Math & Science Education (EMS)
This course introduces students to the teaching of Mathematics in middle and high schools. Students will become familiar with state mathematics standards and national recommendations for teaching mathematics. The course has a required fieldwork component in local K-12 schools, and students are responsible for their own transportation to and from the schools. Students are required to purchase internship liability insurance to participate in this course. Contact University Insurance & Risk Managemnt for details on acquiring the insurance and the current charge. This course is restricted to Teacher Education majors.
Typically offered in Fall and Spring
Introduces perspective teachers to the teaching of science in the middle school and high school. Topics include nature of the science learner, common alternative conceptions in science, introduction to science teaching strategies, and the science curriculum in middle and high school. Sophomore status or higher is required. Sophomore status or higher is required.
Prerequisite: Sophomore standing; Corequisite: ED 204
Typically offered in Spring only
Individual or group study of particular areas of education at the freshman and sophomore levels. Specific topics will vary from semester to semester.
Development and selection of teaching materials that reflect concepts of content and emphasis in middle and secondary school science. Experimental and laboratory approaches, including use of microcomputer and video technologies.2 lecture hours and 6 lab hours per week for 7 weeks
Typically offered in Fall only
Classroom, laboratory, and internship experiences for pre-service teachers to effectively prepare, plan and assess learning environments in the middle and secondary science classroom and instructional laboratory. Emphasis placed on knowledge, skills, and dispositions for inquire-based learning environments.
Typically offered in Spring only
This course is designed to provide disciplinary and interdisciplinary overviews of environmental education. Students will learn a range of research-supported practices in environmental education that are effective for youth and adults. Topics include a variety of methods for teaching and assessing environmental education.
GEP Interdisciplinary Perspectives
Typically offered in Fall only
Purposes, methods, curricula, and evaluation practices for teaching mathematics in middle and high school levels.
Typically offered in Fall only
Supervised experience in a selected middle or secondary school for the semester, to develop and practice the skills and techniques for teaching mathematics. Students are required to provide their own transportation. MED, MSM and MSD majors only.
Prerequisite: Admission to professional semester, Completion of EMS 470 with a C or better; Corequisite: EMS 495
Typically offered in Spring only
Preparation for teaching mathematics in grades 9-12. This course includes a school-based field experience. Students are required to provide their own transportation. MED Majors only.
Prerequisite: Admittance to Teacher Candidacy
Typically offered in Spring only
Methods of teaching arithmetic, geometry, algebra, and pre-algebra topics in grades 6-9. Emphasizes approaches that actively involve learners and relate operations on concrete and pictorial representations to mathematical symbols. This course includes a school-based field experience. Students are required to provide their own transportation. MSM Majors only.
Prerequisite: Admittance to Teacher Candidacy
Typically offered in Spring only
Goals, methods, curricula, and evaluation practices in teaching the physical and biological sciences at the middle and secondary school levels.Taught during the fall.
Prerequisite: EMS 375
Typically offered in Fall only
Supervised experience in a selected middle or secondary school for the semester, to develop and practice the skills and techniques for teaching Science. Students are required to provide their own transportation. SED and MSS majors only. Students are required to purchase internships liability insurance to participate in student teaching. Contact University Insurance & Risk Management for details on acquiring the insurance and the current charge.
Typically offered in Spring only
Prepares prospective mathematics teachers to use technology in their classrooms to assist students in formulating and solving math problems in the middle and high school mathematics curricula.
Typically offered in Spring and Summer
This course will serve as a culminating experience for all students majoring in mathematics education and intending to become secondary mathematics teachers. Course content includes functions in both secondary and collegiate mathematics, development of euclidean geometry from euclid's elements, and historical overview of algebra, and other mathematics subject matter, a trigonometry review from both triangle basis and function basis, connections between linear algebra and the high school presentation of matrices, and other topics. For Math Education majors only.
Typically offered in Fall only
In-depth investigation of one or more teaching areas in mathematics or science education.
Prerequisite: Advanced Undergraduate standing
Typically offered in Spring only
Individual or group study of special topics in professional education. The topic and mode of study are determined by the faculty member after discussion with the student.
Prerequisite: Junior or senior standing
Graduate students new to science teaching will read current research literature that defines best practices and incorporate these practices to lesson planning that enhances student learning. Classroom, laboratory, and school-based experiences in middle and secondary science classrooms and instructional laboratories will help students to effectively prepare, plan, and assess learning environments. Emphasis placed on the development of knowledge, skills, and dispositions for inquiry-based learning environments. Underlying theoretical framework is constructivism, and experiences will be discussed using current learning theory. PBS or Graduate Standing.
