The Integrative Science-Technology-Engineering-Mathematics (STEM) program provides experienced teachers (pre-K–8) the opportunity to strengthen their ability to offer quality integrated STEM experiences for students in their own classrooms, and encourage students to enter STEM-related fields. It will prepare graduates to be leaders and mentors within their schools and districts in integrating STEM into the curriculum. Integrative STEM Education is a multi-disciplined approach that focuses on inquiry-based pedagogy and practices that integrate science, technology, engineering, and mathematics strategies and practices in the classroom. Graduate students, who complete the program in iSTEM, or Interactive STEM, may choose to continue their education toward a master of arts degree. Completing this program does not lead to any licensure.
There has been a national push to increase STEM education in the K-12 schools in order to encourage more people to enter STEM related careers. Efforts to increase interest in the STEM fields need to start early as there is evidence that students in the United States are continually falling behind peers in other countries in regards to science and math scores. According to Trends in International Mathematics and Science Study (T.I.M.M.S.), by 8th grade students in the United States are ranked 15th out of 45 countries in math abilities and ranked 9th out of 25 countries in science. This provides evidence that more needs to be done at the K-8 levels to increase students' abilities and interests in STEM disciplines. Given the aforementioned information, we see potential need for K-8 schools to have teachers who are experts in integrative STEM.
EDGIS 540: Integrative STEM Education Foundations, (3)
This is a survey course that investigates the historical and philosophical foundations of the STEM education disciplines that led to the current focus on integrative STEM education. The course covers socio-cultural, economic, and political influences on the integrative STEM education.
EDGIS 541: Integrative STEM Pedagogies, (3)
Inquiry-based pedagogies characteristic of STEM education applying contemporary theories of teaching and learning. Integrating STEM disciplines through a variety of instructional strategies and models.
EDGIS 542: Integrative STEM Curriculum and Development, (3)
Developing and implementing integrated STEM curricula. The course covers a variety of curricular development strategies that are effective for integrative STEM content.
EDGIS 543: Integrative STEM Education Trends and Issues, (3)
A seminar that focuses on the current integrative STEM education initiatives and issues related to emerging policies and legislation, current practice, teacher preparation, and professional development.
EDGCC 511: Foundational Topics in Education: Scholarly Reading and Writing (3)
This course explores philosophical assumptions as they are applied to: teaching practice; psychology of education; methods of educational research; technological applications of best teaching practices; state and national learning standards. This course also provides guidance in the development of scholarly writing; bibliographic skills; APA form and style.
EDGCC 512: Assessment of Instruction and Learning (3)
This course is designed to address the assessment and evaluation of student progress toward meeting targeted standards, learning objectives and competencies. The development of interpretive skills across learning objectives will be stressed. Topics addressed include: standards-based assessment, standardized tests and interpreting their results, performance assessment, portfolio assessment, self-evaluation and dissemination of assessment results.
EDGCC 513: Educational Research Design and Development (3)
This course initiates the graduate study research requirement. Course content differentiates the foundational assumptions, elements, methods and designs of educational research through both qualitative and quantitative paradigms. A statement of original research inquiry, a literature review, and a plan for investigating a research problem are developed.
EDGCC 514: Scholarship of Teaching: Finalizing the Inquiry Process (3)
Prerequisite: EDUG 513
This course is designed to guide and assist graduate students in the completion of the graduate research study. Students receive guidance in the collection and interpretation of data. Dissemination of research findings to peers, the educational community, and other relevant audiences is required.
EDGCI 522: Curriculum Integration of Educational Technology (3)
This course is designed to introduce practical and theoretical integration of technology into the P-12 curriculum, with an emphasis on content-appropriate planning, teaching, assessment and management strategies, evaluation of educational technology tools, and the design of technology-enhanced environments for new teaching and learning roles.
EDUG 523: Curriculum Practicum in the Subject Areas (3)
The focus of the course is on the development, implementation and evaluation of curricula in various subject areas. Theory will be tested in the efforts to implement curricular ideas examined in prior courses. Students will be expected to increase their awareness of the interconnections among the various subject areas as they develop model curricula. Offered as needed.
EDUG 574: Teaching Reading in Content Areas (3)
This course focuses on methods and materials used to teach reading in the content areas, utilizing a diagnostic teaching approach. Course involves work on vocabulary, comprehension and study skills needed by K-12 students when reading in the content areas. A major project includes developing, writing and teaching a unit to elementary and/or secondary students that include the ability to locate, evaluate, organize and retain content area material
Julie Reinhart, Ph.D. holds a doctorate in Instructional Systems Technology from Indiana University at Bloomington. Julie is an Associate Professor in the School of Education and the Director of the STEM Education Center.
Jane Lundin, M. Ed has 30 years of education experience in Orland School District 135 serving as a kindergarten teacher; middle school assistant principal; elementary school principal; co-coordinator/facilitator of the following elementary school programs/committees: professional development, assessment, evaluation, safe school, strategic planning, reading/language arts, mathematics and science.