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.

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.

The History of STEM Education course will begin with researching the background and development of each individual component of STEM (i.e. Science, Technology, Engineering, and Mathematics) Education. This will follow with a historical comparison of these components highlighting their similarities as well as their differences.

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.

New developments in modern elementary mathematics for teachers in the elementary schools will be reviewed. Special emphasis will be given to a study of new teaching methods, application of published research, techniques and trends in mathematics in the elementary school.

Students will have the opportunity to learn about the research paradigms guiding STEM education research throughout history with critical analysis of those most utilized across the modern STEM education research communities. Students will acquire knowledge and skills that allow them to develop a research proposal with explicit discussion of their research assumptions and that targets meaningful and timely research questions in STEM education.

SEM 708 will introduce students to the field of engineering and give them the opportunity to explore engineering concepts, engineering design, different fields of engineering, engineering curricular materials for K12 students, research on including engineering in K12 education, and assessments necessary in designing and developing research-based, interdisciplinary, engineering-design curricula for K12 students and teachers. In SEM 708 students will experience, evaluate, and design interdisciplinary, engineering design-based curricula to be used within STEM classrooms.

The purpose of STEM 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. With the support of cooperating teachers in area schools, the course instructor, and university field supervisors, student teachers will apply the theories, methods, and techniques they have learned in the past in addition to what they will learn during their concurrent student teaching experiences.

Half-time to full-time work on thesis. May be repeated to a maximum of six semesters.