93 courses with the subject EMS, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
Mathematics Education (BS) and Mathematics (BS) (Double Major) 3 3 ED 204 Introduction to Teaching in Today's 2
This course is designed to introduce future science educators to the foundational principles, practices, and perspectives that shape effective science teaching in secondary classrooms. The course emphasizes the development of reflective teaching practices, the importance of student- centered instruction, and the role of science education in fostering critical thinking, real-world relevance, and scientific literacy. Topics include the "Nature of Science" and scientific literacy in the 21st century, common student misconceptions and factors that influence student learning in science, science standards and curriculum in middle and high school science, and an introduction to student-centered, inquiry-based instructional strategies and materials in science education. While this course focuses on secondary (6-12) science teaching, course topics are relevant to those seeking to work in informal or post-secondary science teaching positions. Sophomore status or higher is required. 15+ credits in science content (AEC, BIO, BIT, BCH, BSC, CH, ENT, ES, MB, PB, PY, ZO) Typically offered in Fall and Spring
Individual or group study of particular areas of education at the freshman and sophomore levels. Specific topics will vary from semester to semester.
or EMS 480 Teaching Mathematics with Technology HESM 280 2
Classroom, laboratory, and internship experiences for pre-service teachers to effectively prepare, plan and assess learning environments in the middle and secondary science classroom and instructional laboratory. Emphasis placed on knowledge, skills, and dispositions for inquire-based learning environments. Typically offered in Spring only
3-4 Environments in Science Education
4 High School
Goals, methods, curricula, and evaluation practices in teaching the physical and biological sciences at the middle and secondary school levels.Taught during the fall. Typically offered in Fall only
Supervised experience in a selected middle or secondary school for the semester, to develop and practice the skills and techniques for teaching Science. Students are required to provide their own transportation. SED and MSS majors only. Students are required to purchase internships liability insurance to participate in student teaching. Contact University Insurance & Risk Management for details on acquiring the insurance and the current charge. Typically offered in Fall and Spring EMS 480/EMS 580 Teaching Mathematics with Technology (3 credit hours) Prepares prospective mathematics teachers to use technology in their classrooms to assist students in formulating and solving math problems in the middle and high school mathematics curricula. Typically offered in Spring and Summer
Math Elective (p. 482)
Education (1-3 credit hours) In-depth investigation of one or more teaching areas in mathematics or science education. Typically offered in Spring only
Individual or group study of special topics in professional education. The topic and mode of study are determined by the faculty member after discussion with the student.
hours) This course focuses on interactions between students and teachers in the mathematics classroom. Topics studied will include: whole class instruction, small group activity, questioning and facilitating classroom discussion. This course will include a field experience in the schools for which students will be required to provide their own transportation. Course restricted to graduate students in the MED, MS or MAT programs. Typically offered in Spring only This course is offered alternate odd years Math & Science Education (EMS) 3
hours) Teaching and learning of algebra from a developmental perspective; research-based methods for developing students' algebraic thinking; structure and processes used in algebra. Focus on how students develop algebraic ideas from upper elementary grades through Algebra I. Typically offered in Fall only This course is offered alternate odd years
hours) Focus will be on the development of geometric thinking in grades K-12 using multiple instructional approaches, including technology, and considered using different theories of learning and frameworks (e.g., Van Hiele, SOLO taxonomy). Topics may include: measurement, similarity, congruence, properties of 2 and 3 dimensional figures, circles, non- Euclidean geometries. Synthetic, analytic and transformational, formal and informal approaches will be highlighted. Typically offered in Fall only This course is offered alternate even years EMS 519/ST 519 Teaching and Learning of Statistical Thinking (3 credit hours) This course is designed to bridge theory and practice on how students develop understandings of key concepts in data analysis, statistics, and probability. Discussion of students' understandings, teaching strategies and the use of manipulatives and technology tools. Topics include distribution, measures of center and spread, sampling, sampling distribution, randomness, and law of large numbers. Restriction: Graduate standing in STEM Education or Statistics Typically offered in Spring only This course is offered alternate even years
Contemporary learning theories and current research will guide students to create effective science learning environments for all students. Students will engage in critical analysis of current trends, issues and problems in science education in terms of multiple perspectives. Students will also have opportunities to contemplate what it means to teach science, what it means to teach a diverse population of students and how to develop, interpret, and implement alternative assessment. Typically offered in Fall only This course is offered alternate odd years
hours) Examines science instruction through analysis of curricula, instructional practices, current research on science learning and teaching. Five areas of interest: curriculum, instruction, assessment, diversity, learnin environments and technology in science education. Typically offered in Fall only This course is offered alternate even years
hours) Introduction to science education research, within two focal areas. One focus is to learn to read, understand, evaluate, and apply published educational research in your own practice, with scaffolding to support your understanding of techniques and designs specific to and/or in the context of science education research. Another focus is to learn to conduct research in order to improve your effectiveness as an educator or solve educational problems. You will learn about ethics connected with research and will perform and interpret quantitative and/or qualitative analyses commonly used in science education research while carrying out a research project that you designed. You will learn about how research papers are structured and organized, and communicate your research findings in both oral and written form. Typically offered in Spring only This course is offered alternate odd years EMS 550/EMS 450 Teaching Environmental Education (3 credit hours) This course is designed to provide disciplinary and interdisciplinary overviews of environmental education. Students will learn a range of research-supported practices in environmental education that are effective for youth and adults. Topics include a variety of methods for teaching and assessing environmental education. GEP Interdisciplinary Perspectives Typically offered in Fall only
3 GK Environmental
hours) In this course, students will examine the theory, research, and practice of learning in informal contexts. The main focus of coursework will involve collaborative projects working with community partners who offer informal learning programs, including museums, zoos, aquaria, or other relevant organizations. P: Graduate Standing Typically offered in Spring only
