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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 graduate students in the MED, MS or MAT programs.

Prerequisite: Graduate standing in STEM Education

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: Graduate standing in STEM Education

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: Graduate standing in STEM Education

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.

Prerequisite: Graduate standing in STEM Education

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 ( ³§°ÕÌý507, ³§°ÕÌý511, or equivalent) before enrolling.

Prerequisite: ³§°ÕÌý507 or ³§°ÕÌý511

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 Science Education

Typically offered in Fall only

This course is offered alternate odd years

Examines science instruction through analysis of curricula, instructional practices, current research on science learning and teaching. Five areas of interest: curriculum, instruction, assessment, diversity, learning environments and technology in science education.

Prerequisite: Graduate standing in 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

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

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.

Prerequisite: C or better in ·¡²Ñ³§Ìý480 and ·¡²Ñ³§Ìý472 or ·¡²Ñ³§Ìý474 and admittance to Teacher Candidacy.

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 the ability to design technology-enabled learning experiences. Course activities are designed to enhance understandings and applications of technological tools within and across STEM disciplines.

Prerequisite: 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. Goals and objectives of science teaching, instructional strategies, development or selection of science materials, evaluation of achievement and elements of a desirable classroom climate.

Prerequisite: ·¡²Ñ³§Ìý475

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.

Prerequisite: ·¡²Ñ³§Ìý204 with a B- or better; ²Ñ´¡Ìý131 or 141

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: ·¡²Ñ³§Ìý471

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 an 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: ·¡²Ñ³§Ìý471

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: ·¡²Ñ³§Ìý476

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 members 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 a science and mathematics in clinical environment under faculty supervision.

Prerequisite: ·¡²Ñ³§Ìý770 or ·¡²Ñ³§Ìý775

Typically offered in Fall and Spring

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. Students required to develop possible alternative courses of action in various situations, select one of the alternatives and evaluate consequences of the 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 and other 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 for 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 the 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 coursework 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.

Prerequisite: ·¡²Ñ³§Ìý770, 621 or 622, Graduate standing

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: Doctoral standing in Mathematics and Statistics Education

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.

Prerequisite: Doctoral standing in Mathematics and Statistics Education

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.

Restriction: Doctoral Standing in Mathematics and Statistics Education

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 ³§°ÕÌý507 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: Doctoral standing in Mathematics and Statistics Education

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. Goals and objectives of science teaching, instructional strategies, development or selection of science materials, evaluation of achievement and elements of a desirable classroom climate.

Prerequisite: ·¡²Ñ³§Ìý475

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 projects that relate 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 an individual basis or as a class.

Prerequisite: ·¡²Ñ³§Ìý476

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: ·¡²Ñ³§Ìý471

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. ·¡²Ñ³§Ìý732, ³§°ÕÌý507/·¡¶ÙÌý710 and ·¡¶ÙÌý730

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.

Prerequisite: ·¡²Ñ³§Ìý770 or ·¡²Ñ³§Ìý775

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 of action.

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 the 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: 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 coursework 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