Typically offered in Spring only
This course is designed to provide graduate-level pre-service teachers with meaningful and practical learning experiences that will prepare them to create effective science learning environments for secondary school age students and to construct a vision of themselves as a teacher of secondary science. In the course, pre-service teachers will have opportunities to apply research-supported best practices to planning and enacting science lessons and to critically analyze current trends, issues and problems in science education.
Typically offered in Fall only
This course focuses on interactions between students and teachers in the mathematics classroom. Topics studied will include: whole class instruction, small group activity, questioning and facilitating classroom discussion. This course will include a field experience in the schools for which students will be required to provide their own transportation. Course restricted to mathematics education students in the MED, MS or MAT programs.
Typically offered in Spring only
This course is offered alternate odd years
Focus on theory, research, and methodology of teaching and learning mathematics in elementary and middle grades. Emphasizes the development of a foundation for understanding and assessing mathematical growth and learning through historical and psychological sources, research, and reflective practice. Emphasis is placed upon understanding how children come to learn elementary mathematics meaningfully and what this necessarily implies about the way mathematics is taught and how elementary and middle grades education can be improved.
Prerequisite: EMS 471
Typically offered in Fall only
Teaching and learning of algebra from a developmental perspective; research-based methods for developing students' algebraic thinking; structure and processes used in algebra. Focus on how students develop algebraic ideas from upper elementary grades through Algebra I.
Prerequisite: EMS 471 or equivalent teaching experience.
Typically offered in Fall only
This course is offered alternate odd years
Focus will be on the development of geometric thinking in grades K-12 using multiple instructional approaches, including technology, and considered using different theories of learning and frameworks (e.g., Van Hiele, SOLO taxonomy). Topics may include: measurement, similarity, congruence, properties of 2 and 3 dimensional figures, circles, non-Euclidean geometries. Synthetic, analytic and transformational, formal and informal approaches will be highlighted.
Typically offered in Fall only
This course is offered alternate even years
This course is designed to bridge theory and practice on how students develop understandings of key concepts in data analysis, statistics, and probability. Discussion of students' understandings, teaching strategies and the use of manipulatives and technology tools. Topics include distribution, measures of center and spread, sampling, sampling distribution, randomness, and law of large numbers. Must complete a first level graduate statistics course ( ST 507, ST 511, or equivalent) before enrolling.
Typically offered in Spring only
This course is offered alternate even years
Contemporary learning theories and current research will guide students to create effective science learning environments for all students. Students will engage in critical analysis of current trends, issues and problems in science education in terms of multiple perspectives. Students will also have opportunities to contemplate what it means to teach science, what it means to teach a diverse population of students and how to develop, interpret, and implement alternative assessment.
Prerequisite: Graduate Standing in MAT: STEM-Science Education and Doctoral Standing in Learning and Teaching in STEM
Typically offered in Fall only
This course is offered alternate odd years
Examines science instruction through analysis of curriculu, instructional practices, current research on science learning and teaching. Five areas of interest: curriculum, instruction, assessment, diversity, learning environments and technology in science education.
R: Graduate Standing in MAT: STEM-Science Education
Typically offered in Fall only
This course is offered alternate even years
Introduction to science education research, within two focal areas. One focus is to learn to read, understand, evaluate, and apply published educational research in your own practice, with scaffolding to support your understanding of techniques and designs specific to and/or in the context of science education research. Another focus is to learn to conduct research in order to improve your effectiveness as an educator or solve educational problems. You will learn about ethics connected with research and will perform and interpret quantitative and/or qualitative analyses commonly used in science education research while carrying out a research project that you designed. You will learn about how research papers are structured and organized, and communicate your research findings in both oral and written form.
Prerequisite: Graduate standing in Science Education
Typically offered in Spring only
This course is offered alternate odd years
In this course, students will examine the theory, research, and practice of learning in informal contexts. The main focus of coursework will involve collaborative projects working with community partners who offer informal learning programs, including museums, zoos, aquaria, or other relevant organizations.
P: Graduate Standing
Typically offered in Spring only
In this course, we will seek an answer to the question: How do we know if learning has occurred in informal contexts? To answer this question, we will examine processes and strategies used to evaluate learning specific to the special circumstances found in informal contexts. The main focus of the coursework will involve collaborative community-engaged projects working with partners who offer informal learning programs. Throughout the course, we will employ best practices of community-engaged scholarship in a semester-long project conducted with community partners. We will also meet the five domains of evaluator competencies, as defined by the American Evaluation Association.
