Secondary Education: Biology-Chemistry
Prepare to inspire the next generation of scientists with a biology-chemistry education degree from Manchester University. This program blends rigorous biology and chemistry coursework with hands-on teaching experience, equipping future educators to thrive in middle and high school classrooms. Graduate ready to make a meaningful impact in today’s evolving education landscape.
Biology-Chemistry Education Degree to Prepare You for Teaching Grades 5–12
Manchester University’s Secondary Education in Biology-Chemistry degree combines a rigorous foundation in biology, chemistry and physics with hands-on classroom training to prepare future educators for teaching grades 5–12. Students gain in-depth knowledge in the sciences while developing the pedagogical and classroom management skills required for licensure.
Program Information:
Major | BS
- 95.5-97.5 Credit Hours Biology, Chemistry, Physics
- Required Education Coursework for Licensure
Location
- North Manchester
Why Choose MU for Secondary Education: Biology-Chemistry?
Supportive Licensure Pathways
Manchester’s education program is accredited in Indiana and nationally, helping students seamlessly earn their teaching license in grades 5–12 biology and chemistry.
Early & Extensive Classroom Experience
Interdisciplinary Preparation
What You Can Do with Your Secondary Education: Biology-Chemistry Degree
Middle School Science Teacher
Teach foundational biology and chemistry concepts to students in grades 5–8 classrooms.
High School Science Teacher
Instruct students in Advanced Biology or Chemistry concepts in grades 9-12 classrooms.
STEM Curriculum Specialist
Manage and promote science enrichment programs in schools or nonprofits.
Educational Consultant
Support schools in improving science instruction and student outcomes.
Average Starting Salary for Secondary Education Biology Degree Holders
Graduates entering the teaching profession in Indiana can expect competitive starting pay. According to the National Education Association, the average starting salary for teachers in Indiana is around $45,007.
How the Secondary Education: Biology-Chemistry Program Supports Your Growth
Early Classroom Experience and Fieldwork
From your first year, you’ll gain direct classroom experience in diverse school settings – urban, rural, and suburban. Manchester’s teacher education program integrates fieldwork throughout, allowing you to observe, assist, and eventually lead in grades 5–12. This early exposure enhances your instructional confidence, connects theory with practice, and helps fulfill key licensure requirements before student teaching.
Accreditation and Outcomes: CAEP Accountability Measures
Manchester University’s Teacher Education Program is accredited by the Council for the Accreditation of Educator Preparation (CAEP) and meets four key accountability measures:
- Measure 1: Completer Effectiveness and P–12 Student Learning Observation and survey data show that Manchester graduates demonstrate instructional effectiveness and contribute to student growth.
- Measure 2: Employer Satisfaction and Stakeholder Involvement Employers express strong satisfaction with graduates’ preparedness. Feedback from school leaders informs ongoing program development.
- Measure 3: Candidate Competency at Completion High graduation rates and licensure exam success reflect the academic strength and teaching readiness of program completers.
- Measure 4: Ability to Be Hired in Area of Licensure 96% of recent graduates secure employment in their licensed teaching field within six months of graduation.
Supportive Faculty and Mentorship
Manchester’s education faculty are seasoned educators committed to mentoring and supporting each student. With a low student-to-faculty ratio, you’ll receive personalized academic advising, licensure guidance, and support throughout your student teaching journey. Faculty also collaborate with local school districts to help students find meaningful placements and professional connections.
Curriculum Design and Licensure Preparation
Manchester’s Secondary Education curriculum is carefully aligned with state licensure requirements, ensuring you graduate eligible and well-prepared to teach grades 5–12. Courses emphasize content mastery in biology, chemistry and physics while integrating pedagogical training, adolescent development, assessment methods, and classroom management. The final semester includes student teaching, where you’ll gain full-time teaching experience under the guidance of a licensed mentor teacher. Manchester also provides test preparation support for Indiana’s licensing exams.
Career Placement Support and Alumni Success
Manchester University boasts a 96% placement rate within six months of graduation. Career and Professional Development services assist education majors with résumé writing, mock interviews, job search strategies, and access to statewide job fairs. Many alumni go on to become department heads, coaches, or district leaders, with support continuing well after graduation. This lifelong network is a hallmark of the MU experience.
Meet the Faculty
Dr Suad Gumus
Director of Teacher Education, Associate Professor of Education
Dr Heather Schilling
Director of Clinical Experience and Professor of Education
You Might Also Be Interested In These Programs
FAQs About Manchester University’s Secondary Eduction: Biology-Chemistry Degree
What teaching licenses will I qualify for after completing the program?
Graduates of Manchester University’s biology-chemistry education program qualify for an Indiana secondary education teaching license, specifically in grades 5–12. This credential allows you to work as a middle school or high school teacher throughout the state. Because the program is accredited by the Council for the Accreditation of Educator Preparation (CAEP), your teacher certification can often be transferred to other states, though specific requirements may vary. This level of accreditation reflects the quality of educator preparation and coursework delivered through the program. The curriculum includes training in biology, chemistry and physics, classroom instruction, adolescent development, and assessment practices—key components of effective teacher certification. Students graduate with more than just content knowledge; they also leave with strong pedagogical training and classroom experience. These qualifications make our graduates competitive candidates in the job market and ensure they’re fully prepared for long-term success in teaching science.
How early will I get classroom experience in the program?
Field experience begins in your first year at Manchester University, setting the program apart from many others. From your first semester, you’ll observe real classrooms, assist teachers, and gradually take on instructional responsibilities. This progressive model gives students more than 100 hours of practical experience before entering the final student teaching semester. These field placements occur in diverse educational environments – urban, rural, and suburban – exposing you to a variety of classroom management styles and student needs. The goal is to ensure that biology-chemistry education students develop confidence and competence in teaching long before graduation. The program blends theoretical coursework with hands-on application, giving future secondary science teachers a well-rounded foundation. You’ll work alongside mentor teachers and faculty advisors who guide you through lesson planning, classroom observation, and student engagement strategies. This approach supports deep learning and prepares graduates to teach biology or chemistry concepts with clarity and confidence in real-world school settings.
What career support or placement services are available after graduation?
Secondary Education: Biology-Chemistry Learning Outcomes
Program Learning Outcomes
The mission statement of the Manchester University Department of Education is to bridge theory and practice, preparing students for professional careers that promote individual well-being, community engagement, and social justice.
Learning Goals: Graduates of our program will
- bridge theory and practice by applying their knowledge and skills in semester long internships or student teaching placements
- assess learning and development or the effectiveness of organizational programs designed for children, adolescents, and/or adults
- establish professional and reciprocal relationships with others invested in the emotional, physical, and cognitive well-being of others with whom they work
- create positive and caring environments for the development and academic progress of children, adolescents, and/or adults
- reflect on their role in the field of education as a means for bringing about social justice
InTASC Standards
1. Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
2. Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
3. Learning Environments
The teacher 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 understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
5. Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
6. Assessment
The teacher understands and 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 plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
8. Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaninful ways.
9. Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and 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 teachers seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
Non-Discrimination in the Admission Process
Manchester University is committed to non-discrimination in campus life. The University does not discriminate on the basis of national origin, ancestry, race, color, age, sex, gender identity or expression, sexual orientation, familial status, religion, disability or veteran status in admissions or any area of campus life, including its educational programs, scholarships and loan awards, residence life programs, athletic programs, extracurricular programs, promotion and tenure policies and practice, and alumni affairs.
Manchester University is committed to carry out the provisions of Section 504 of the Rehabilitation Act of 1973 and the Americans With Disabilities Act, which provide for accessibility of University programs to the physically disabled.