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Course Descriptions

Undergraduate

MSED 200 Analysis of Classrooms

This course includes a two-hour seminar on campus each week along with approximately five hours per week in an area school. This is an introductory course that provides students background in learning theory, motivation theory, classroom management, aspects of effective teaching, critical classroom variables, and the school as a system. 2-5-3 (C)

MSED 250 Middle and Secondary Curriculum Foundations

This lecture/discussion course focuses on history/sociology of education, rationales and goals of current reform efforts, curriculum design, development, and curriculum analysis. 3-0-3 (C)

MSED 300 Instructional Methods/Strategies I

Discussion/laboratory oriented course that focuses on instructional planning, implementation considerations of various teaching methods, and development of instructional activities. Students are also provided with opportunities to practice instructional skills in peer teaching lessons. 3-0-3 (C)

MSED 320 Inquiry and Problem Solving in Mathematics and Science

This course provides students with opportunities for reflection on aspects of inquiry/problem solving, and nature of science/mathematics. Provides background for student development of instructional materials focusing on inquiry/problem solving and nature of science/mathematics.3-0-3(C)

MSED 350 Informal Education Practicum and Seminar

Students spend approximately five hours per week in an informal education venue (e.g., museum, aquarium, zoo) along with a two hour on-campus course per week. This course will help students develop an understanding of the roles informal institutions can plan in math/science achievement and the ability to create instructional materials that capitalize on these community resources.2-5-3 (C)

MSED 400 Instructional Methods/Strategies II

Follow-up course to Instructional Methods/Strategies I with a strong focus in various advanced instructional models such as inductive, deductive, synectics, inquiry role development, and cooperative learning. Students will have several opportunities to practice instructional models in peer teaching lessons. 3-0-3 (C)

MSED 450 Professional Internship

Capstone experience in which students assume continuous teaching responsibilities in at least three classes in an area school. Students will spend a full semester in the area school under the supervision of a classroom teacher and university supervisor. 0-40-6 (C)

MSED 456 Middle School Curriculum

This course is designed to develop the participant's understanding of mathematics and science curricula in middle schools. The main foci throughout the course are the unique aspects of middle schools and how they provide significant curricular link between elementary education and secondary education. Studies will include the roles of influences of goals, standards, instructional materials, assessments, technology, teaching. learning, and issues of equity on middle school curricula. Additionally, participants will examine historical and philosophical perspectives of curricula and synthesize how these perspectives resulted in the current curricular frameworks for middle schools. The course will involve weekly reading and reflections, classroom experiences, short assignments, curriculum evaluation projects, and formal class presentations. 3-0-3

MSED 480 Adolescent Psychology

This course is designed to develop the participants' understanding of adolescent psychology. The main foci throughout the course are the unique aspects of adolescents and how those aspects influence behavior, learning, and social interactions, especially with regard to middle schools. Studies will include educational psychology theories and models, motivation and learning, developmental changes during adolescence, cognitive abilities, human ecology, diversity, and cultures. Additionally, participants will examine historical and philosophical perspectives of adolescent psychology and synthesize how these perspectives have influenced teaching, learning, and cultures in middle schools. The course will involve weekly readings and reflections, classroom experiences, short assignments, tests/quizzes, research projects, and formal class presentations.

MSED 497 Special Projects

(Credit: Variable)

Graduate

MSED 500 Analysis of Classrooms II (Practicum and Seminar)

This course includes a two-hour seminar on campus each week along with approximately five hours per week in an area school. This is an introductory course that provides students background learning theory, classroom management, aspects of effective teaching, critical classroom variables, and the school as a system. 2-5-3 (C) (C)

MSED 501 Adv. Strategies : Math

A course that provides additional exposure and development of instructional strategies and models of mathematics teaching. Special emphasis is placed upon promoting critical thinking and decision making. 3-0-3 (C) (C)

MSED 502 Advanced Strategies: Science

A course that provides additional exposure and development of instructional strategies and models of science teaching. Special emphasis is placed upon promoting critical thinking and decision making.

