Units: 2

Designed to enable students to understand and use appropriate classroom assessment practices by applying knowledge of pedagogy and development to high-quality strategies for formative and summative assessment. Students will explore best practices using developmentally-appropriate assessment strategies including authentic assessment, portfolios, and electronic portfolios, real-time feedback, open-and closed-ended formal assessments, and standardized testing. Particular attention will be paid to examining the rationale for assessment, and the implications of assessment.

Offered in Fall Spring Summer

Units: 3

Students will explore and apply the major philosophical and historical influences to current educational context as they relate to issues of diversity. Focus will be placed on theoretical and practical issues of diversity in classroom settings, especially related to culture, race, gender, ethnicity, language, and socio-economic levels. [Field-based experiences will be required].

Offered in Fall Spring Summer

Units: 3

To increase students' knowledge of persons with high incidence disabilities [i.e., learning disability, mild intellectual disability, and serious emotional disability], and how to manage the behavior of all pupils in educational environments. Characteristics of students with high incidence disabilities will be emphasized , as well as strategies to reduce the likelihood of problem behavior of all pupils in the classroom.

Offered in Fall Spring Summer

Units: 3 - 6

A supervised teaching experience requiring a minimum of 10 consecutive full-time weeks in an appropriate school classroom. Designed to develop the knowledge, skills, and dispositions necessary for teaching at the elementary, middle and/or secondary level. Includes regularly scheduled clinical observations and conferences. Requires successful completion of at least 21 hrs. in the MAT program and approval by specialty area faculty. Student responsible for transportation to placement site.

Offered in Fall Spring Summer

TYPE: Internship Course

Units: 3

This course provides prospective middle and secondary science teachers with practical and research-based strategies for designing and delivering effective science instruction. This course emphasizes inquiry-based learning, formative assessment design, managing diverse classrooms, including the incorporation of culturally responsive teaching practices, and the application of national reform documents such as the NGSS. Students explore topics such as Ambitious Science Teaching, equity in education, the nature of science, and science and engineering practices. They will develop skills in using anchoring phenomena, analyzing student data to guide instruction, and implementing innovative assessment strategies. Hands-on experiences, including lab and outdoor education, complement the course's theoretical foundations. The curriculum also introduces the edTPA handbook and rubrics, providing a framework for professional growth. While this course focuses on secondary [6-12] science teaching, many of the course topics are relevant to those seeking to work in informal or post-secondary science teaching positions.

Offered in Fall and Spring

Units: 3

EMS 406/506 is the second course in a two-part sequence designed to prepare preservice science teachers to teach in secondary school settings [middle school and high school]. For science teaching to be most effective, teachers and students need instructional materials that have been carefully planned, selected, organized, refined, and implemented to help achieve the goals set by state science standards. Therefore, this course emphasizes the design and implementation of coherent, student-centered learning segments grounded in the principles of Ambitious Science Teaching [AST], scientific practices from the NGSS, and research-based instructional strategies. Through targeted readings, collaborative planning, field-based microteaching, and reflective analysis, students will deepen their capacity to engage diverse learners in meaningful science learning experiences. While this course focuses on secondary [6-12] science teaching, many of the course topics are relevant to those seeking to work in informal or post-secondary science teaching positions.

Offered in Fall and Spring

Units: 3

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.

Offered in Fall and Spring

Units: 3

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.

Offered in Spring Only

YEAR: Offered Alternate Odd Years

Units: 3

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.

Offered in Spring Only

YEAR: Offered Alternate Years