STEM for PK-12 Educators

This introductory online synchronous course surveys the landscape of PK-12 STEM education at the school, classroom, and learner levels. Students analyze research and STEM education frameworks to determine the critical elements of high-quality STEM related to teaching & learning, learner’s mindset, agency, and identity. Students consider their own teaching & learning experience, learning theories, and best practices as they synthesize a personalized framework of high-quality STEM education pertaining to their own educational setting. A special emphasis is given to the problem-solving process (otherwise known as the “engineering design process”), stewardship to community & earth, and classroom climate, as students consider the desired outcomes of integrated STEM pedagogy.

This online synchronous course addresses several elements of high-quality teaching, as well as laying the foundation for the variety of teaching & learning styles in different contexts (PreK-12 classrooms, out of school time settings, etc.). Students will discuss research related to family & community, culturally & linguistically sustaining practices, social & emotional learning, Universal Design for Learning, and engaging all learners in STEM. The course will also address different ways of knowing & learning and connecting STEM learning to learners’ culture and place. Students will develop concrete plans to apply course topics into their practice, aligned with professional standards.

This online synchronous course unpacks the elements of high-quality instructional materials (HQIMs), defined by the MA Department of Education and curricular materials exhibiting a coherent sequence of lessons that target learning of grade-appropriate and standards-aligned skills and knowledge through instructional strategies that are well supported by research and other characteristics such as engaging content and inclusive design. Students review, analyze, and identify high quality STEM curricula. Differences between STEM and project-based learning (PBL) curricular materials are discussed. Students review key literature on curriculum development through equity and justice frameworks (i.e. Understanding by Design, Science in the City). The final project includes the development/adaptation of a high-quality integrated STEM project aligned with State standards and practices, with key emphasis given to the process of creating standards-aligned learning targets.

In this online synchronous course, students unpack the elements of high-quality performance assessments that allow learners to demonstrate the knowledge and skills they have gained through a variety of methods. Approaches to grading and feedback to learners through an asset-based framework will be discussed. Students will analyze different types of rubrics and develop a standard-aligned rubric for a STEM project of their choice.

This online synchronous course explores the differences between formal and informal (out-of-school-time) PreK-12 education. Students will review the role of informal STEM education on learners’ motivation and aspiration towards STEM majors and careers, as well as the impact on learners’ mindset and skills. This course will also review how global STEM competitions inspire students and help them develop key collaboration and problem-solving skills. An experiential component of ‘STEM in the Community’ will be included in this course.

In this online synchronous course students will review several theories related to teamwork and collaboration and the translation of these theories into successful practices in STEM education classes and the school as a workplace. Theories and strategies for improving team dynamics will be introduced, and participants will learn what factors are shown to lead to greater innovation and creativity on teams. We will also discuss implicit bias and stereotyping on teams, and how to prevent and minimize their negative impacts on participants. Multiple strategies for team formation in the classroom will be discussed, and we will explore how to teach students teamwork skills during project-based classes. The course will include an opportunity to apply some of the theories and strategies for effective and equitable teamwork in the classroom and to reflect on the utility of different approaches.

This online synchronous course explores key topics in the forefront of STEM education research and practice. Course offerings will change regularly and may include topics such as integrated STEM through robotics, Storyline model of teaching and learning, and more. Students may earn credit for multiple offerings of this course provided each offering bears distinct course descriptions and course content.

A seminar will be developed and facilitated by the STEM Education Center’s members and/or adjunct faculty (with the STEM Education Center) who have extensive research and teaching experience in PreK-12 classrooms. This online synchronous course is intended for students working on their thesis/capstone/graduate qualifying project as part of the MS in Integrated STEM program and will be taken at the same time as their final project/thesis course. The seminar serves as an opportunity for graduate students to share their work and receive feedback and guidance from other students and the instructor. Students will report on the problem/research question, literature review, field-specific professional standards, community members and/or key stakeholders, solution/findings, and discussion.

Students enrolled in this online synchronous course complete an individual capstone project for the Integrated STEM program. This course serves as a practical integration of knowledge and skills. Students will define a STEM education related problem within their educational setting (e.g. own classroom, school, after school program), conduct a literature review related to the problem, draw on field-specific professional standards, engage with community members and/or key stakeholders, and propose a solution to the problem that weaves together theory and best-practices related to integrated STEM education. A public presentation is required.

This graduate qualifying project can be completed individually or in teams, is to be carried out in cooperation with a sponsor or external partner. It must be overseen by a faculty member affiliated with the Integrated STEM program. This offering integrates theory and practice of design for STEM education and should include the utilization of tools and techniques acquired in the program. In addition to a written report, this project must be presented in a formal public presentation to the program’s faculty and students.

The online synchronous thesis course consists of an individual research and development project (including action research) advised by a faculty member affiliated with the Program. A thesis proposal must be approved by the Integrated STEM program’s advisory committee and the student’s advisor, before the student can register for this course. The student must satisfactorily complete a written thesis document, and present the results to the advisor, program’s faculty, and students in a public presentation.

This course is about the theory and the practice of formative assessment. The practice will involve bringing those theories to life in the classroom. Participants will be required to actively implement the formative assessment cycle in their own teaching. Online tools that facilitate the formative assessment process will be used by the teachers. One such tool that will be required is ASSISTments. Participants will decide what data to collect evaluate and analyze. They will analyze the data in this class and with their students. They will examine their own instruction by videotaping themselves and sharing their experiences with the group. Participants will go through these steps repeatedly during the course. Participants will be required to synthesize and critique course materials through written documents and formal and informal presentations.