A study of theoretical models and methodological strategies for teaching science at the middle school level. This course will include a critical analysis of a variety of objectives, instructional materials and strategies, and evaluation techniques for middle school science. Special needs of individuals in a diverse middle school population are emphasized. This course is in conjunction with a four-week field experience, consisting of 2 two-week placements in the candidate's areas of content concentration.

This course serves as an independent study in STEM Education research for undergraduate students. The purpose of the course is to provide research experiences for undergraduate students interested in STEM Education research. All work to fulfill this course must be detailed clearly and described fully in advance using the approved learning contract. The student and faculty member will agree on a general schedule of meetings and the outcome of the experiences prior to beginning the course. May be repeated to a maximum of twelve credits.

This course is intended to help future STEM Education teachers build a theoretical background and develop the practical skills needed to begin to develop themselves as effective teachers in the secondary classroom. Students will be introduced to, and gain hands-on experience with a variety of instructional materials appropriate for teaching STEM Education at the secondary level. Students are encouraged to be creative and reflective in developing, implementing, and evaluating practices associated with teaching STEM concepts and skills.

The work in this course will help prepare future STEM teachers to create, examine, analyze, and critically utilize a variety of assessments found in K12 education.

The work in this course will help prepare future STEM teachers to create, examine, analyze, and critically utilize a variety of assessments found in K12 education.

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.

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.

This course focuses on clinical techniques for working with K-12 students who are struggling and/or have disabilities in learning mathematics. It is a course designed to develop both theoretical understandings and operational skills in working with students who struggle in mathematics. Classroom applications of the techniques are discussed. This course is a combination of lecture and application with a student client.

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.

This course is a seminar designed to study equity issues in the teaching and learning of STEM disciplines in P-20 education. A primary focus will be on enhancing teachers' ability to use research and reflection for learning and leading. Throughout the course the relationship between theory and practice will be emphasized in an attempt to understand some of the complexities and challenges in addressing issues of equity in mathematics learning and teaching.