INTRODUCTION

The student handbook combines the policies and procedures that govern the Master of Science programs in Mathematics and Science Education, with detailed descriptions of the program of study, and the major program requirements. Students in these programs are reminded that the Morgan State University, School of Graduate Studies, 2003- 2006 Graduate Studies Catalogue contains the policies and procedures which govern all of the graduate programs at Morgan. This handbook does not supersede the Graduate Catalogue but explains and details its policies as they apply to Master of Science students in mathematics and science education. The handbook is available to all registered students in the MS programs in Mathematics and Science Education and is intended as a guide to students as they plan their individual programs of study and as they seek to fulfill the requirements for the degree. Students must however consult with the program coordinator or their advisors throughout their course of study and particularly when making decisions regarding their individual programs.

THE MASTER OF SCIENCE DEGREE

The Master of Science degree in mathematics or science education is a graduate degree that is intended for professionals who need a level of competence in the theory and practice of education, beyond that which could be acquired in an undergraduate teacher education program. It provides the necessary introduction to advanced research skills that enable the professional to become a discerning consumer of research and a competent contributor to knowledge. It is also preparation for those professionals who chose to pursue the terminal degree. The increasing complexity of the world of work, the changing demographics of the school population and the increasing role of science, technology, engineering and mathematics in society have created a demand for a cadre of mathematics and science teachers who possess the skills and competence acquired through the pursuit of advanced degrees such as this Master of Science in Mathematics Education and the Master of Science in Science Education. The MS in Mathematics Education and Science Education at Morgan State University are rigorous programs designed for classroom practitioners, and teacher/ leaders who anticipate significant leadership positions in mathematics/ science education and who are committed to academic excellence.

OBJECTIVES

1. combine insights from cognitive psychology, with an understanding of the nature and philosophy of mathematics/ science, and their own subject matter content knowledge, to design learning experiences that would result in meaningful acquisition of mathematics and science concepts by high school students.
2. use technology to enhance student learning in mathematics and science.
3. create classroom learning environments that are stimulating and intellectually and emotionally safe for diverse student populations of both genders.
4. model an enthusiastic engagement with mathematics/ science and motivate students to excellence in these subjects.
5. be reflective about their own practice and seek to be responsive to changing student needs in a demanding society.

PROGRAM OVERVIEW

ADMINISTRATION AND FACULTY

School of Graduate Studies
Dr. Maurice Taylor, Dean
Holmes 206, Phone 443.885.3185

School of Education and Urban Studies
Dr. Patricia Welch, Dean
Jenkins 304, Phone 443.885.3385.

Department of Advanced Studies, Leadership and Policy
Dr. Howard Simmons, Chairperson
Jenkins 325, Phone 443.885.1969

Graduate Programs in Mathematics and Science Education
Dr. Glenda Prime, Graduate Coordinator
Jenkins 421, Phone 443.885.1908

Dr. Bradford Lewis, Assistant Professor,
Science Education
Jenkins 319, Phone 443.885.3084

Dr. Brooke Evans, Assistant Professor,
Mathematics Education
Jenkins 320, Phone 443.885.1972

Admission to the Program

Applicants seeking entry to the program must have earned an undergraduate degree with a major in mathematics or science.

In addition to the above, the following admission requirements apply.

• Scores on Graduate Record Examination (GRE) OR Miller’s Analogy Test
• Minimum undergraduate grade point average of 2.6.
• Classroom Teaching Experience is desirable

General Degree Requirements

1. To be awarded the MS degree in Mathematics or Science Education, a student must have completed 36 credit hours of coursework inclusive of the Master’s project. A maximum of 12 semester hours of graduate work taken prior to admission to these programs, may be transferred from another accredited institution.
2. All students are expected to maintain high standards of scholarship throughout the duration of the programs. Students whose cumulative grade point average falls below 2.6 at the end of any semester will be placed on academic probation. A grade point average of 3.0 or above must be maintained in order for a student to continue to receive financial aid. Grades of “C” may not count for more that 20 percent of total credit hours applied towards degree requirements.
3. The course work component of the program is designed to be completed in 5 semesters inclusive of 1 summer. Students are expected to complete a minimum of 6 credit hours in the summer.
4. All candidates are expected to complete either a Master’s project OR a Master’s thesis. (Details of the project and thesis are provided in a subsequent section of this handbook). Students must consult with their advisors on all aspects of the planning and implementation of the project or thesis).
5. All degree requirements must be completed within a maximum of five years of admission to the program.