P: Graduate Standing
Typically offered in Fall only
Purposes, methods, curricula, and evaluation practices for teaching mathematics in middle and high school levels.
Typically offered in Fall only
Preparation for teaching mathematics in grades 9-12. This course includes a school-based field experience. Students are required to provide their own transportation. MED Majors only.
Prerequisite: Admittance to Teacher Candidacy
Typically offered in Spring only
The course aims to develop: familiarity with research related to the teaching and learning of STEM content within technological learning environments, advanced knowledge of the ways technology can support teaching and learning in STEM, and ability to design technology-enabled learning experiences. Course activities are designed to enhance understandings and applications of technological tools within and across STEM disciplines.
Restriction: Graduate standing in STEM Education
Typically offered in Fall and Spring
Study and analysis of philosophical, historical, sociological, political and economic factors affecting science education in schools of the U.S. Implications for science education of various learning theories along with models for curriculum development and program planning.
Prerequisite: Graduate standing in Science Education
Typically offered in Spring only
This course is offered alternate years
Application of major principles of education and psychology to improvement of science teaching in elementary, middle and secondary schools. Emphasis on critical analysis of research and the development of research-based classroom applications. Goalsand objectives of science teaching, instructional strategies, development or selection of science materials, evaluation of achievement and elements of a desirable classroom climate.
Prerequisite: EMS 475
Typically offered in Spring only
This course is offered alternate years
Prepares prospective mathematics teachers to use technology in their classrooms to assist students in formulating and solving math problems in the middle and high school mathematics curricula.
Typically offered in Spring and Summer
Research-based applications of technology tools in secondary and middle school mathematics. Advanced use of various technology tools for learning and teaching mathematics, including design of technology environments, appropriate investigation tasks, and professional development.
Typically offered in Spring only
In-depth investigation of topical problems in mathematics teaching chosen from areas of curriculum, methodology, technology, supervision and research.
Prerequisite: EMS 471
Typically offered in Fall, Spring, and Summer
In-depth investigation of topics in science education not covered in existing courses. Includes critical analysis of research and may include field work. May be offered on individual basis or as a class.
P: Graduate Standing
Typically offered in Fall, Spring, and Summer
In-depth investigation of topical problems in mathematics teaching chosen from areas of curriculum, methodology, technology, supervision and research.
Prerequisite: EMS 471
Typically offered in Summer only
In-depth investigation of topics in science education not covered in existing courses. Includes critical analysis of research and may include field work. May be offered on individual basis or as a class.
Prerequisite: EMS 476
Typically offered in Fall, Spring, and Summer
Detailed investigation of topics of particular interest to graduate students under faculty direction on a tutorial basis. Determination of credits and content by faculty member in consultation with department head.
Typically offered in Fall and Spring
Supervised practicum in appropriate settings both on- and off-campus. Provision for opportunity for development, implementation and evaluation in science and mathematics in clinical environment under faculty supervision.
Typically offered in Fall and Spring
Utilizing the participant-observed role, required participation in selected educational situations with emphasis upon development of observational skills, ability to record relevant observations by means of written journals, skills in analyzing experiences identifying critical incidents and projection of events and consequences. Student required to develop possible alternative courses of action in various situations, select one of the alternatives and evaluate consequences of selected course of action.
Prerequisite: Nine hrs. in grad. level courses
Typically offered in Fall, Spring, and Summer
Techniques of portfolio construction for documenting attainment of advanced competencies in science training.For students in the last or next to last semester of coursework in the Science Education Masters Program.
Typically offered in Fall only
Teaching experience under the mentorship of faculty who assist the student in planning for the teaching assignment, observe and provide feedback to the student during the teaching assignment, and evaluate the student upon completion of the assignment.
Prerequisite: Master's student
Typically offered in Fall and Spring
Focus on development of competencies to perform fundamental tasks of a college teacher as well as consideration of more long-range tasks such as course development and university responsibilities of a professor. In addition to attending lectures andother types of presentations, students make video tapes of their teaching, develop tests, design introductory courses in their teaching fields and consider current issues related to university and college teaching.
Typically offered in Summer only
For students in non-thesis master's programs who have completed all credit hour requirements for their degree but need to maintain half-time continuous registration to complete incomplete grades, projects, final master's exam, etc.
Prerequisite: Master's student
Typically offered in Fall, Spring, and Summer
For students in non-thesis master's programs who have completed all credit hour requirements for their degree but need to maintain full-time continuous registration to complete incomplete grades, projects, final master's exam, etc. Students may register for this course a maximum of one semester.
