminar 3 hours
The Liberal Arts Seminar introduces students to college life. Through exposure to various dimensions of liberal arts disciplines students learn the essentials for success as a first year student and ultimately, success as a Marygrove graduate. Students also gain self-knowledge; knowledge of Marygrove history, mission and place within the broader framework of higher education.

MG 102H Honors Liberal Arts Seminar 3 hours
Prerequisites: Admission into Honors Program.Through a liberal use of guest speakers, out of class activities and special readings, the students in this seminar will focus on leadership development and ways of knowing. The course will assist each participant in knowing themselves, knowing the College and its mission, knowing various approaches to the acquisition of knowledge within the disciplines and knowing how to make the most of their Marygrove experience. At the same time, opportunities will be created for the study and exercise of leadership.

IS 320A Detroit Seminar: Detroit and the Contemporary Urban Crisis 3 hours
Prerequisites: ENG 108; junior/senior status.In this course, we apply ideas from economics and literature to the study of contemporary issues in Detroit. We pay particular attention to several key factors influencing the city’s present condition. These include: race and inequality, federal urban policy, corporate de-industrialization, economic globalization, and local and regional development. Seminar sessions consist of discussions involving all members of the class and presentations by individual faculty and students. In our discussions, we will respond to assigned readings based upon our own experiences of life in and around Detroit. Presentations will focus on specific topics which are the products of our research. The course will include guest presentations, films, and a tour of specific sites which are important to our discussions.

IS 320B-OL Detroit Seminar: Cultural Icons of Detroit 3 hours
Prerequisites: ENG 108; junior/senior status. This interdisciplinary seminar combines attendance at cultural events in landmark Detroit institutions with online preparation. The course includes study of historical context, architectural structure, and the cultural experience. Preparation for each cultural site is through course assignments and discussions using the blackboard e-learning classroom.

IS 322A Technology Seminar: Human Communication and Technological Change 3 hours
Prerequisites: ENG 108; junior/senior status.This course will explore the co-evolution of communication and technology. Other technological benchmark events, such as language, domestication of animals, evolution of writing and weapons will be explored. A focus of this course is to understand the success and collapse of civilizations based on their adaptation to and use of various technologies.

IS 322B Technology Seminar: Toward an Interdisciplinary Philosophy of Technology 3 hours
Prerequisites: ENG 108; one Lab Science; 1 course in HIS, HUM, or SOC; junior/senior status.This course explores the development of technology in relationship to a variety of disciplines. The main objective is to give students an understanding of how technology influences and is influenced by all facets of our society.

IS 324A Social Justice Seminar: Why Does America Neglect Its Children? 3 hours
Prerequisites: ENG 108; junior/senior status.This course examines specific social justice issues as they relate to a variety of disciplines. The emphasis is on the critical thinking skills necessary for problem-solving and decision-making in our complex society.

IS 324B Social Justice Seminar: Global Women’s Issues 3 hours
Prerequisites: ENG 108; junior/senior status.This course examines specific social justice issues as they relate to a variety of disciplines. The emphasis is on the critical thinking skills necessary for problem-solving and decision-making in our complex society. This particular section will focus on issues related to women.

IS 324B-OL Social Justice Seminar: Online Social Justice Seminar: Women’s Issues 3 hours
Prerequisites: ENG 108; junior/senior status. Online IS 324 Social Justice Seminar: Women’s Issues is an interdisciplinary study of women’s issues in the context of social justice. Personal reflection, social analysis, evaluation of cultural/religious values, and identification of action plans will provide the structure for examining issues related to women. While topic areas may change, some of the women’s issues to be explored are biological/personality influences on women’s roles, cross-cultural variations in women’s status, and discrimination in politics and education.

IS 324C Social Justice Seminar: Environmental Policy 3 hours
Prerequisites: ENG 108; junior/senior status. This course is intended as a simple, practical introduction to America’s environmental politics, policies, and regulations. It will explore basic environmental science concepts such as ecology, ecosystems, and pollution—which policy makers, regulators, organizations and citizens need to understand. It will answer questions such as: who develops the environmental regulations, what are examples of these regulations, are the regulations and politicians focusing on the most important priorities? How efficient are environmental policies, and can laws balance economic concerns with environmental protection? What are the environmental concerns in Michigan and the Metropolitan Detroit area?

