Overview
Dr. Bernard Ricca, Program Director
Mission
The mission of the Master of Science in Mathematics/Science/Technology Education (GMST) program at St. John Fisher College is to prepare teachers of grades K–12 with a strong background in both the content of mathematics, science, and technology as well as the particular needs of diverse learners with respect to the teaching of mathematics, science, and technology. Further, the program seeks to prepare leaders in the fields of mathematics, science, and technology education so that constructivist, inquiry-based approaches to learning these subjects can occur for all students. Finally, the program is designed to help teachers see the commonalities among subjects in order to foster integrated, research-based approaches to learning that utilize technology, assessment, and other resources effectively.
Program Options
The Master of Science in Mathematics/Science/Technology Education (GMST) program offers degree programs for three different student populations:
Admission Requirements
Candidates who present satisfactory evidence of the ability to perform at the graduate level are admitted to the graduate program in Mathematics/Science/Technology Education at St. John Fisher College. The Admissions Committee of the program and the Program Director of the MST program judge applicant qualifications.
In addition to the general admissions materials and credentials, applicants may submit results of the Graduate Record Examination to strengthen an application.
For more information regarding application and admission to the Mathematics/Science/Technology Education program, please contact the Office of Graduate Admissions at (585) 385-8161 or by e-mail at grad@sjfc.edu.
For specific information regarding the Master of Science in Mathematics/Science/Technology Education program, please contact Dr. Bernard Ricca, Program Director, at (585) 899-3866 or bricca@sjfc.edu.
About the Program
Purpose
The aim of the GMST program is to immerse teachers in a learning environment that is constructivist in nature and designed to provide direct experiences with knowledge and skill development in mathematics, science, and technology through inquiry-based learning. The program stresses the “connectedness” that exists between the grade levels and among the disciplines and the application of concepts to new situations. The teachers work together in courses that deepen their content knowledge and skills and strengthen their expertise in constructing appropriate and effective inquiry-based experiences, assessing student learning, working in interdisciplinary teams, and applying knowledge in new settings.
Over the past years, the National Science Teachers Association, the National Council for Teachers of Mathematics, and the International Society for Technology in Education have established broad frameworks to guide reform in their respective disciplines. Developing learning standards is a historic change in the American educational system. In 1989, the nation’s 50 governors adopted the National Educational Goals, forming the basis of Goals 2000. Each state then worked on developing its own framework, culminating in the state of New York with the Learning Standards for Mathematics, Science, and Technology. The developers of this master’s program have been involved with these state and national efforts to formulate and implement learning standards in mathematics, science, and technology in grades 1–12.
The GMST program is committed to providing an experience in which teachers—from their first day at St. John Fisher College to their graduation day—interact with Fisher faculty in an environment where they ask, not just answer, questions and pose, not just solve, problems. The theme of our master’s is “Teacher as Researcher.” If a teacher has experienced the curriculum as a researcher/explorer, then that teacher will be able, in turn, to assist students in the development of inquisitive attitudes and skills and therefore facilitate deeper student learning and skill development in mathematics, science, and technology. The faculty in this program will model constructivist/inquiry pedagogical and authentic assessment strategies. This master’s degree provides an avenue for professional certification in grades 1–6 and 7–12.
Curriculum
Today’s real-world problems are complex and their comprehension and solutions require knowledge and integration of several subject areas. In order for candidates to become responsible citizens who are able to make informed decisions, they must see the relevance of what they are learning and the possibilities for transferring what they are learning to a variety of real-life situations. Learning experiences must offer the opportunity, among other things, for candidates to investigate, explore, discuss ideas, develop conjectures, test hypotheses, and apply concepts to real-world problems—in other words, to be a researcher. How can we expect the students in the 21st century to be inquirers if their teachers have not had these same learning experiences in their education?
Due to the nature of all real-world problems, teachers must have interdisciplinary experiences in mathematics, science, and technology in which they can develop knowledge and skills to better assist their students to live and work in a highly technological interdisciplinary society. This does not diminish the importance of the individual discipline for its own sake but considers the symbiosis of these disciplines.
Learning Outcomes
Learning Objectives
Upon completion of the master’s program, the College expects each candidate to be able to:
- Synthesize knowledge of mathematics, science, and technology in order to teach effectively in disciplinary or interdisciplinary contexts.
- Create an inquiry-based learning environment.
- Effectively use communication skills, including written, oral, and technological.
- Choose, implement, and evaluate the use of various pedagogical strategies.
- Use meaningful assessment methods.
- Effectively handle the dynamics of the classroom, especially when active learning strategies are implemented.
- Apply interdisciplinary problem-solving.
- Locate and create activities/projects to aid in the teaching of concepts.
- Use discourse effectively in the classroom.
- Integrate technologies in the learning environment.
- Apply interdisciplinary teaching and curriculum integration.
- Work in team situations.
- Understand the foundations of the MST initiatives.
- Do research.