MSED 509 Instructional Strategies for Middle School Mathematics

Instructional Strategies for Middle School Mathematics specifically addresses concerns of teaching grades 5-8 mathematics by considering the social and psychological characteristics of students in transition from elementary to high school mathematics. The course uses a focus on rational number and proportional reasoning (topics that span the middle school curriculum) to study students’ development of powerful representational systems and conceptual flexibility. Participants will learn about building mathematical community in which students construct mathematical evidence for claims of perceived regularities and patterns on logical reasoning and mathematical thinking. Participants will select, adapt and design worthwhile mathematical tasks to serve various instructional purposes. Finally, the participants will learn what it means to build an on-going assessment system that integrates self-, peer-, teacher-, formative and summative assessment into a system of best practice that blurs the line between learning and assessment.

MSED 510 Problem-Based Algebra

Algebra is taught via a problem solving approach with connections to other topic areas such as geometry, statistics and probability. Explorations with and conjecturing about number relationships and functions provide experiences from which students develop algebraic habits of mind: Doing and undoing (algebraic thinking that involves reflective or reverse algebraic reasoning, doing problems erns and organizing data to representation situations in which input is related to output by well-defined functional rules); and abstracting from computation (developing the capacity to think about computations independently of particular numbers used). 3-0-3

MSED 511 Problem-Based Number Theory

Number theory is taught via a problem solving approach with connections to geometry, logic, and probability. Explorations with and conjecturing about number patterns provide experiences from which students study various topics including: factors, primes, and prime factorization; counting techniques; greatest common factor (GCF) and least common multiple (LCM); divisibility; number patterns (e.g., Pascal's triangle, polygonal numbers, Pythagorean triples; Fibonacci numbers); Diophantine equations; remainder classes and modular arithmetic; iteration, recursion, and mathematical induction. 3-0-3

MSED 512 Problems in the Philosophy of Science.

This course looks at some key issues in the philosophy and history of science, including the rationality of science, the role of values in scientific inquiry, and the use of models and analogies in scientific thinking. Given that experiments and observations alone never suffice to determine theory choice, we seek to understand the values that influence science and investigate how it is that science can make progress. We build towards a picture of science as a social process in which theoretical models are chosen and developed in such a way as to increase our over-all ability to solve important problems. 3-0-3

MSED 513 Problem Based Stats & Problty

This course emphasizes statistics and probability as practical subjects devoted to obtaining and processing data with a view toward making statements that often extend beyond the data. These statements (i.e., inferences) take the form of estimates, confidence intervals, significance tests, etc. The content of this course is concerned with the production of good data, and involves consideration of experimental designs and sample surveys. The activities have their origin in real data and are concerned with processing the data in the widest contexts and with a wide variety of applications such as social, administrative, medical, the physical sciences and the biological sciences. 3-0-3

MSED 514 Problem-Based Geometry

Geometry is taught via problem solving with connections to other topic areas such as algebra and number theory. Participants use Geometer’s Sketchpad to investigate about fundamental concepts of Euclidean geometry in two and three dimensions and their applications. Explorations of and conjecturing about these concepts provide experiences from which students study various topics including: properties and relationships of geometric objects; geometric proof; area and volume; transformations, symmetry and tessellations; trigonometric ratios; and visual modeling of algebraic operations and abstract algebraic concepts.

MSED 515 Problem-Based Number Theory

Number theory is taught via a problem solving approach with connections to geometry, logic, and probability. Explorations with and conjecturing about number patterns provide experiences from which students study various topics including: factors, primes, and prime factorization; counting techniques; greatest common factor (GCF) and least common multiple (LCM); divisibility; number patterns (e.g., Pascal's triangle, polygonal numbers, Pythagorean triples; Fibonacci numbers); Diophantine equations; remainder classes and modular arithmetic; iteration, recursion, and mathematical induction.