Residency Requirements

PROGRAM OF STUDY

The 36 credit hours include a core of 30 credit hours of course work and ONE 6 credit hour option.

CURRICULUM

Coursework Schedule
Students will be required to do all courses listed shown in the schedule below. For those courses listed as electives, students may choose from the lists following the table.

COURSE DESCRIPTIONS

Teaching for Conceptual Development in Mathematics/ Science
Three Credit Hours
This is essentially an advanced methods course for the teaching of mathematics and science in the middle and high school. The course introduces participants to elements of cognitive psychology, neuroscience, and learning theory and assists them in designing learning experiences that draw on insights from these fields. In both mathematics and science the emphasis will be on those approaches that employ indirect teaching strategies and cast the teacher in the role of a facilitator of students’ conceptual development. (Course code has not yet been assigned).

The Assessment of Learning in Mathematics and Science
Three Credit Hours
The course introduces participants to the skills of test construction, and the design of such alternative assessment strategies as portfolios, journals and group and individual projects. The focus of the course is on the development of practical competence in the assessment of both cognitive and non-cognitive learning outcomes in mathematics and science. The course therefore has a strong classroom focus and teachers’ classroom work forms the basis of their learning. (Course code has not yet been assigned).

EDMA 554 Mathematical Investigations in the High School Curriculum I
Three hours; 3 credits
This course is designed to deepen high school teachers’ mathematical content knowledge of high school algebra and pre-calculus. Through integrated curricula, numerous connections will be developed among mathematical topics and to topics outside of mathematics, particularly science.

EDMA 555 Mathematical Investigations in the High School Curriculum II
Three hours; 3 credits
The course aims to prepare high school teachers to be able to combine a sound knowledge of the high school mathematics curriculum with an understanding of the pedagogical issues that are specific to the teaching and learning of mathematics, so as to be able to help diverse student populations to realize a high level of achievement in mathematics.

EDMA 641 Practicum in Mathematics Education
Three Hours; 3 credits
This course requires the design, development and implementation of an intervention into some aspect of mathematics education at the level of student’s specialization. Students will be supervised at all stages of the intervention and will have an opportunity to share experiences with peers in a seminar setting.

EDSC 554 Science in the High School Curriculum I
Three hours; 3 credits
This course combines science content and pedagogy and is designed for the preparation of high school mathematics and science teachers. By its emphasis on matter and energy, which are overarching, interdisciplinary concepts of science, and its treatment of the factors that promote children’s conceptual development in science, the course reflects the most current thinking on science teacher preparation.

EDSC 555 Science in the High School Curriculum II
Three hours; 3 credits
This course combines science content and pedagogy for the preparation of high school science teachers for effective delivery of high school science curricula. The course will engage teachers with important pedagogical issues and will enhance their understanding of important interdisciplinary science concepts.

EDSC 641Practicum in Science Education
Three Hours; 3 credits
This course requires the design, development and implementation of an intervention to enhance the teaching and learning of science education at the teacher’s level of specialization. Teachers will be supervised at all stages of the intervention and will have an opportunity to share experiences with peers in a seminar setting.

EDSM 631 Issues and Applications of Technology in Science and Math Education
Three Hours; 3 Credits
This course will critically examine the issues and assumptions driving our society towards increased use of technology as well as the effects of such use of technology on individuals and groups. After examining these issues, students will examine effective uses of technology in the classroom. Student projects will involve the development of technological applications for instructional purposes.

EDSR 504 Introduction to Educational Research
Three Hours; 3 Credits
This course is designed to introduce students to various methods and techniques of educational research; to give them intensive experience in reading, analyzing, and interpreting educational research; and to give them experience in writing abstracts, reports on research, and seminar papers.

