SNHU’s BS in Middle School Science Education will prepare you to educate, inspire and motivate today’s young learners. The campus program — taught by experienced educators with strong connections in local middle schools — leads to teaching certification in New Hampshire, grades 5-8 (which is reciprocal in most states).
Unlike similar programs at other universities, SNHU’s BS in Middle School Science Education lets you start gaining teaching experience your very first semester. You're required to gain at least 100 hours of field experience at a nearby New Hampshire middle school to earn your bachelor’s degree. The program culminates with a 16-week student teaching experience under the close supervision of an experienced teacher. This ensures you'll graduate not only with a bachelor’s degree in education and certification, but with the teaching experience schools are looking for in new candidates.
Not available for international students.
SNHU’S bachelor's degree in Middle School Science Education offers many distinct advantages, including:
As a private, nonprofit university, SNHU has one mission – to help you see yourself succeed. The benefits of earning your BS in Middle School Science Education at SNHU include:
According to the New Hampshire Department of Education and the U.S. Bureau of Labor Statistics (BLS), there is a critical shortage of middle school science teachers. Furthermore, the BLS reports that job prospects are best for teachers in high demand fields such as science and math. Earning your middle school science BS from SNHU will prepare you to compete for these much-needed teaching positions.
This program is approved by the New Hampshire State Department of Education for Teacher Certification as leading to an initial teacher’s license or endorsement in New Hampshire. Southern New Hampshire University cannot guarantee licensure, certification, endorsement, or salary benefits. View disclosure information.
The curriculum for SNHU’s bachelor’s in middle school science education includes teacher courses that focus on earth and space sciences, life science and physical science. Taught by experienced educators, many of whom are current and former middle school teachers, these teacher courses are designed to show you how to apply the subject matter in today’s classrooms, using the most effective resources available.
From Teacher Courses to Teaching Experience
Beginning as soon as your first semester, you can apply what you learn in the middle school science teacher courses in real classrooms. Unlike similar programs at other institutions, SNHU’s bachelor’s in middle school science education allows you to start logging the required 100+ hours of field experience your freshman year. This allows you to see first-hand how the knowledge you’re gaining in your teacher courses applies specifically to your middle school students.
Free elective Credits: 6
Introductory level biology course that includes mammalian cell structure and function, cellular reproduction and physiology, and basic Mendelian genetics. Laboratory exercises (BIO-101L) to follow lecture topics.
BIO 101L is a laboratory course, following topics in BIO 101, General Biology. Students will gain hands-on experience and visual reinforcement of concepts, including acid-base dynamics, enzyme action, osmosis and diffusion, cellular reproduction, and use of microscopes.
Discussion/comparison of the principles of mammalian form and function. Includes molecular and cellular mechanisms of major processes (such as muscle contraction, neural transmission, and signal transduction) and examines the structure and function of the 11 organ systems of the human body. Laboratory exercises (BIO-210L) to follow lecture topics.
Anatomy and Physiology Lab is a counterpart to BIO-210, in which students will examine tissues, bones, muscles and the major organ systems. The laboratory is hands-on and will include use of microscopes, visual representation in models, videos and online dissection.
This special topics course will explore the social, environmental, and community impacts of communicable disease. Significant pandemic, epidemic, and endemic diseases will be examined, in light of catastrophic outbreaks that have shaped the course of human history. Students will be exposed to the thrilling stories of many people who were involved with these events, as victims, investigators, and scientists. Weekly discussion will revolve around students' perceptions of disease, the future of epidemiological studies, and specific questions about microbes and other disease agents.
This course introduces students to the principles of ecology and practical methods used in the field. Students will explore theoretical topics in the ecological systems including the level of the population, community and ecosystem; energy flow and biogeochemical cycles; and the concept of sustainability. Students will read literature and conduct research projects in the field and will use critical thinking to evaluate research, design studies, present findings and debate on the issues.
This course surveys the major themes of chemistry. Topics include chemical reactions, acids and bases, bonding, phases of matter, nuclear chemistry, and basic organic chemistry.
This course will use laboratory techniques to study the fundamental principles of chemistry. Topics such as the mole, chemical equilibria, chemical and physical properties, solutions, kinetics, etc., will all be covered along with other topics important to chemistry.
This course examines environmental problems with an emphasis on the scientific evidence from a chemistry perspective. Scientific concepts will be reinforced by the use of virtual labs.