IS 324D Social Justice Seminar: Government in Action 3 hours
Prerequisites: ENG 108; junior/senior status.This course examines specific social justice issues as they relate to a variety of disciplines. The emphasis is on the critical thinking skills necessary for problem-solving and decision-making in our complex society. It is an interdisciplinary study of social policy combining classroom and fieldwork in the context of social justice. Students will learn to apply key components of public policy to state and local government forum settings.

IS 324E Social Justice Seminar: African-American Struggles 3 hours
Prerequisites: ENG 108; junior/senior status.This Social Justice seminar will combine traditional instruction with a travel seminar experience. Students will investigate social justice issues of slavery, discrimination, and segregation. An interdisciplinary approach will emphasize African-American history from slavery passage to civil rights movement and the psychological styles of coping with deprivation and discrimination. A week-long travel seminar will enable students to connect the African-American experience with sites visited in Virginia and North Carolina.

IS 326AH Honors Interdisciplinary Seminar: Religion and Science 3 hours
Prerequisites: Honors students only, or permission of instructors; recommended: 1 natural science/lab course, 1 religious studies course, and basic computer literacy. Prerequisites: ENG 108; junior/senior status; admission to Honors Program or permission of instructor.This interdisciplinary seminar focuses on issues at the border between science and religion, with emphasis on the physical and life sciences rather than the social sciences. Such topics are often the most exciting place for new insights and discoveries; they also tend to illustrate the differences and similarities between religion and science. At these “frontiers” conflicts and contradictions also appear.

We will examine a number of points of convergence and explore the various ways in which religious believers and scientific investigators approach these topics. We will seek to understand both past and current interactions between science and religion, and we will look for ways in which both religion and science contribute to our overall knowledge. At the same time, we will learn to better appreciate both the distinctiveness and the complementarities of these diverse ways of knowing.

IS 326B Travel Seminar 3 hours
Prerequisites: ENG 108; junior/senior status or permission of instructors.The travel seminar is a study of a specific city, country or regional area and generally includes exposure to the geography, history, culture and achievements of the location. Each travel seminar considers the locale from a unique perspective, dependent upon the expertise of the involved faculty members. All seminars include travel outside the U.S. and some include a Service Learning component.

IS 326C HIV/AIDS: Its Biological and Social Impact 3 hours
Prerequisites: ENG 108; junior/senior status or permission of instructors.This course is a biological, psychological, social and literary interdisciplinary examination of HIV/AIDS. The focus is on the impact of HIV/AIDS on individuals, families and communities. Communities of color will be emphasized. A required academic service learning activity focuses on HIV/AIDS outreach to churches, senior residences/centers, schools and agencies.

Progam Contact
Dr. Sally Welch
LA Bldg., Rm 301
8425 W. McNichols Detroit, MI 48221
Phone: 313.927.1319
Email:swelch@marygrove.edu 

How does the Institute of Science and Mathematics Education help teachers teach science?

1. Prepare Effective K-12 Science Teachers

Goal: Prepare K-12 teacher education candidates in the content and practice of science as well as the principles and best practices of imaginative science education. This goal will be met by implementing several American Association for the Advancement of Science (AAAS) recommendations regarding the preparation of prospective science teachers.

AAAS recommends that undergraduate teacher education programs be restructured to better prepare candidates in subject matter content and in pedagogical practice, and that college classrooms and laboratories should themselves be models of innovative teaching strategies

Mastery of science content must be ensured
That teachers should have command of the subject matter they teach may seem a statement of the obvious, but the percent of higher education institutions requiring students to take at least one course in the natural sciences dropped from 70 percent in 1964 to 34 percent in 1993. Colleges and universities with a lab science general education requirement dropped from 79 percent in 1964 to 30 percent in 1993. The absence of serious attention to science literacy at the college level is compounded by the fact that most science and mathematics in the elementary grades is taught by generalists who majored in elementary education and who were not exposed to all four natural science areas (physics, biology, chemistry, and geology).

The implications are clear in terms of the quality of science education in many self-contained classrooms. If a child is convinced that the seasons change because of Earth’s changing distance from the sun, it requires excellent knowledge of science and how science is learned to help a child understand the complex and often counterintuitive scientific principles that explain phenomena. At the very least, it is crucial that all science teachers are literate enough in science to address their students’ personal conceptions of scientific phenomena.

Intensive study of a science discipline increases the likelihood that future teachers will be able to understand science at a deep conceptual level and to reflect on important ideas, theories, and applications. AAAS and an increasing number of school districts strongly recommend that prospective science teachers — middle as well as high school — major in science.