Prerequisite: Master's student
Typically offered in Summer only
For students in non thesis master's programs who have completed all other requirements of the degree except preparing for and taking the final master's exam.
Prerequisite: Master's student
Typically offered in Spring only
A project or problem in research in education for graduate students, supervised by members of the graduate faculty. The research chosen on basis of individual students' interests and not to be part of thesis or dissertation research.
Typically offered in Fall, Spring, and Summer
Instruction in research and research under the mentorship of a member of the Graduate Faculty.
Prerequisite: Master's student
Typically offered in Fall, Spring, and Summer
Thesis research.
Prerequisite: Master's student
Typically offered in Fall, Spring, and Summer
For graduate students whose programs of work specify no formal course work during a summer session and who will be devoting full time to thesis research.
Prerequisite: Master's student
Typically offered in Summer only
For students who have completed all credit hour requirements and full-time enrollment for the master's degree and are writing and defending their theses.
Prerequisite: Master's student
Typically offered in Spring and Summer
Examination of collegiate mathematics and science instruction with respect to goals and objectives, design of courses and curricula, innovative programs and facilities, and methods and materials for instruction.
Typically offered in Spring only
Critical study of elements of curriculum design and theory in mathematics education and science education and examination of evaluation procedures for assessing educational innovations.
Prerequisite: 500-level statistics, PSY 535
Typically offered in Spring only
This course is offered alternate years
Critical analysis of theories, programs and techniques designed to promote interpersonal interactions leading to more effective teaching of science and mathematics.
Typically offered in Spring only
This course is offered alternate years
This course familiarizes students with theories and research related to mathematical thinking, learning and teaching at the secondary and early college levels with a focus on the following topics: function, expressions and equations, geometry, proof, limit, calculus, differential equations, and linear algebra. Students will apply theories to analyze secondary and freshmen/sophomore standing mathematical thinking, synthesize research findings, explain difficulties students experience, and design and conduct research. Restriction: at least 18 hrs of 400-500 level mathematics and a PhD student in Mathematics Education.
Typically offered in Spring only
Comprehensive study of teaching mathematics in elementary and junior high schools. Major emphasis on building skills in teaching arithmetic, elementary algebra and intuitive geometry. Thorough search of literature relative to mathematics curricula conducted, designing and sequencing of learning activities, teaching mathematical concepts and relationships, building skill in computation, reading mathematics, problem solving and measurement.
Prerequisite: EMS 471
Typically offered in Spring and Summer
This course is offered alternate years
Provides an in-depth examination and analysis of literature and research in science education as well as current trends in science education reform. Emphasis is placed on the analysis of theoretical models of inquiry. Course includes the development of a review of literature and the formation of research questions specific to science education.
Prerequisite: Graduate standing
Typically offered in Fall only
This course is offered alternate even years
Students will develop an understanding of different science education research designs, practical issues and trade-offs of each research design, and epistemological frameworks of different types of science education inquiry. The history of science education research is examined as a means to orient students to the trends that have taken place in science education.
Prerequisite: Graduate standing in Learning and Teaching in STEM: Science Education and ST 507 or 511, Corequisite: ST 508 or 512
Typically offered in Spring only
This course is offered alternate odd years
Examines current theoretical and critical perspectives of science education. Examines a variety of approaches which re-assess cultural notions of meaning, identity, power, and representation in the sciences and science education. Applies research theory to reform in science education.
Prerequisite: Graduate standing
Typically offered in Fall only
The current status of mathematics education with special emphasis on study and critical analysis of current practices in mathematics instruction from elementary school through college.
Prerequisite: EMS 471
Typically offered in Spring only
Study and analysis of philosophical, historical, sociological, political and economic factors affecting science education in schools of the U.S. Implications for science education of various learning theories along with models for curriculum development and program planning. Critical analysis of current trends, issues and problems in science education in terms of multiple perspectives.
Prerequisite: Graduate Standing in Learning and Teaching in STEM: Science Education
Typically offered in Fall only
This course is offered alternate years
Application of major principles of education and psychology to improvement of science teaching in elementary, middle and secondary schools. Emphasis on critical analysis of research and the development of research-based classroom applications. Goalsand objectives of science teaching, instructional strategies, development or selection of science materials, evaluation of achievement and elements of a desirable classroom climate.
Prerequisite: EMS 475
Typically offered in Spring only
This course is offered alternate years
This course is an introduction to the field of learning sciences related to STEM education. Students examine the learning theories as they relate to STEM disciplines and apply the theories to the design of research. Applications of learning theory to STEM education reform will be discussed.