- Assume a leadership role in mathematics, science, and technology education.
The master’s curriculum is designed and organized around putting into practice educational theory and research relating to how candidates learn mathematics, science, and technology.
Program Requirements
Overview of the Program
The Master of Science in Mathematics/Science/Technology Education (GMST) program offers three degree programs:
Mathematics/Science/Technology Education
| GMST 502 |
Inquiry in the Classroom |
(3) |
| GMST 513 |
Assessment Practices in Mathematics, Science, and Technology |
(3) |
| GMST 560 |
Three Areas of Technology: Physical, Information/Communication, Bio-related |
(3) |
| GMST XXX |
Three Supporting Courses (see below)
|
(9) |
| GMST XXX |
Three Content-Enrichment Courses (see below)
|
(9) |
| GMST 640 |
Research I |
(3) |
| GMST 641 |
Research II |
(3) |
| GMST XXX |
Elective |
(3) |
| Total |
|
(36) |
The supporting content-enrichment and elective courses are selected in consultation with the advisor.
Core Courses
A set of three core courses is required; the courses model team-oriented, active-learning environments and provide direct experiences with:
- Foundations in learning mathematics, science, and technology.
- Background of the MST movement in the nation and in New York.
- Methods and processes of inquiry and problem-solving.
- How to teach in an inquiry-based learning environment.
- How to design inquiry-based activities/modules.
- Further study of concepts in mathematics, science, and technology.
- Emphasizing the relationship among the disciplines in 1–12.
- Working in teams, across grade levels and disciplines.
- Incorporating a variety of research-based pedagogical strategies based upon the knowledge of learning styles.
- Incorporating a variety of assessment methods to achieve authentic assessment.
- Using technology to accomplish literature searches, data collection and analysis, and problem-solving.
The core courses are as follows:
- GMST 502 Inquiry in the Classroom (3)
- GMST 513 Assessment Practices in Mathematics, Science and Technology (3)
- GMST 560 Three Areas of Technology: Physical, Information/Communication, Bio-related (3)
Supporting Courses
Candidates will choose at least three from the following supporting courses. These courses will be chosen in consultation with a team of interdisciplinary instructors, including the program director.
- GMST 501 Problem-Based Learning (3)
- GMST 510 Classroom Dynamics* (3)
- GMST 511 Integrating Technology in a Learning Environment (3)
- GMST 512 Engineering Design Solutions to Problems I (3)
- GMST 517 Teaching Mathematics and Science* (3)
- GMST 522 Differentiation of Instruction in Mathematics, Science, and Technology Classrooms (3)
- GMST 525 Literacy Through MST (Adolescence) (3)
*Supporting courses only for those entering without initial certification.
Content-Enrichment Courses
Candidates will choose at least three courses from the following content-enrichment courses. This section of the curriculum was designed to meet the specific mathematical, scientific, and technological professional and personal goals of the students. Students will select courses in consultation with a team of instructors, including the program director, and according to the guidelines. The permission of the program director must be obtained if the graduate student chooses to vary from these guidelines. These courses will primarily be offered during the summer sessions.
Courses designed for elementary and middle school teachers:
- GMST 530 Learning and Teaching Mathematics Through Explorations (3)
- GMST 531 Developing Literacy and Communication Skills Through MST (Childhood) (3)
- GMST 532 Learning and Teaching Science Through Explorations (3)
- GMST 533 Integrating Mathematics, Science, and Technology (3)
Courses designed for middle and high school mathematics teachers:
- GMST 541 AP Computer Science Using JAVA (3)
- GMST 542 Discrete Algorithms and Concepts (3)
- GMST 543 Statistical Reasoning (3)
- GMST 544 Experiments in Mathematics (3)
- GMST 545 Geometry: Theory, Applications, and Technology (3)
- GMST 547 Mathematics in a Technological Age (3)
- GMST 548 History of Mathematics (3)
- GMST 570 Modeling Change in Mathematics and Science (3)
- GMST 577 Special Topics in Mathematics (3)
Courses designed for middle and high school science teachers:
- GMST 550 Environmental Science (3)
- GMST 551 Integrated Science (3)
- GMST 552 Science, Technology, and Society (3)
- GMST 553 Experiments in Science (3)
- GMST 555 Astrobiology (3)
- GMST 570 Modeling Change in Mathematics and Science (3)
Courses designed for middle and high school technology teachers:
- GMST 561 Engineering Design Solutions to Problems II (3)
- GMST 562 Human Factors Engineering (3)
- GMST 563 Robotics and Electronics (3)
Adolescence Teacher Certification in Mathematics or Science
The M.S. in Mathematics/Science/Technology Education with Adolescence Teacher Certification in Mathematics or Science requires 51 credits of coursework, including six credits of student teaching and 100 hours of fieldwork experience prior to student teaching.