In this course, we will seek an answer to the question: How do we know if learning has occurred in informal contexts? To answer this question, we will examine processes and strategies used to evaluate learning specific to the special circumstances found in informal contexts. The main focus of the coursework will involve collaborative community- engaged projects working with partners who offer informal learning programs. Throughout the course, we will employ best practices of community-engaged scholarship in a semester-long project conducted with community partners. We will also meet the five domains of evaluator competencies, as defined by the American Evaluation Association. P: Graduate Standing Typically offered in Fall only EMS 570/EMS 470 Methods and Materials for Teaching Mathematics (3 credit hours) Purposes, methods, curricula, and evaluation practices for teaching mathematics in middle and high school levels. admittance to Teacher Candidacy. Typically offered in Fall only EMS 572/EMS 472 Teaching Mathematics Topics in Senior High School (3 credit hours) Preparation for teaching mathematics in grades 9-12. This course includes a school-based field experience. Students are required to provide their own transportation. MED Majors only. Typically offered in Spring only
Study and analysis of philosophical, historical, sociological, political and economic factors affecting science education in schools of the U.S. Implications for science education of various learning theories along with models for curriculum development and program planning. Typically offered in Spring only This course is offered alternate years
hours) Application of major principles of education and psychology to improvement of science teaching in elementary, middle and secondary schools. Emphasis on critical analysis of research and the development of research-based classroom applications. Goals and objectives of science teaching, instructional strategies, development or selection of science materials, evaluation of achievement and elements of a desirable classroom climate. Typically offered in Spring only This course is offered alternate years EMS 580/EMS 480 Teaching Mathematics with Technology (3 credit hours) Prepares prospective mathematics teachers to use technology in their classrooms to assist students in formulating and solving math problems in the middle and high school mathematics curricula. Typically offered in Spring and Summer
Education (3 credit hours) Research-based applications of technology tools in secondary and middle school mathematics. Advanced use of various technology tools for learning and teaching mathematics, including design of technology environments, appropriate investigation tasks, and professional development. Typically offered in Spring only
In-depth investigation of topics in science education not covered in existing courses. Includes critical analysis of research and may include field work. May be offered on an individual basis or as a class. P: Graduate Standing Typically offered in Fall, Spring, and Summer
hours) In-depth investigation of topical problems in mathematics teaching chosen from areas of curriculum, methodology, technology, supervision and research. Typically offered in Summer only
In-depth investigation of topics in science education not covered in existing courses. Includes critical analysis of research and may include field work. May be offered on individual basis or as a class. Typically offered in Fall, Spring, and Summer
Detailed investigation of topics of particular interest to graduate students under faculty direction on a tutorial basis. Determination of credits and content by faculty members in consultation with department head. Typically offered in Fall and Spring
Techniques of portfolio construction for documenting attainment of advanced competencies in science training.For students in the last or next to last semester of coursework in the Science Education Masters Program. Typically offered in Fall only
Teaching experience under the mentorship of faculty who assist the student in planning for the teaching assignment, observe and provide feedback to the student during the teaching assignment, and evaluate the student upon completion of the assignment. Typically offered in Fall and Spring
Focus on development of competencies to perform fundamental tasks of a college teacher as well as consideration of more long-range tasks such as course development and university responsibilities of a professor. In addition to attending lectures and other types of presentations, students make video tapes of their teaching, develop tests, design introductory courses in their teaching fields and consider current issues related to university and college teaching. Typically offered in Summer only
For students in non thesis master's programs who have completed all other requirements of the degree except preparing for and taking the final master's exam. Typically offered in Spring only
Instruction in research and research under the mentorship of a member of the Graduate Faculty. Typically offered in Fall, Spring, and Summer
Thesis research. Typically offered in Fall, Spring, and Summer
For graduate students whose programs of work specify no formal coursework during a summer session and who will be devoting full time to thesis research. Typically offered in Summer only EMS 699/EOE 699/EAC 699/ECD 699/ECI 699/ELP 699 Master's Thesis Preparation (1-9 credit hours) For students who have completed all credit hour requirements and full- time enrollment for the master's degree and are writing and defending their theses. Typically offered in Spring and Summer
Secondary and Early College Levels (3 credit hours) This course familiarizes students with theories and research related to r mathematical thinking, learning and teaching at the secondary and early college levels with a focus on the following topics: function, expressions and equations, geometry, proof, limit, calculus, differential equations, and linear algebra. Students will apply theories to analyze secondary and freshmen/sophomore standing mathematical thinking, synthesize research findings, explain difficulties students experience, and design and conduct research. Restriction: at least 18 hrs of 400-500 level mathematics and a PhD student in Mathematics Education. Typically offered in Spring only
School (3 credit hours) Comprehensive study of teaching mathematics in elementary and junior high schools. Major emphasis on building skills in teaching arithmetic, elementary algebra and intuitive geometry. Thorough search of literature relative to mathematics curricula conducted, designing and sequencing of learning activities, teaching mathematical concepts and relationships, building skill in computation, reading mathematics, problem solving and measurement. Restriction: Doctoral Standing in Mathematics and Statistics Education Typically offered in Spring and Summer This course is offered alternate years
Provides an in-depth examination and analysis of literature and research in science education as well as current trends in science education reform. Emphasis is placed on the analysis of theoretical models of inquiry. Course includes the development of a review of literature and the formation of research questions specific to science education. Typically offered in Fall only This course is offered alternate even years
The current status of mathematics education with special emphasis on study and critical analysis of current practices in mathematics instruction from elementary school through college. Typically offered in Spring only
Study and analysis of philosophical, historical, sociological, political and economic factors affecting science education in schools of the U.S. Implications for science education of various learning theories along with models for curriculum development and program planning. Critical analysis of current trends, issues and problems in science education in terms of multiple perspectives.
