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Master of Science in Biology for Science Teachers.

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Faculty created and piloted this degree with 90 biology teachers as a National Science Foundation teacher institute. Barbara Schaal, Mary-Dell Chilton distinguished professor in biology, and Victoria L. May, assistant dean in Arts & Sciences, used a blend of current research in life sciences and in education to design the program. 

Using the NSF program as its benchmark, the M.S. in Biology degree is now available and open to teachers nationwide.

Schaal, a leading researcher in the nutrition and evolution of plant crops, is also the vice president of the National Academy of Sciences, and a member of the President’s Council of Advisors on Science and Technology (PCAST). Her interest in helping all students understand the interconnectedness of living systems led to her involvement with the program.

Biology faculty who teach in the program use their own and related current research in the courses to demonstrate importance of scientific issues to the global community.

The two-year program is designed to fit the schedules of working teachers. It will consist of two summer institutes, three weeks each, in residence at Washington University. The remaining coursework during the academic years will be completed online. Summer housing is available for out of town students and included in the cost of the program. The degree program will be offered in alternating years, beginning with summer 2012 - July 9-27, 2012.

Teachers in the program continue working together throughout the summer and online courses, using social media to develop a professional networking group (Request Info).

“Working with colleagues is an especially powerful support for teachers, who can feel isolated in the classroom,” says May. “The M.S. in biology program facilitates interaction among teachers, which we know can encourage change in classroom practice and growth as a professional.”

Apply

Teachers interested in the program must submit applications through University College, call (314) 935-6700.

Official transcripts of all previous college work must be submitted with your application. (undergraduate and, if applicable, graduate work and degrees granted); (University College can request the transcript(s) on your behalf, click here for the transcript release form)

Benefits

  • Earn a Master of Science in Biology from Washington University in two years while continuing to work at your current job.
  • Learn from top life science faculty at Washington University in St. Louis, one of the most prominant research universities in the country. 
  • Gain skills to build your department as a team and acquire nationwide contacts with colleagues who are working to strengthen biology education. 
  • Spend two three-week summer sessions at Washington University's main campus, participating in courses with renowned faculty. Housing and on-campus meals are included in the program cost. 
  • Participate in professional networks to keep in touch with colleagues and to provide support when writing papers and conference proposals. 

  • Develop leadership skills for curriculum innovation at the district, local and national levels.

 Tuition and Fees:

  • The pricing varies between Residential and Non-Residential (commuting) participants:

  • Residential pricing (Summer 2012) is $11,995/year. Commuter pricing (Summer 2012) is $10,995/year. (Per Credit Hour rate $695 FL2012 & SP2013 and $695 per credit hour plus $300 lab fee per course SU2012) and Washington University will bill tuition each semester. Students will be enrolled in at least 4.5 credits per semester, so they will be eligible for federal financial aid (loans). Pricing does not include books.

Course of Study

Summer 1

The first summer provides an introduction to plant sciences, biotechnology, ecology, and evolution.  Each course will build on the content of the previous one.  The ecology course will further develop the topics of plant biology throught trophic structure, environmental degradation, and alternative energy sources.  The evolution course will then link previous topics to the evolution of viruses, emerging infectious diseases, and human ecology.  Additional themes include interactions between science and society, ethics, and the environment. 

Summer 1 Courses

Plants and People (BIO 523)
A rigorous introduction to plant sciences and biotechnology, including basic plant biology, photosynthesis, energy capture, and agriculture. Framework will include one or more of the following: genetically modified plants, conservation, plant derived medicines, and food and nutrition in the developing world.

Ecology and Environmental Sciences (BIO 524)
Topics include trophic structure (based on energy capture by plants), environmental degradation (agriculture is a major source of pollution and habitat loss), alternative energy sources such as biofuels from plants, and community dynamics (plant/animal interactions).

Biological Evoluation (BIO 525)
Basic evolution concepts covered, plus evolution of viruses, emerging infectious diseases, and human ecology in Southeast Asia; evolution of insects as a response to plant diversity, environmental variation and physiological adaptation, geological climate changes and the evolution of major lineages (e.g., origin of photosynthetic bacteria, and the evolutionary changes associated with an oxygen-rich environment; the great exchange between North and South America associated with sea level changes).

Academic Year 1

Investigate how famous scientists arrived at their conclusions, then what the implications of these findings have been for society.  Interactions between science and society are further investigated through development and use of secondary biology curriculum and instruction.  Use findings from educational research to analyze instructional practices and assessments. 

Academic Year 1 Online Courses 

Program Capstone I (BIO 521)
Graduate students will teach a secondary biology unit integrating major concepts from the first summer institute, and conduct action research on its implementation. Teachers will analyze its successes and failures, discuss solutions, and document measures of student learning. Each capstone project will culminate in a final report. As part of the process of developing and reporting on the project, graduate students will work together in small groups based on school and unit topic.