Restriction: Doctoral Standing in Learning and Teaching in STEM
Typically offered in Spring only
Focus on development of competencies to perform fundamental tasks of a college teacher as well as consideration of more long-range tasks such as course development and university responsibilities of a professor. In addition to attending lectures andother types of presentations, students make video tapes of their teaching, develop tests, design introductory courses in their teaching fields and consider current issues related to university and college teaching.
Typically offered in Fall and Summer
This course is designed to provide disciplinary and interdisciplinary overviews of STEM issues and trends that will help graduate students construct their own theoretical foundations and practical understanding of STEM education. In the course, students will discuss a wide range of current issues, movements, and research-supported practices in STEM education not only in K-16 classrooms but also informal education settings. Students will also have opportunities to conceptualize their own framework for quality STEM education connecting research and practice in the field. A main course activity will be reading, analysis, and discussion of selected readings in each topic area. Students will share the responsibility of guiding class discussions, write up reflection and conceptualization, and conduct individual project that relates directly to the main topics explored in the course.
Prerequisites: Doctoral Standing in Learning and Teaching in STEM
Typically offered in Fall only
In-depth investigation of topical problems in mathematics teaching chosen from areas of curriculum, methodology, technology, supervision and research.
Typically offered in Fall, Spring, and Summer
In-depth investigation of topics in science education not covered in existing courses. Includes critical analysis of research and may include field work. May be offered on individual basis or as a class.
Prerequisite: EMS 476
Typically offered in Fall, Spring, and Summer
In-depth examination and analysis of literature and research in a particular topic(s) in mathematics education.
Prerequisite: Departmental Majors
Typically offered in Fall and Spring
In-depth examination and analysis of literature and research in a particular topic(s) in science education.
Prerequisite: Department Majors
Typically offered in Fall and Spring
In-depth investigation of topical problems in mathematics teaching chosen from areas of curriculum, methodology, technology, supervision and research.
Prerequisite: EMS 471
Typically offered in Summer only
In-depth investigation of topics in science education not covered in existing courses. Includes critical analysis of research and may include field work. May be offered on individual basis or as a class.
Prerequisites: Doctoral Standing in Learning and Teaching in STEM
Typically offered in Fall and Spring
Provides students with the opportunity to design science education research including formulating research questions, designing the methodologies to be used in the study, selecting assessments and protocols, and identifying appropriate analyses. Theoretical frameworks and associated assumptions are identified and critiqued. Develop advanced skills in reviewing different types of science education research and identifying issues of validity and reliability.
Prerequisite: Graduate Standing in Learning and Teaching in STEM: Science Education. EMS 732, ST 507/ED 710 and ED 730
Typically offered in Spring only
Supervised practicum in appropriate settings both on- and off-campus. Provision for opportunity for development, implementation and evaluation in science and mathematics in clinical environment under faculty supervision.
Typically offered in Fall, Spring, and Summer
Utilizing the participant-observer role, required participation in selected educational situations with emphasis upon development of observational skills, ability to record relevant observations by means of written journals, skills in analyzing experiences identifying critical incidents and projection of events and consequences. Student required to develop possible alternative courses of action in various situations, select one of the alternatives and evaluate consequences of selected course ofaction.
Prerequisite: Nine hrs. in grad. level courses
Typically offered in Fall, Spring, and Summer
Teaching experience under the mentorship of faculty who assist the student in planning for the teaching assignment, observe and provide feedback to the student during the teaching assignment, and evaluate the student upon completion of the assignment.
Prerequisite: Doctoral student
Typically offered in Fall and Spring
For students who are preparing for and taking written and/or oral preliminary exams.
Prerequisite: Doctoral student
Typically offered in Fall, Spring, and Summer
A project or problem in research in education for graduate students, supervised by members of the graduate faculty. The research chosen on basis of individual students' interests and not to be part of thesis or dissertation research.
Prerequisite: ELP 532
Typically offered in Spring and Summer
Instruction in research and research under the mentorship of a member of the Graduate Faculty.
Prerequisite: Doctoral student
Typically offered in Fall, Spring, and Summer
Dissertation research.
Prerequisite: Doctoral student
Typically offered in Fall, Spring, and Summer
For graduate students whose programs of work specify no formal course work during a summer session and who will be devoting full time to thesis research.
Prerequisite: Doctoral student
Typically offered in Summer only
For students who have completed all credit hour, full-time enrollment, preliminary examination, and residency requirements for the doctoral degree, and are writing and defending their dissertations.
Prerequisite: Doctoral student
Typically offered in Fall, Spring, and Summer