hours) Application of major principles of education and psychology to improvement of science teaching in elementary, middle and secondary schools. Emphasis on critical analysis of research and the development of research-based classroom applications. Goals and objectives of science teaching, instructional strategies, development or selection of science materials, evaluation of achievement and elements of a desirable classroom climate. Typically offered in Spring only This course is offered alternate years
credit hours) This course is an introduction to the field of learning sciences related to STEM education. Students examine the learning theories as they relate to STEM disciplines and apply the theories to the design of research. Applications of learning theory to STEM education reform will be discussed. Restriction: Doctoral Standing in Learning and Teaching in STEM Typically offered in Spring only EMS 786/EAC 786 Teaching in College (3 credit hours) Focus on development of competencies to perform fundamental tasks of a college teacher as well as consideration of more long-range tasks such as course development and university responsibilities of a professor. In addition to attending lectures andother types of presentations, students make video tapes of their teaching, develop tests, design introductory courses in their teaching fields and consider current issues related to university and college teaching. Typically offered in Fall and Summer
Education (3 credit hours) This course is designed to provide disciplinary and interdisciplinary overviews of STEM issues and trends that will help graduate students construct their own theoretical foundations and practical understanding n of STEM education. In the course, students will discuss a wide range of current issues, movements, and research-supported practices in STEM education not only in K-16 classrooms but also informal education settings. Students will also have opportunities to conceptualize their own framework for quality STEM education connecting research and practice in the field. A main course activity will be reading, analysis, and discussion of selected readings in each topic area. Students will share the responsibility of guiding class discussions, write up reflection and conceptualization, and conduct individual projects that relate directly to the main topics explored in the course. Typically offered in Fall only
In-depth investigation of topics in science education not covered in existing courses. Includes critical analysis of research and may include field work. May be offered on an individual basis or as a class. Typically offered in Fall, Spring, and Summer
In-depth examination and analysis of literature and research in a particular topic(s) in mathematics education. Typically offered in Fall and Spring
In-depth examination and analysis of literature and research in a particular topic(s) in science education. Typically offered in Fall and Spring
hours) In-depth investigation of topical problems in mathematics teaching chosen from areas of curriculum, methodology, technology, supervision and research. Typically offered in Summer only
In-depth investigation of topics in science education not covered in existing courses. Includes critical analysis of research and may include field work. May be offered on individual basis or as a class. Typically offered in Fall and Spring
hours) Provides students with the opportunity to design science education research including formulating research questions, designing the methodologies to be used in the study, selecting assessments and protocols, and identifying appropriate analyses. Theoretical frameworks and associated assumptions are identified and critiqued. Develop advanced skills in reviewing different types of science education research and identifying issues of validity and reliability. d Prerequisite: Graduate Standing in Learning and Teaching in STEM: Science Education. EMS 732, ST 507/ED 710 and ED 730 Typically offered in Spring only
Teaching experience under the mentorship of faculty who assist the student in planning for the teaching assignment, observe and provide feedback to the student during the teaching assignment, and evaluate the student upon completion of the assignment. Typically offered in Fall and Spring
Instruction in research and research under the mentorship of a member of the Graduate Faculty. Typically offered in Fall, Spring, and Summer
ailable, and out-of- f Mathematics in the Elementary School iry
For graduate students whose programs of work specify no formal coursework during a summer session and who will be devoting full time to thesis research. Typically offered in Summer only
For students who have completed all credit hour, full-time enrollment, preliminary examination, and residency requirements for the doctoral degree, and are writing and defending their dissertations. Typically offered in Fall, Spring, and Summer Math in Agriculture and Related
Source: North Carolina State University at Raleigh's catalog, linked per course · table learning_unit · CourseShelf publish 61