Chemistry for Biology Teachers (BIO 509)
Emphasizes areas of contemporary biology that involve complex molecular structures and interactions that require knowledge of chemical and biochemical principles, including bonding, molecular structure in important biological molecules, chemical reactions for biological processes such as respiration and photosynthesis, and cellular energy conversions. Explores topics with global societal impact such as pharmaceutical development, bioenergy sources, nutrition, the role of biomolecules in diseases, and genetic testing.

Case Studies in Biology (BIO 529)
A prerequisite to critical scientific thinking is seeking reliable knowledge. Many people are fooled by pseudoscientific claims in the popular press. This course uses biology-based case studies to practice making critical assessments of scientific information.

Summer 2 

Interweaving topics and themes from the first year, courses examine photosynthesis and energy on a molecular and biochemical level.  Alternative modes of energy capture, such as Pacific vent organisms, are compared to others. Heredity is investigated through the structure of DNA, RNA, and DNA repair.  Building on the previous summer's evolution course, a genomics unit will provide a more rigorous look at some of the topics on molecular evolution.  Finally, the neuroscience course will tackle the nature vs. nurture debate through an examination of neurotransmitters in animals and plants.

Summer 2 Courses

Matter and Energy Transformations (BIO 5925)
Develops theme of photosynthesis and energy already discussed in both the Plants course and Ecology and Environment. Examines in greater detail the molecular biology and biochemistry of energy reactions and consider alternative modes of energy capture (such as in Pacific vent organisms and hot spring organisms).

Molecular Basis of Heredity (BIO 5924)
Examines the structure of DNA, RNA, DNA repair, and genomics, and provides a rigorous study of what many scientists believe is the most central area of biology. Builds on the themes of biochemistry and molecular biology introduced in Matter and Energy Transformations. A genomics section will provide an in depth look at some of the topics on molecular evolution that were first covered in Biological Evolution. 

Neuroscience and Behavior (BIO 5926)
A major debate both among scientists and members of the informed public is the role of neural and brain structure in defining emotions and behavior; the nature vs. nurture problem. This leads to a consideration about the evolutionary origin of behavior. Moreover, many behaviors can be altered by neurotransmitters, which are produced by plants. Neurotransmitters covered in much greater detail.

Academic Year 2

Specifically designed for educators, the chemistry course will discuss chemistry and biochemistry as they apply to biological processes.  The lab-bases model organisms course will provide methods for teaching key concepts through investigations suitable for high school. 

Academic Year 2 Online Courses

Program Capstone II (BIO 5771)
Graduate students will teach a secondary biology unit integrating major concepts from the second summer institute, and conduct action research on its implementation. Teachers will analyze its successes and failures, discuss solutions, and document measures of student learning. Each capstone project will culminate in a final report. As part of the process of developing and reporting on the project, graduate students will work together in small groups based on school and unit topic.

Laboratory Investigations with Model Organisms  (BIO 579)
Lab based course uses model organisms to teach key concepts in biology through high school classroom investigations. Data from all teachers' classes will be posted on the course site for use by everyone for comparison and analysis.

Applications of Biology to Global Health Issues (BIO 563)
Knowledge of biological processes can contribute to the health of individuals and ecological systems. This course will explore the linkages between biological concepts in the high school curriculum and contemporary problems confronting the health of the human population. For example, the course will address biological concepts relating to issues such as antibiotic resistant bacteria, avian flu virus, SARS, HIV, among others.

Frequently Asked Questions

What kind of housing is available?
The housing department says that bed linens and towels will be provided and laundered for you. They will also provide a pillow, a blanket, hangers and a drinking cup. That's about it, so we will make sure you have other things for use in the kitchen that will be available on your floor. They recommend that you bring an extra blanket if you get cold easily (the air conditioning works well!). There is also a lounge, kitchen with a refrigerator and stove and microwave, snack machine and ice machine on each floor. It's a pretty good set-up for on-campus housing, but don't expect marble countertops and down comforters!

What is the class schedule like?
The classes will be full University graduate school classes, but they will be compacted into the three weeks you are here. Each class will be worth 2 credit hours (a total of 6 hours will be earned this summer). Typically you should expect to work for a couple of hours per night on each class, we may be able to finish our work during the day, but I don't want anyone to be surprised by homework. We won't have classes on the weekends, so you can go back home if you want, but remember that there may be homework on the weekends as well.

Do I need any special clothing?
If you plan to stay on campus during the summer, pack whatever you need for a 3 week stay (unless you plan on going home on the weekends). The dormitory has laundry facilities. You should know that during July the weather in St. Louis is often very hot and humid. The dormitories have air conditioning as do the classrooms.

