Curriculum and Degree Requirements for College of Science
A College of Science degree is conferred when a student successfully completes all requirements in their degree program. Students will complete coursework or approved experiential learning activities to meet the following three degree components:
- Major
- Science Core Curriculum
- Electives
Students may use any of the following options to meet College of Science degree requirements:
- Purdue Coursework
- AP, IB, and CLEP credit. The use of AP and IB coursework varies between College of Science degree plans.
- Transfer Credit. Students should consult the Admissions Transfer Credit Resource page for all available transfer options.
College of Science degree programs vary widely in their approval and use of the proceeding options and thus students are strongly encouraged to work closely with their academic advisors and to regularly consult their MyPurduePlan to view the use of each option in their degree plan.
Most College of Science degree programs contain elective credits students may use to pursue courses that relate to their interests or which support their major area of study. The elective area of a degree plan may also be used to complete minors, second majors and certificates such as the Entrepreneurial Certificate. Any Purdue course may be used to meet the elective area of a student’s degree plan.
College of Science Core Requirements
All Students starting Purdue University Fall semester, 2007 or later are required to pursue the 2007 Science Core curriculum.
The College of Science Core Curriculum requires the completion of approved coursework and/or experiential learning opportunities in the following academic areas:
Earning Core Curricular Requirements through Experience
Students may meet selected core curriculum requirements through approved experiential learning opportunities. Interested students should contact their academic advisor for more information on this option and incorporating experiential learning into their four-year program of study. For more information on earning requirements through experience, please click here.
College of Science Core Requirements
Composition and Presentation
- Technical Writing and Presentation (0-6 credits) - Students may elect to take one course, a combination of courses, or use approved experiences to meet the TWTP requirement. The list of approved courses and experiences can be found here.
Teambuilding and Collaboration (0-3 credits) Choose one option from this list. -Note: Transfer credit (including AP, IB, and A LEVEL credit) will not meet the Teambuilding and Collaboration requirement).
Language and Culture (1-9 credits) Complete one of the Options from this list.
Great Issues in Science (3 credits) Choose one from this list.
Science, Technology, and Society (1-3 credits) Choose one course from the University Core Science, Technology, and Society list here.
General Education (9 credits) Choose courses from this list to fulfill each General Education Option below to total 9 credits.
- General Education Option I
- General Education Option II
- General Education Option III
Teacher Licensure Information
Successful completion of the Purdue University Science Education-Earth Space Science Concentration Program, Science Education-Earth Space Science, BS, and the State of Indiana licensure requirements results in an Indiana initial instructional License in Earth Space Science (5-12), and Blended and Online Teaching (5-12). Contact the Office of Teacher Education and Licensure for additional information regarding Teacher Education and licensure requirements.
Office of Teacher Education and Licensure
Teacher Education Program (TEP) Requirements and Milestones
Indiana Licensure information - Each student must meet all degree, program, and licensure requirements prior to being recommended for licensure.
- 2.5 Overall GPA is required for the Teacher Education Program.
- Students must successfully progress through Milestone A to enroll in any Professional Education **Restricted Methods course.
- Successful completion of all Major, Professional Education (including all Foundations Courses with linked Foundations Portfolio Common Assessments and **Restricted Methods Courses), Learner Specialty Concentration/Pathway, and degree courses are required prior to Milestone C. Program limitations restrict additional courses to be taken simultaneously with or following student teaching without advance authorization.
- Successful completion of all Foundations Portfolio Common Assessments are required prior to Milestone D.
- Blended and online Teaching licensure requirements are embedded into coursework for all Undergraduate Licensure Programs.
- Beginning July 1, 2025 - According to the Indiana State Board of Education, students seeking an Initial Indiana License in a content area involving literacy instruction, including special education, must obtain an early literacy endorsement, Science of Reading (P-5), as required under IC 20-28-5-19.7.
Learning Outcomes for Education Programs
As a CAEP-accredited College of Education, Purdue’s teacher education licensure programs align to the common set of InTASC Model Core Teaching Standards, informing program outcomes as follows:
Program Outcome 1: Learner Development
Based on InTASC Standard 1
The teacher candidate 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.
Program Outcome 2: Learning Differences
Based on InTASC Standard 2
The teacher candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Program Outcome 3: Learning Environments
Based on InTASC Standard 3
The teacher candidate 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.
Program Outcome 4: Content Knowledge
Based on InTASC Standard 4
The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he/she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
Program Outcome 5: Application of Content
Based on InTASC Standard 5
The teacher candidate 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.
Program Outcome 6: Assessment
Based on InTASC Standard 6
The teacher candidate 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 learners’ decision making.
Program Outcome 7: Planning for Instruction
Based on InTASC Standard 7
The teacher candidate 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.
Program Outcome 8: Instructional Strategies
Based on InTASC Standard 8
The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas in their connections, and to build skills to apply knowledge in meaningful ways.
Program Outcome 9: Professional Learning and Ethical Practice
Based on InTASC Standard 9
The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate this/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.
Program Outcome 10: Leadership and Collaboration
Based on InTASC Standard 10
The teacher candidate 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.
In addition to the InTASC Model Core Teaching Standards shared across teacher education licensure programs, each licensure program also aligns to professional sets of standards specific to their discipline. Below is a reference guide to the additional layer of program oversight and outcome expectations, running parallel to InTASC expectations.
