College of Education2021-2022

STEM Education

Science Teaching, Master of Arts

Learning Outcomes

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.

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