MSED 517 Problem-Based Foundations of Calculus

The course is focused on the development of foundational ideas, concepts, and methods of introductory calculus and its basic applications with emphasis on various problem-solving strategies, visualization, mathematical modeling, and connections to algebra, geometry, number theory, and logic relevant to the middle school mathematics curriculum. Explorations with the SimCalc software and conjecturing about linking graphs, tables, and concrete to represent dynamic situations provide experiences from which students study various topics including: linear, quadratic, cubic, exponential, logarithmic, and trigonometric functions and their graphs; limits and continuity; rate of change, slope, tangent, and derivative; area under a curve and integration; elements of infinite series.

MSED 520 History/Philosophy of Science

A course that stresses the logical status of scientific ideas and the interaction of these ideas with their social and cultural contexts. 3-0-3

MSED 521 History/Philosophy of Mathematics

A course that stresses mathematics as a way of thinking and knowing. 3-0-3

MSED 530 Teacher Education/Professional Development in Science

A course that stresses the empirical research on best practices in teacher education and professional development in science. 3-0-3

MSED 531 Teacher Education/Professional Development in Mathematics

A course that stresses the empirical research on best practices in teacher education and professional development in mathematics. 3-0-3

MSED 538 Inquiry and Problem Solving

Developing a functional understanding of the nature of science and general math problem solving in the context of scientific inquiry.

MSED 540 Informal Education Practicum

Placement in an informal educational setting such as museums and outdoor education. The focus of this course is on the use of informal setting to supplement classroom instruction. 3-0-3

MSED 545 Statistics for Educators I

Part one of a two-part course. The course provides concepts and methods of gathering, describing and drawing conclusions from data. Statistical reasoning, probability, sampling, regression, correlation, forecasting, nonparametric statistics, conceptions and misconceptions about statistics, problem solving techniques and current research are included throughout the course. 3-0-3

MSED 546 Statistics for Educators II

Part two of a two-part course. Statistical reasoning, probability, sampling, regression, correlation, forecasting, nonparametric statistics, conceptions and misconceptions about statistics, problem solving techniques and current research are included throughout the course. 3-0-3

MSED 550 Clinical Supervision in Science/Mathematics

Provides for the development of a variety of classroom observation techniques and clinical supervision skills. 3-0-3

MSED 552 Assessment and Evaluation

Contemporary assessment and evaluation theory and the development of valid cognitive, affective, and psychomotor assessment items/tasks. In-depth attention is given to the development and scoring of alternative assessment techniques such as portfolios and projects. 3-0-3

MSED 554 Middle Level and Secondary Science Curriculum

Current trends, history of these trends, and rationale for middle and high school curriculum reform. This course provides students with the historical and cultural context in any science curriculum reform. 3-0-3 (C)

MSED 555 Middle Level and Secondary Mathematics Curriculum

This course is a lecture/discussion course focusing on the history/sociology of education, rationales and goals of current reform efforts, curriculum design, development, and curriculum analysis. This course helps students develop a functional understanding of the various factors that influence the development and direction of secondary science curricula, and the ability to apply knowledge of subject matter, curriculum development, and curriculum theory to construct a hypothetical curriculum that recognizes cultural and individual differences with special emphasis on the interdependence of science, technology, and society. Particular emphasis is placed on the analysis and revision of existing curriculum relative to national and state reforms.

MSED 556 Middle School Curriculum

This course is designed to develop the participants' understanding of mathematics and science curricula in middle schools. The main foci throughout the course are the unique aspects of middle schools and how they provide the significant curricular link between elementary education and secondary education. Studies will include the roles and influences of goals, standards, instructional materials, assessments, technology, teaching, learning, and issues of equity on middle school curricula. Additionally, participants will examine historical and philosophical perspectives of curricula and synthesize how these perspectives resulted in the current curricular frameworks for middle schools. The course will involve weekly readings and reflections, classroom experiences, short assignments, curriculum evaluation projects, and formal class presentations.

