Courses for Program Completion
Summer Session (May to August) 9 semester hour
CI 6830 Curriculum Issues and Trends (3 hrs.) - Example Course Syllabus
Designed for educators, this course guides students in exploring core ideas to develop a framework for the study of teaching. Students investigate issues of what and how to teach in the content areas as well as explore the knowledge of expert content teachers. As a core graduate course in curriculum and instruction, students analyze and integrate ideas to form a theoretical framework and are guided in developing professional written work grounded in the literature. Topics include: Educative experiences, learning progressions, ambitious teaching, e-learning environments, and pedagogical content knowledge.
BIOL 6830 Molecular and Cellular Biology (4 hrs.) - Example Course Syllabus
Molecular and Cellular Biology includes the fundamental principles of life. We will explore how cells control their destiny and what happens to them when their ability to do this properly is subverted. We will start with basic principles of chemistry and build forward to how these chemical principals control how cells function. We will then explore how individual cells communicate with each other for the good (or not) of the organism.
EEES 5790 Ecology Field Trip (2 hrs.)
Fall (August to December), 7 semester hours
EDP 5310 Issues and Innovations in Learning and Instruction (3 hrs.)
EEES 6600 Foundations of Ecology (4 hrs.) - Example Course Syllabus
This course emphasizes basic ecological theory, experimental and analytical methods and their application to levels of ecological organization including organisms, populations, communities and ecosystems. We will also synthesize knowledge across levels of organization.
Spring (January to April), 6 semester hours
RESM 5220 Applied Assessment for Improved Practice (3 hrs.) - Example Course Syllabus
This course builds on the assessment knowledge, skills, and experiences of the practicing professional. It begins with a review of fundamental statistical and measurement concepts with a focus on performance assessment (for those who need it). It continues with the discussion of the role of data-driven decision making based on the results of the analysis of datasets using commonly available desktop and web-based tools. The analysis process is complimented by a discussion of instructional decision making supported by the data analysis results and completed with an assessment and action report. The focus shifts to action with the creation and implementation of authentic assessment plan with an emphasis on performance assessments that leverage 21st century web-based tools to support effective teaching and student learning. Students will find it a benefit to have taken undergraduate statistics or its equivalent. Online tutorials will be available.
BIOL 5230 Advanced Comparative Animal in Physiology (3 hrs.) - Example Course Syllabus
Summer I (May to August), 8 semester hours
CI 6690 Theory & Research in Science Education (3 hrs.) - Example Course Syllabus
Designed for individuals beginning their thesis, project, or seminar paper phase of their graduate program, this course explores both theory and research in science education. We will begin with broad areas of interest and develop these into focused questions that can guide a review and critical analysis of the research literature in science education. We will examine several aspects of educational research including: ideas about how people learn, ideas about teachers and teaching, ideas that have influenced research, finding primary sources, how to read and critique research, and how to organize and write a literature review.
EEES 5150 Organic Evolution (3 hrs.)
BIOL 6020 Research Methodology: Cell and Molecular Biology (2 hrs.) - Example Course Syllabus
Students will gain a working knowledge of essential laboratory techniques used for research in molecular biology. These techniques, including polymerase chain reaction (PCR), electrophoresis, DNA cloning, microscopy and transfection, will be used in a course project to express and analyze a protein of interest in cultured mammalian cells. The concepts underlying these procedures will be studied online before the lab sessions. This course is designed to prepare students for careers in research, biotechnology and science education.
Fall (Agust to December), 6 semester hours
TSOC 5300 Philosophy and Education (3 hrs.) - Example Course Syllabus
In Part I of the course the question of what should be the social purpose of science education in a democratic society is explored. This exploration asks the “Why” question. Why is science education so important? This question is of considerable significance, for the way the purpose is conceived significantly shapes both what (subject matter) and how (instructional method) we teach. Potential answers to the question include: the development of human capital for economic growth, the actualization of the full potential of each person (including their capacity for ethical reasoning), and/or the development of the moral and political capability of democratic citizens? This exploration reveals a potential convergence between these economic, moral/humanistic, scientific, and democratic purposes: the education of reason—the development of reasonable judgment, critical thinking and reflection, the capacity for reflective experience, ethical reasoning, the understanding of what constitutes legitimate knowledge (science as methods of inquiry rather than exclusively as subject matter)—is the common achievement necessary for the fulfillment of all of these purposes.
Given the acceptance of the centrality of educating reason, Part II of the course explores the nature of modes of empirical rational inquiry from the perspective of basic readings in the philosophy of science and its pedagogical implications for the teaching of science. This constitutes in part a study of the logical structure of scientific inquiry in relation to the logical structure of the science education curriculum. This perspective follows John Dewey’s reflections, among others, on teaching science as methods of inquiry rather than exclusively as subject matter. To this end we are exploring the nature of induction, the problem of induction and responses to the problem of induction (Hume, Pierce, Carnap, Reichenbach, Strawson), falsification and the deductive logic of scientific inquiry (Popper), the nature of paradigms, normal science, and paradigm shifts (Kuhn), and the methodology of research programs (Lakatos).
CI 6900 Master’s Research Seminar (3 hrs.)
As one of the culminating experience for completion of the Master in Science and Education, the focus of this seminar is the preparation and submission for professional publication of an article for journal or magazine publication. This seminar is a vehicle for bringing together research in a particular area of individual student interest and engaging her or him in the dissemination of ideas for other professionals, parents, or other interested audiences.
* Education courses are designated in blue
* Science courses are designated in green