EDSR 517 Action Research in the Classroom
Three Hours; 3 Credits
This course will provide an understanding of the action research process. Basic research concepts and skills acquired at an introductory level are applied to the specialized methods of action research. The course is designed to motivate and equip teachers to inquire into their own practice so as to develop a body of practitioner knowledge that is empirically-based and contextualized in the urban setting. Prerequisite: EDSR 504.

EDUC 519 The Socio-Cultural Context of Schooling
Three hours; 3 credits
This course will identify the social and cultural factors that impinge on the nature of urban schooling. Among the topics discussed are race and ethnicity, the politics of education, and the history of modern urban school systems.

OPTION A

MASTER’S PROJECT

The Master’s project is a report of an action research study conducted in the teacher’s own classroom. The study will be a structured inquiry into an aspect of the teacher’s classroom practice in mathematics or science teaching. A distinguishing feature of action research is to bring about research-based change in the setting in which the inquiry is being conducted, so teachers are encouraged to begin to think early about aspects of their own practice in which they would like to bring about deliberate, structured and demonstrable change. The course Introduction to Action Research will provide an opportunity for students to develop a proposal for the project. Students must seek the guidance of their advisors during all stages of this process. Once the project proposal has been approved the student can begin its implementation. Students are reminded that the project represents their own independent scholarship and although advisors are responsible for providing guidance and supervision, the student is responsible for the quality of the final product.

The major difference between this Master’s project and the typical Master’s thesis is that the Master’s project is restricted to action research that is classroom focused. As such the emphasis is on enhancing the student’s understanding of her/his own practice of the teaching of mathematics or science in the urban setting, and on providing a rational basis for implementing instructional change. However, although the scope of the project is smaller than that of the thesis, the same standards of rigor and scholarship apply.

The required format for presentation of the project report is as follows:

Introduction and Review of Selected Literature

Methodology

Materials/ Resources and Instrumentation

Findings

Conclusions and Implications for Practice

PRACTICUM

The Practicum provides an opportunity for the student to bring together insights gained from her/his program of study, in the development and execution of an exemplary unit of instruction in mathematics or science. The practicum is based in the student’s normal classroom work. The unit should be designed around a specific area of subject matter content and should exemplify an identified educational principle or teaching strategy. The unit should consist of a minimum of eight lessons. Assessment of the Practicum will be based on both the written unit and on an evaluation of its implementation. The unit must be approved by the student’s advisor who will also visit the student’s classroom during its implementation.

Criteria for evaluation will be determined by the specific nature of the unit and will be determined by the advisor prior to submission and implementation by the student. The written report will consist of a rationale, a minimum of eight lesson plans and strategies for formative and summative evaluation.

OPTION B

THE MASTER’S THESIS

The Master’s thesis provides an opportunity for the student to engage in original research on an issue of educational importance. Students who elect to do the thesis option should work with their advisors to identify an area of investigation as early as possible in the program. Once this has been done a thesis committee will be appointed. The student may begin working on the proposal at any time but may not begin the actual data collection until the thesis committee has approved the proposal. The development of a thesis proposal is a demanding exercise, and its approval by the thesis committee is the step that allows the student to progress to the final stage of her/his program of study.

The form of both the proposal and the thesis must be approved by the chair of the thesis committee and should follow departmental and School of Graduate Studies guidelines. These guidelines are described in the School of Graduate Studies Catalogue.

STUDENT ADVISEMENT

Each student will have a faculty advisor throughout the duration of the program. The student will be assigned to an advisor upon admission to the program. Students are required to meet with their advisors at least twice during the academic year. At the time of registration for each semester the student must secure the approval of the advisor for the courses to be taken. Such approval is to be indicated by signing of the completed Advisement Form. The sequence of courses and required pre-requisites are to be indicated in the Individual Program of Study Form, which must be updated each semester and kept on record in the program office. (See relevant forms in the appendix of this handbook).

APPENDICIES

1. Information Sheet for Directory

2. Advisement Report Form