This course examines the implications of global location and topography for the people of planet Earth. Students will explore how geography shapes the dynamics of human societies, with an emphasis on the geoenvironmental, geopolitical, and geosocial phenomena that help to define the modern world. Global marker.
Principles of Physics is an algebra based course that explores the major topics in physics, such as motion and forces, gravity and projectiles, energy and work, thermodynamics, vibrations and waves, electricity and magnetism, solids and fluids, light and optics, and atomic and nuclear physics.
Earth Science presents the basic dynamics of cycles and processes of the Earth, including an overview of the origin of the planet, its physical and chemical composition, and geological and chemical interactions. The course culminates in a discussion of the current health of the planet and examines related environmental issues and evidence.
This course covers a variety of environmental topics in a manner specifically designed for the non-science major. It provides a fundamental understanding of the various processes necessary to support life on Earth and examines how human activities and attitudes (individual, traditional, cultural and others) generate environmental issues that threaten these processes. Topics include ecology, populations, agriculture, desertification and deforestation, water and ocean pollution, air pollution including ozone depletion and acid rain, global climate change, natural resource depletion, solid and hazardous wastes, energy including fossil fuels and nuclear power, economics and sustainability.
This course surveys the various forms of energy available to our industrial society. The environmental impact and depletion of each energy form is discussed with emphasis on the development of clean and inexhaustible alternative sources for the home and business. Topics include traditional and renewable energy sources, greenhouse effects, transpiration, nuclear power, and economies.
This course gives students an overview of American education through analysis of its historical and philosophical roots. Contemporary issues in American education are emphasized. Non-education majors may use this course as a social science elective.
This basic course for classroom teachers explores various techniques necessary for designing and implementing authentic measures to assess successful student learning.
This course provides students with innovative and authentic learning experiences about middle-level education. Topics include team teaching, advising, integrating curriculum, active learning, cooperative learning, trackless classes, block scheduling, community service programs, health education, and full exploratory and concentrated curriculum.
This course develops students' knowledge and skill with technology with the ultimate aim of using technology to enhance student learning and achievement. This course also introduces students to learning target (standards/outcomes) and a general model of curriculum development, implementation and assessment. Offered every fall and spring.
This course examines teaching strategies and techniques for early childhood, elementary education, middle school, and high school. Students will conduct in-depth study of behavior theory and practical application in the classroom environment. Students will learn to promote learning environments where students can set goals and accept responsibility for their own learning. Modification and accommodations will be researched at each level discussing the best approaches depending upon the age of the child. Alignment with the regular education curriculum includes a review of the Grade Level Expectations and the Grade Span Expectations and Common Core Standards. Students will leave this class with a good understanding of the progression and development of students with disabilities K-12 personally, socially physically, and academically. TCP acceptance is required.
In this course, students study effective practices that support the development of reading comprehension and writing strategies for accessing information across content area subjects in grades 4-8. The course focuses on the strategies that enable students read and write about non-fiction. Students will also examine ways to address the particular needs of students with diverse language, cultural and learning requirements using the applications of strategic reading and writing. TCP acceptance is required.
This course introduces the principles of the standards-based science curriculum, assessment, and methods of instruction. Students will develop an understanding of developmentally appropriate teaching and classroom management for the middle school years. TCP acceptance required.
All teacher education majors seeking certification will participate in 16 weeks of full-time practice teaching at nearby schools. During the 16 weeks, the student teacher receives close and continuous supervision and guidance from teaching personnel at the school and by a member of the Southern New Hampshire University faculty. This course also includes seminars at the university. TCP acceptance is required.
This course provides students with deep understanding of children with disabilities and specific characteristics of disabilities and how they impact learning in the general curriculum. Students will examine and be prepared to define ways in which such disabilities are diagnosed and possible strategies and techniques (to include assistive technology) to assist the student in the general classroom to the extent possible. Tiered Support Systems will be discussed as a general education initiative that can serve the needs of all students. Students will research resources available for families and schools to support the needs of disabled children. The role of the family and school as partners will be developed as a critical technique to serve the needs of students, as well as facilitating effective meetings and communication efforts that must be part of the role of special educator.
An education from Southern New Hampshire University is a smart investment for your future. It’s an affordable investment, too. We believe that college should change your life, not break the bank. That’s why more than 90 percent of our students receive some form of financial aid, and students with a GPA of 2.5 and higher could receive up to $18,000 in grants and scholarships.
Southern New Hampshire University is a private, nonprofit institution accredited by the New England Association of Schools and Colleges as well as several other accrediting bodies. More...