M.S. in Mathematics/Science/Technology with Adolescence Teacher Certification in Mathematics or Science requirements:
| GAED 528* |
The Adolescent |
(3) |
| GAED 533* |
Field Experience I |
(0) |
| GAED 586* |
Student Teaching Seminar |
(0) |
| GAED 591* |
Student Teaching |
(6) |
| GEDU 501* |
Issues in Student Safety and Health |
(0) |
| GEDU 520* |
History and Philosophy of Education |
(3) |
| GMST 502* |
Inquiry in the Classroom |
(3) |
| GMST 510* |
Classroom Dynamics/td> |
(3) |
| GMST 513* |
Assessment Practices in Mathematics, Science, and Technology |
(3) |
| GMST 517* |
Teaching Mathematics and Science |
(3) |
| GMST 525* |
Literacy Through MST (Adolescence) |
(3) |
| GMST 560* |
Three Areas of Technology: Physical, Information/Communication, Bio-related |
(3) |
| GRGD 507* |
Teaching Reading to Learners with Special Needs: Grades 5–12 |
(3) |
| GMST 640 |
Research I |
(3) |
| GMST 641 |
Research II |
(3) |
| GMST XXX |
Three Content-Enrichment Courses |
(9) |
| GMST XXX |
Elective |
(3) |
| Total |
|
(51) |
Candidates pursuing adolescence certification in mathematics or science (biology, chemistry, or physics) must complete 30 hours of study in the subject of the certificate sought, as required by the New York State Department of Education. Additionally, candidates must demonstrate competency in their chosen area of certification. These competencies have been established by the National Science Teachers Association and the National Council of Teachers of Mathematics. Meeting these competencies may require coursework beyond the 30-credit-hour New York State requirement. GMST content-enrichment courses can be used to fulfill these requirements.
Candidates who have successfully completed the courses noted above with an asterisk (*), the Content Specialty Test in their teaching field, the Liberal Arts and Sciences Test, and the Assessment of Teaching Skills – Written will be eligible to apply for the initial teaching certificate.
The supporting content-enrichment and elective courses are selected in consultation with the advisor.
Adolescence Teacher Certification in Mathematics or Science and Special Education
The M.S. in Mathematics/Science/Technology Education with Adolescence Teacher Certification in Mathematics or Science and Special Education requires 63 credits of coursework, including six credits of student teaching and 100 hours of fieldwork experience prior to student teaching.
M.S. in Mathematics/Science/Technology with Adolescence Teacher Certification in Mathematics or Science and Special Education requirements:
| GAED 528* |
The Adolescent |
(3) |
| GAED 533* |
Field Experience I |
(0) |
| GAED 586* |
Student Teaching Seminar |
(0) |
| GAED 591* |
Student Teaching |
(6) |
| GEDU 501* |
Issues in Student Safety and Health |
(0) |
| GEDU 520* |
History and Philosophy of Education |
(3) |
| GMST 502* |
Inquiry in the Classroom |
(3) |
| GMST 510* |
Classroom Dynamics |
(3) |
| GMST 513* |
Assessment Practices in Mathematics, Science, and Technology |
(3) |
| GMST 517* |
Teaching Mathematics and Science |
(3) |
| GMST 525* |
Literacy Through MST (Adolescence) |
(3) |
| GMST 560* |
Three Areas of Technology: Physical, Information/Communication, Bio-related |
(3) |
| GRGD 507* |
Teaching Reading to Learners with Special Needs: Grades 5–12 |
(3) |
| GMST 640 |
Research I |
(3) |
| GMST 641 |
Research II |
(3) |
| GMST XXX |
Three Content-Enrichment Courses |
(9) |
| GMST XXX |
Elective |
(3) |
| GSED 501* |
Special Education in Today’s Schools |
(3) |
| GSED 502* |
Methods and Strategies for Teaching Students with Exceptional Learning Needs |
(3) |
| GSED 512* |
Behavior Management in the Inclusive Classroom: Adolescence |
(3) |
| GSED 516* |
Assessment, Diagnosis and Evaluation of Students with Special Needs |
(3) |
| GSED 557* |
Field Placement Grades 7-9 |
(0) |
| GSED 558* |
Fiels Placement Grades 10-12 |
(0) |
| Total |
|
(63) |
Candidates pursuing adolescence certification in mathematics or science (biology, chemistry, or physics) and special education must complete 30 hours of study in the subject of the certificate sought, as required by the New York State Department of Education. Additionally, candidates must demonstrate competency in their chosen area of certification. These competencies have been established by the National Science Teachers Association and the National Council of Teachers of Mathematics. Meeting these competencies may require coursework beyond the 30-credit-hour New York State requirement. GMST content-enrichment courses can be used to fulfill these requirements.
Candidates who have successfully completed the courses noted above with an asterisk (*), the Content Specialty Test in their teaching field, the Liberal Arts and Sciences Test, and the Assessment of Teaching Skills – Written will be eligible to apply for the initial teaching certificate.
The supporting content-enrichment and elective courses are selected in consultation with the advisor.
