Bachelor of Arts in Interdisciplinary Studies
Concentration in General Science
Overview
The Interdisciplinary-General Science major was designed to provide
a broad background in science for those students interested in
teaching at the elementary level. Elementary teachers are
expected to teach a broad spectrum of science topics including
biology, chemistry, physics and earth science. Course work in each
of these disciplines is included as part of the major. Students who
complete this major should also be prepared to serve as science
coordinators at the elementary level. This major is not appropriate
for students wishing to teach high school
science.
Interdisciplinary-General Science program at the Mount
Opportunities outside of the classroom. You
could be a student rep at Division meetings, an officer in the
biology and chemistry honor societies, or participate with the
American Chemical Society student affiliate chapter on campus.
Students organize speakers, museum tours, hiking trips, campus
activities like faculty vs. student quiz bowl, and science night
for elementary school students. You’ll get involved in things you
enjoy, meet new people, interact with the faculty, and develop your
leadership skills.
A strong peer group. Science majors quickly
become a part of the science community at The Mount. Students who
have majors within the Division of Natural Science take their math
and science classes together and quickly form study groups,
supporting one another in their courses and making new friends with
goals and attitudes similar to your own.
Peer tutoring. Science majors work together
toward a successful college career as upper-classmen serve as peer
tutors, and all students have the opportunity to get help to
support their learning efforts. Tutoring can provide you with
income, but it will also help you to build your resume and
strengthen your knowledge base.
Research. All full time faculty members have
PhD degrees in a variety of different fields and can offer you the
opportunity to develop a research project which will help you to
apply your coursework to real problems. A research project will
enhance your knowledge and ability to integrate your learning and
will impress graduate schools and future employers, giving you an
edge when you move on from your studies at MSMC.
Learning science as a process. Many of our
laboratory courses use inquiry-based collaborative learning to
introduce students to the process of science and give you an idea
of what scientific research is all about.
Mentoring. All science students are assigned a
full-time faculty advisor to help you explore career options, plan
your course schedule and follow your academic progress. New
freshmen are assigned a “science sibling” before coming to campus
so that they have the opportunity to ask questions of an
upperclassman student to student.
Related programs
Biology, Chemistry, Physical Therapy, Podiatry, Education certification (Adolescent/Childhood), 5-year Biology BA/MS in
Education/Adolescent Education, 5-year Chemistry BA/MS in
Education/Adolescent Education
Program requirements
One year of Biological Principles (BIO 113-1140), one year of
Chemical Principles (CHM 1510-1520), one year of Physics (PHY
1010-1020 or PHY 2010-2020), four semesters of Natural Science
Seminar (BIO/CHM/PHY 1900, 2900, 3900, 4900), plus choose an
option:
- Option 1: Organic Chemistry I and II (CHM 2010-2020) and two
other science courses with laboratory numbered 200 and above.
- Option 2: Organic Chemistry I and II (CHM 2010-2020), Astronomy
(AST 1100) and one other science course with laboratory numbered
200 and above.*
- Option 3: Introductory Chemistry II (CHM 1060) and three
science courses with laboratory numbered 200 and above.
Directed, but non-major courses:
- One year of Earth Science (ERS 1030-1040)
- Math competency through Math 1100 plus Statistics (MTH 2070) or
Calculus I (MTH 2510)
* 12 credits of upper level science courses must be completed at
the Mount.
Biology courses above the 1000-level have a pre-requisite of at
least one college-level chemistry course with a grade of C or
better. In addition, all biology courses above 1000-level have a
pre-requisite of a C or above in BIO 1140 (Biological Principles
II) or BIO 1040 (Anatomy & Physiology II) and a C or above in
any other pre-requisite course(s). All chemistry courses above
1000-level have a pre-requisite of a C or above in CHM 1520
(Chemical Principles II) and a C or above in any other
pre-requisite course(s).
Where Mount students have interned
- Wadsworth Center, state health laboratory at Albany
- Brookhaven National Laboratory, Science Undergraduate
Laboratory Internships
- Gateway to Dentistry Program, University of Medicine and
Dentistry of New Jersey (UMDNJ)
- The Albert Einstein College of Medicine, Minority Student
Summer Research Opportunity
- The Burke Rehabilitation Hospital, Health Experience Learning
Program in speech language pathology
- Walt Disney World Animal Kingdom
- SUNY College of Optometry Collegiate Science and Technology
Entry Program
- University of Tennessee, Memphis Immunology Laboratory
- University of North Carolina, Chapel Hill, Microbiology
Laboratory
- Syracuse University Department of Chemistry Research Experience
for Undergraduates Program
- West Point Forestry Technician
Career Outlook
According to the National Education Association (NEA), teacher
shortages are expected in science and math in New York State in the
near future. Collegeboard.com says that “government economists
expect jobs in K–12 education to grow as fast as the average for
all careers through 2014. … Most openings will result from the
retirement of today's teachers. In 2004, almost 50 percent of all
teachers were older than 45.”
According to the US government, “Job opportunities for teachers
over the next 10 years will vary from good to excellent, depending
on the locality, grade level, and subject taught. Most job openings
will result from the need to replace the large number of teachers
who are expected to retire over the 2004-14 period….Through 2014,
overall student enrollments in elementary, middle, and secondary
schools—a key factor in the demand for teachers—are expected to
rise more slowly than in the past as children of the baby boom
generation leave the school system. This will cause employment to
grow as fast as the average for teachers from kindergarten through
the secondary grades… Enrollments … in the Northeast and Midwest
are expected to hold relatively steady or decline. … Currently,
many school districts have difficulty hiring qualified teachers in
some subject areas—most often mathematics, science (especially
chemistry and physics), bilingual education, and foreign languages.
Increasing enrollments of minorities, coupled with a shortage of
minority teachers, should cause efforts to recruit minority
teachers to intensify.”
According to CareerZone from the NYS Dept of Labor, the average
wage for teachers is $42,650 for entry level workers and $83,920
for experienced teachers. “In 2012 there will be 87,740 employed in
NY. This represents an increase of 1,083 job(s) each year, and a
total of 4,264 job openings each year.”