The 30-credit MAT can be completed in 18 months. It is designed to meet the needs of working professionals by delivering courses through a combination of online interactions, videoconferencing, and face-to-face meetings. Cohorts of 10-15 students will move together through a sequence of six modules. Each module will be three credit hours. Face-to-face meetings will be just one Saturday per month and you can choose between coming to campus in Shippensburg or the Dixon University Center in Harrisburg.
At the beginning of the program, students will be assigned an experienced science, business, or math teacher in a local school as a mentor and approximately 25 hours of observation and co-teaching per module will be required. During the 12-week student teaching practicum (12 crs.), students will implement principles from the modules and assume responsibilities for planning, instruction, and assessment. Two capstone projects, a professional portfolio and the results of a research project, will be presented at the end of the program.
The sequence for completing the MAT is as follows (assumes an early August start; modules and timelines will shift depending on start of sequence):
- Fall semester (2 modules / 6 credit hours)
- Winter term (1 module / 3 credit hours)
- Spring semester (1 module / 3 credit hours)
- Summer term (2 modules / 6 credit hours)
- Student teaching during Fall semester of second academic year (12 credit hours)
- Presentation of professional portfolio and research project during December of Fall semester of second academic year
- Job placement assistance during Spring semester of the second academic year
STEM 510 Foundations of STEM Education in the United States (3 credits)
This course includes the historical and philosophical foundations of secondary education in the United States with particular emphasis on STEM education. Contemporary issues such as federal and state educational policies and curriculum standards, standardized testing and accountability, and professional expectations for teachers will also be discussed.
STEM 520 Research and Contemporary Issues in STEM Education (3 credits)
This course surveys various research approaches in education including quantitative, qualitative, and mixed methods. Emphasis will be placed on research characterizing contemporary issues such as inquiry-based instruction, effects of curriculum standards and standardized testing, and STEM specific instruction. Action research, for the purpose of improving one's own practice, will also be included and each student will design a project to be completed throughout the remainder of the MAT program. Students will also complete between 20 and 25 hours of observations in a secondary science classroom. Prerequisite: STEM 510.
STEM 530 Instructional Strategies and Technology in STEM Education (3 credits)
Assists the student with understanding the variety of strategies and philosophies behind those strategies for presenting instruction in a STEM classroom. Furthermore, specific instructional models related to STEM education will be utilized. Students will develop their own instructional philosophy in concert with the national efforts in the appropriate field of science, technology, engineering or mathematics through readings, discussions, classroom observations, as well as simulated and real teaching. Students will be prepared to design instruction through curriculum design, unit planning and individual daily lessons. Also included within this course will be understanding how the instruction, assessment, evaluation process occurs and results in a student grade. Students will also complete a minimum of 25 hours of observations in a classroom setting.
STEM 540 Assessment in STEM Education (3 credits)
Includes all facets of the assessment process within the STEM classroom. Standardized achievement, diagnostic and aptitude tests, as well as teacher constructed tests will be examined. Emphasis will be placed on assessing student's conceptual understanding within the science, technology, engineering and mathematics fields through a variety of formative and summative assessment strategies. Also included within this course will be understanding how the instruction, assessment, evaluation process occurs and results in a student grade. Students will also complete a minimum of 25 hours of observations in a classroom setting.
SCED 550 Safety and Welfare in Science Education (3 credits)
Surveys the primary safety concerns in STEM instruction with emphasis on chemical safety, safety equipment and procedures, and legal and ethical considerations for using live and preserved organisms in the classroom and field. Principles and legal requirements for classroom design and how classrooms and laboratories must be modified to accommodate students with learning and physical disabilities also included.
STEM 555 Foundations of Teaching Business and Technology (3 credits)
This course is designed to provide prospective Business Education teachers an overview of basic business courses while familiarizing them with the tools necessary to teach in today's technological classroom. Emphasis is placed on Information Technology, Personal Financial Planning and Entrepreneurship, as well as current trends in teaching Business Education. Students will utilize educational theory to identify elements of instruction that are positive and productive for learners.
MAT 527 Number Theory Discovery (3 credits)
Number theory, one of the oldest branches of mathematics, is very much an alive subject, with discoveries made every day. Course is intended to focus on topics that relate specifically to the natural numbers. These will be treated as motivational problems to be used in an activity-oriented approach to teaching mathematics at the middle and high school levels. Pace will be non-frantic and designed to promote understanding of the topics covered. Topics include prime number facts and conjectures, divisibility theory for integers, magic squares, Pascal's triangle, Fibonacci numbers, modular arithmetic, and mathematical art.
STEM 560 Accommodating All Students in STEM Education (3 credits)
Examines the intellectual, physical, sensory and Social-emotional differences of individuals as they pertain to learning processes. It will also address the needs of English Language Learners (ELL) in the science, technology, engineering or mathematic (STEM) classroom. It delves into how to best accommodate these students within a STEM classroom so that they can have the opportunity to be engaged in all aspects of learning the subject. Students will also complete a minimum of 25 hours of observations in a classroom setting.
STEM 590 Student Teaching and STEM Practicum (12 credits)
The MAT capstone course consists of two parts:
1) A 12-week student teaching experience where students assume incrementally more responsibilities for lesson planning, assessment, classroom management, and other teacher-related duties under the guidance of an experienced mentor teacher and an university supervisor. Assignments include a comprehensive unit plan and an assessment portfolio.
2) A four-week period where students complete and present their professional portfolios and action research projects to a panel of secondary science teachers and university professors.
Prerequisites: STEM 510, STEM 520, STEM 530, STEM 540, STEM 560 and SCED 550 or STEM 555.
Shippensburg University reserves the right to cancel any courses due to insufficient enrollment or other unforeseen circumstances.