MSED 560 Research and Evaluation

Analysis of qualitative and quantitative empirical research in science and mathematics education.3-0-3 (C) (C)

MSED 562 Action Research

Reviewing, designing, and conducting research studies within the context of the students' own teaching.

MSED 570 Inquiry and Nature of Science

Developing a functional understanding of nature of science in the context of scientific inquiry. 3-0-3

MSED 571 Problem Solving and Nature of Mathematics

Developing a functional understanding of nature of mathematics in the context of problem solving. 3-0-3

MSED 580 Science and Math Applications of Relevant Technology

This course is designed to develop the participants' understanding of adolescent psychology. The main foci throughout the course are the unique aspects of adolescents and how those aspects influence behavior, learning, and social interactions, especially with regard to middle schools. Studies will include educational psychology theories and models, motivation and learning, developmental changes during adolescence, cognitive abilities, human ecology, diversity, and cultures. Additionally, participants will examine historical and philosophical perspectives of adolescent psychology and synthesize how these perspectives have influenced teaching, learning, and cultures in middle schools. The course will involve weekly readings and reflections, classroom experiences, short assignments, tests/quizzes, research projects, and formal class presentations.

MSED 583 Inquiry, Content and Nature of Science

This course is appropriate for continuing education of secondary education science teachers, who will be engaged in authentic scientific inquiry with practicing research scientists, learning about nature of science, scientific inquiry, and subject matter, and developing pedagogical knowledge and skills related to these concepts. The goal of the Project ICAN is to empower teachers to help their students to work toward scientific inquiry. (Variable:1-3)

MSED 584 Inquiry, Context, Nature and Science

Understanding nature of science as it relates to subject matter, and developing pedagogical knowledge and skills related to these concepts. 3-0-3 (C)(C)

MSED 591 Research and Thesis M.S.

A course that provides the guidance and opportunity for authentic research projects in Science or Mathematics Education to fulfill thesis requirements for MS Candidates.

MSED 594 Special Projects

Advanced projects involving independent study, and especially fieldwork and modeling projects. (Variable: 1-6)

MSED 597 Special Problems

Current problems in science/mathematics education. May be repeated for credit with different topics.

MSED 598 Methods of College Teaching in Mathematics and Science

The course is designed to allow each student to develop the theoretical background, practical knowledge, and skills for successful college level mathematics or science teaching. Specific emphasis will be placed upon instructional methods/models, curriculum development, and instructional planning. 3-0-3

MSED 599 College Teaching Practicum

The purpose of the course is to enhance college level teacher preparation with an advanced learning experience joining together theory and practice. This course provides the student the opportunity to practice and improve knowledge and skills at teaching. The student may actively participate or act as an observer at a different college(s). In addition, students are required to prepare a Portfolio. The Portfolio provides the student an opportunity to demonstrate a readiness for teaching that describes their efforts and progress in preparing to teach science or mathematics at the college level. 3-0-3

MSED 601 Critical Analysis in Quantitative Research

A study of quantitative research designs and analytical procedures with critical analysis of perspectives of research in science/mathematics education. 3-0-3

MSED 602 Quatitative Research Design and Practicum

A study of quantitative research designs, analytical procedures, and in-depth analysis with specific applications in science/mathematics education. 3-0-3

MSED 603 Qualitative Research Critical Analysis

A study of qualitative research designs and analytical procedures with critical analysis of perspectives of research in science/mathematics education. 3-0-3

MSED 604 Qualitative Research and Design and Praticum

A study of qualitative research designs, analytical procedures, and in-depth analysis with specific applications in science/mathematics education. 3-0-3

MSED 691 Ph.D. Thesis Research

A course that provides the guidance and opportunity for authentic research projects in Science or Mathematics Education to fulfill thesis requirements for PhD Candidates.

This Mathematics and Science Education course bulletin is not in final form and is subject to change without notice. Please contact the Office of the Registrar to confirm course schedules and for additional course information.