SEM 435 is a ten credit hour course taken concurrently with student teaching. The purpose of student teaching is to help student teachers continue to develop their knowledge, strategies, and the skills necessary in order to become successful and productive secondary teachers capable of being a leader in the profession.
A study of theoretical models and methodological strategies for teaching mathematics at the middle school level. The course will include a critical analysis of equity issues in middle school mathematics, using manipulatives across the curriculum, and strategies for promoting adolescents' curiosity in mathematics. This course is in conjunction with an eight-week field experience.
A study of applied models and methodological strategies for teaching science at the middle school level. This course will include applications such as project based learning, engineering design-based science, interdisciplinary science, and other innovative methods for applying national and state science standards to real-world contexts. Special emphasis will be given to lesson study and peer teaching and evaluation. This course is in conjunction with an eight-week field experience.
This course introduces the fundamental issues related to curriculum and instruction in STEM programs. Major topics addressed will include (but will not be limited to), defining STEM education, its curricula, purposes, and past and present social and political influences affecting the development and focus of STEM education. Additional discussion will address the stakeholders of STEM education that participate in the development, testing, implementation, and assessment of STEM curricula.
This course introduces the fundamental issues related to classroom research, especially through the lens of action research, and what it means to be a teacher leader in the areas of STEM. Practical application will be the primary focus simultaneously with learning and learning to lead. Collaboration and group work is a hallmark of action research; students in this course will demonstrate their abilities to design, diagnose, plan, implement, observe, and reflect in cooperation with classmates.
Through campus and school-based experiences, students will learn how to engage young people in learning mathematics and how to make decisions about planning instruction and develop assessment based on a sound knowledge base for applying content, materials, and methods (including educational technology) appropriate for high school students. May be repeated to a maximum of three credits. Lecture, 1-3 hours; laboratory, 3-6 hours per week.
Through campus and school-based experiences, students will learn how to engage young people in learning science and how to make decisions about planning instruction and develop assessment based on a sound knowledge base for applying content, materials, and methods (including educational technology) appropriate for high school students. May be repeated to a maximum of three credits. Lecture, 1-3 hours; laboratory, 3-6 hours per week.
Half-time to full-time work on thesis. May be repeated to a maximum of six semesters.
Half-time to full-time work on thesis. May be repeated to a maximum of six semesters.
Half-time to full-time work on thesis. May be repeated to a maximum of six semesters.
