Prerequisites
STEM Education Content Coursework
STEM Education Professional Coursework
Culminating Experience
Step 1: EUT 201 Inquiry Approaches to Teaching (1 credit)
This course will provide students with an opportunity to: 1) explore teaching in science or mathematics as a career; 2) experience early field experiences in teaching; and 3) explore the theory and practice that is necessary to design and deliver excellent instruction. Participants will obtain first-hand experience with planning and implementing inquiry-based science or mathematics lessons in elementary classrooms. NB: Has a grades 4-6 field experience in addition to class meeting times.
Step 2: EUT 215 Inquiry-Based Lesson Design in Mathematics (1 credit)
EUT 217 Inquiry-Based Lesson Design in Science (1 credit)*
Prerequisites: EUT 201. These courses will provide students with an opportunity to continue to explore mathematics and science teaching as a career through focused field experiences at the middle school level using inquiry-based instructional techniques. Participants build upon and practice inquiry-based lesson design skills that were introduced in EUT 201 and will also become familiar with exemplary mathematics and science curricula for the middle school setting. NB: Both courses have a grades 6-8 field experience in addition to class meeting times.
STEM Education Content Coursework
EUT 210 Perspectives on Science & Mathematics (3)
Prerequisites: EUT 215 or 217. This course explores a selection of topics and episodes in the history of science and mathematics. The specific objectives and expectations are part of four broad, interlocking goals: 1) provide an overview of the history of science and mathematics; 2) enable future teachers to enact these historical perspectives and contexts throughout their pedagogy; 3) promote intellectual curiosity and sharpen critical thinking skills; and 4) improve presentation and writing skills
PHY 301 Research Methods (3)
Prerequisites: EUT 215 or 217 The goals of the course are to: 1) provide CSUteach students with the tools that scientists use to solve scientific problems; 2) give students the opportunity to use these tools in a laboratory setting; 3) make students aware of how scientists communicate with each other through peer-reviewed scientific literature; and 4) enable students to understand how scientists develop new knowledge and insights.
MTH 201 Functions and Modeling (3)
Prerequisite or Co-requisite: EUT 215. This course is designed to engage prospective secondary mathematics teachers in explorations and laboratory activities that will expand and strengthen knowledge and understanding of topics in the secondary mathematics curriculum. Connections between secondary and college mathematics will be illuminated. Extensive use of technology will be integrated into solving non-routine problems and applying mathematics in real-world situations, which will be the primary focus.
STEM Education Professional Coursework
EUT 302 Knowing & Learning in Mathematics & Science (3)
Prerequisite or Co-requisite: EUT 201. The goal of this course is to develop a powerful tool kit of approaches to knowing and learning in mathematics and science. This course focuses on issues of what it means to learn and know science and mathematics including: 1) How knowing and learning are structured; 2) The tensions between general, cross-disciplinary characterizations of knowing (e.g., intelligence) and the specifics of coming to understand powerful ideas in mathematics and science; 3) Connections between kinds of assessments and theories of knowing; and 4) Various uses of technology associated with specific approaches to learning.
EUT 305 Classroom Interactions (3)
Prerequisites: EUT 302. This course continues the process of preparing future teachers to teach mathematics and science in secondary settings by providing opportunities to see how theories explored in EUT 302 play out in instructional settings. Students will design and implement instructional activities informed by their understanding of what it means to know and learn mathematics and science, and then evaluate the outcomes of those activities on the basis of student artifacts (i.e., what students say, do, or create). An important focus of the course is on building awareness and understanding of equity issues and their effects on learning. NB: Has an 40-hour field experience in addition to weekly class meeting times.
EDL 305 Reading in the Content Areas (3)
Prerequisites: EDB 200, EDB 300, EDB 301, EDB 302. Critique and analysis of current theory, research, and practice as it relates to content-area reading instruction. Particular attention is given to the development of comprehension, metacognitive awareness, and effective study strategies. Also stressed are internal and external textbook-thinking skills, the integrated use of reading and writing, and materials and methods to promote lifelong learning. Other topics considered include media literacy, inquiry learning, authentic assessment, action research, and diversity issues.
EUT 315 Project-Based Instruction in Mathematics (3 credits)
EUT 317 Project-Based Instruction in Science (3 credits)*
Prerequisites: EUT 305. Project-based instruction engages learners in exploring authentic, important, and meaningful questions of real concern to students. These courses also provide opportunities for candidates to gain experience in assessing, preparing and teaching problem-based lessons through an extensive associated field experience. Physical materials and strategies for teaching mathematics and science at the intermediate and secondary level are considered, as are student characteristics, teaching and learning styles, issues of equity and diversity, and constructivist theories of learning. NB: Both courses have an 80-hour field experience in addition to weekly class meeting times. Field experience must be applied for at least 1 semester in advance.
EST 499 CSUteach STEM Student Teaching (6)
Prerequisites: Prior application, Approval of the Office of Field Services, and EUT 315 or EUT 317. The purpose of student teaching is to assist participants in making the transition from a college student to a classroom teacher. Initially, it is important for to observe and become oriented to the school building, students, and mentor teacher. Participants will quickly be given increased responsibility for the classroom with the goal of assuming the role of teacher from the start to the end of the school day for the majority of the grading period of the placement.