During the second week we will be taking field trips to an outdoor biological research park owned by the University. Our classes for those days will be held partly outdoors and there will be some hiking (light hiking of a mile or less, but in hot/humid weather). While this will actually be a fun few days, we will need for you to wear clothing that is light, but protective against ticks. This includes sturdy shoes, long socks, hats, LONG pants and long-sleeved shirts. It would also be a good idea to bring your favorite sunblock lotion. We will provide various flea/tick sprays. You can also bring along something to change into once we leave the field and go into a classroom.

Should I bring a computer or cell phone?
It would be really good if you could bring a laptop computer with you. The dormitories and many places on campus have web access. Each suite in the dormitory has the same number.

What is St. Louis like?
Learn more about St. Louis by visiting some of these sites:

What if I have special needs?
If you have special health needs or reasons that would compromise your participation, please let us know prior to your arrival. The Washington University campus has a large international student body, so a wide variety of foods are usually available and vegetarian needs are accommodated.

Contact Information

For more information contact:  Shawn Cummings, cummingss@artsci.wustl.edu, or visit http://ucollege.wustl.edu/MSBiology

Faculty

Institute faculty are all members of Washington University's biology department and biology and biomedical sciences division, which includes researchers from the top-ranked Washington University School of Medicine.

Barbara Schaal, professor of biology, is the first woman to be elected vice president of the National Academy of Sciences. She serves on the President’s Council of Advisors on Science and Technology (PCAST). She has been president of the Botanical Society of America and of the Society for the Study of Evolution. Schaal is best known for her work on the genetics of plant species, and for her studies using molecular genetic data to understand processes such as gene flow, geographical differentiation, and the domestication of crop species. She is the director of the NSF Institute developed master of science in biology degree program for high school teachers.

Robert Blankenship, professor of biology and chemistry, is a leading expert on photosynthesis. He is the consulting editor of Advances in Photosynthesis and Respiration, and author of Molecular Mechanisms of Photosynthesis (2002). He is director of the Photosynthetic Antenna Research Center, an international collaboration supported by the U.S. Department of Energy to study how solar energy can be converted into fuel. He has served as president of the International Society for Photosynthesis Research, and is a fellow in the biology section of the American Association for the Advancement of Science.

Jon Chase, professor of biology, is also the director of Washington University’s 2,000 acre biological field station, Tyson Research Center. His research focuses on community ecology, patterns of biodiversity, relative species abundances, and variation in community composition. He maintains active international collaborations, and is one of only three North American researchers who participates in a European Science Foundation ecology program.

Erik Herzog, associate professor of biology, studies the cellular and molecular bases for circadian rhythms in behavior and psychology. He is a member of the steering committee for the Neuroscience Pathway graduate and postdoctoral program at Washington University, and has twice received the Outstanding Faculty Mentor Award. Herzog is a member of the American Association for the Advancement of Science nominating committee in neuroscience.

Sarah Elgin, professor of biology, studies gene regulation, gene silencing, and the aging process in fruit flies. She is a dedicated advocate for teaching innovations across K-12 and higher education life sciences, including active undergraduate involvement in research. She has served on numerous editorial boards, including as editor in chief of the journal Cell Biology Education. She has been broadly recognized for her commitment to teaching and learning, and received the Janet Andersen Lecture Award from the Midstates Consortium for Math and Science in 2010.

Kenneth Olsen, assistant professor of biology, studies the genetic bases of evolution in crop and wild plant species, including weedy rice, coconuts, and white clover. He is a research associate of the Missouri Botanical Garden, and a reviewer for the National Geographic Society, National Science Foundation, the U.S. Department of Agriculture, and other societies. Olsen’s father is a high school biology teacher in St. Louis, and Ken regularly mentors middle and high school teacher summer researchers in his lab.

Tiffany Knight, associate professor of biology, is also the associate director of the Environmental Studies program at Washington University. She researches plant populations in the U.S. and worldwide, focusing on invasive and rare species and the causes and consequences of their abundances and distributions. Knight is a regular reviewer for journals including American Naturalist and Annals of Botany. She gives the annual keynote address for the Women in Science Day at Washington University, and leads activities for students from St. Louis Public Schools.

Phyllis Balcerzak, director of professional development, leads Washington University programs for K-12 teachers. She is a former member of the department of education faculty, where she taught courses for undergraduates and graduate students, and mentored preservice teachers. She holds a doctorate in ecology, and has worked as an ecologist, environmental chemist, and middle and high school biology teacher.

Paul Markovits, program faculty, brings the perspectives of a researcher, teacher, school administrator, and science education leader to Washington University programs for K-12 teachers. He holds a doctorate in zoology. He is the former mathematics and science coordinator for the Pattonville School District, and former director of the Mathematics and Science Education Center, a branch of Cooperating School Districts of Greater St. Louis.