Science Teaching, Master of Arts

In addition to University Requirements:

• Complete individual plan requirements.

Minimum Units for Completion	30
Major GPA	3.0
Additional Admission Requirements	Individual program admission requirements over and above admission to NAU are required.
Thesis	Thesis may be required by chosen emphasis or offered as an option.
Oral Defense	Oral Defense is required.
Research	Individualized research may be required by chosen emphasis or offered as an option.
Progression Plan Link	View Program of Study

Purpose Statement
 
The Science Teaching M.A. degree program (MAST) degree is designed to meet your needs as a professional science educator.  The program can be taken on the Flagstaff campus or synchronous online through video conferencing. Whether you want to increase your knowledge of pedagogy or science content in order to improve your practice or you are interested in becoming a leader in your school or district, we are here to help you.
The MAST degree is designed for:

• Secondary (middle or high school) science teachers pursuing advanced knowledge in the profession.
• Secondary science teachers preparing for leadership roles such as secondary curriculum, instruction or professional development specialists, department heads, etc.
• International science educators interested in extending their knowledge and skills through engaging in the American school system.

The program is designed to be completed in two years on a part-time basis. A thesis or non-thesis project is required to complete the program.  The program does not lead to certification.

Student Learning Outcomes

The Learner & Learning:

• Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
• Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
• Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.

 
Content:

• Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
• Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

 
Instructional Practice

• Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
• Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
• Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

 
Professional Responsibility

• Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
• Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Additional Admission Requirements

• Individual program admission requirements over and above admission to NAU are required.

• The NAU graduate online application is required for all programs. Admission to many graduate programs is on a competitive basis, and programs may have higher standards than those established by the Graduate College.
  
  Admission requirements include the following:

  • Transcripts.
  • Undergraduate degree from a regionally accredited institution with a 3.0 GPA on a 4.0 scale ("A" = 4.0), or the equivalent.

  
  Visit the NAU Graduate Admissions website for additional information about graduate school application deadlines, eligibility for study, and admissions policies.
  
  Ready to apply? Begin your application now.

  International applicants have additional admission requirements. Please see the International Graduate Admissions Policy.

• • Experience in K-12 science education

• • Resume or Curriculum Vitae

• • Personal Statement or Essay

Master's Requirements

• Take the following 30 units:
  
  Science Content courses (12 units)

  • Science Content Electives* chosen in consultation with your advisor (12 units)*500-level or higher AST, BIO, CHM, EES, ENV, FOR, GLG, MAT, PHS, PHY, SCI course (3 units)
  
  One general education course may be substituted for a science content course if approved by your advisor.

  
  Science Education or Education courses (15 units)

  • SCI 560, SCI 561, SCI 612, SCI 613, SCI 630
  
  Capstone courses (3 units)
  • SCI 689 Non-thesis option (3 units)
  • SCI 699 Thesis option (3 units)

• Please Note
  • As seen above, this plan offers two options for a capstone experience: a Thesis or Non-thesis. Exit criteria include a passing score on the capstone, a GPA of 3.0 or higher, and no more than two grades of "C."

• Accelerated Bachelor's to Master's Program
  
  This program is available as an Accelerated Undergraduate/Graduate Plan. Accelerated Programs provide the opportunity for outstanding undergraduates working on their bachelor’s degree to simultaneously begin work on a master’s degree. Departments may allow students to complete both degrees in an accelerated manner by approving up to 12 units applicable toward both degrees. Students must apply to the accelerated program and the master’s program by the application deadline, and meet all requirements as listed on the Accelerated Bachelor's to Master's Programs to be considered for admission. Admission to programs is competitive and qualified applicants may be denied because of limits on the number of students admitted each year. Be sure to speak with your advisor regarding your interest in Accelerated Programs.
   

• Be aware that some courses may have prerequisites that you must also successfully complete. For prerequisite information, click on the course or see your advisor.

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