What is Secondary STEM Education?
Grand Canyon University’s Master of Education (MEd) in Secondary STEM Education degree prepares STEM teachers to meet the needs of science and math students. The coursework ensures that graduates of the master’s program can go on to teach biology, physics and math in middle school and high school environments. Teaching strategies and classroom management techniques are also at the heart of this master’s degree in STEM education.
The STEM master’s degree from GCU is designed for teaching candidates in Nevada who are working on an Alternative Route to Licensure (ARL). Nevada teachers continue working in the classroom and take classes online to complete this master’s program. Upon graduation of this master’s degree of STEM education, teachers are eligible for a standard teaching license in Nevada.
The Benefits of a Master’s Degree in Secondary STEM Education
The MEd in Secondary STEM Education program lets teachers work and also attend school. While working under the ARL, teachers in Nevada need to seek programs that lead them toward standard licensing. This master’s in STEM education program at GCU helps working teachers in Nevada keep doing their jobs while also earning an advanced degree.
STEM teachers in the classroom are a growing need. And STEM teachers are exceptionally sought after as more students are looking to enter careers in the fast-growing STEM fields of the 21st century. Teachers who earn their MEd in STEM education will prepare the future generations of scientists, technologists, engineers and mathematicians.
What Can I Do with a MEd in STEM Education?
The master’s degree in secondary STEM education ensures that graduates in Nevada can apply for standard teacher licensure to teach in science and math classrooms in grades 6-12. This career path can and will impact the future in big ways as more students look toward STEM careers for their own futures. As a graduate of this STEM master’s you might end up teaching:
- AP courses
- General STEM courses
With the content knowledge and experience that comes with a master’s degree in STEM education, you can contribute to your school in many ways. Some STEM education degree holders go on to:
- Start makerspaces
- Sponsor robotics clubs
- Partner with local health organizations to promote student internships
- Host STEM fairs
Earn Your Secondary STEM Education Masters Online
The masters degree in secondary STEM education at Grand Canyon University is an online program. This allows students to continue to work in their daytime teaching jobs while still being taught by full-time faculty and experienced adjuncts.
Graduates of this masters in STEM education online degree will be qualified to teach in 6-12 grade classrooms and support the multiple subjects within the STEM field. Besides content knowledge, current educational research and modern teaching techniques are the cornerstones of the classwork. Courses in adolescent development and psychology prepare graduates of the master’s to best meet the needs of their students.
Coursework from the master’s degree in STEM secondary education includes:
- Current trends in education
- Classroom management techniques
- Methods of curriculum planning
- Adolescent development (cognitive and socioemotional)
- Tips for motivating adolescents
- STEM content teaching strategies
- Methods for working with English language learners
- Special education process and requirements
Nevada teachers who are looking for a way through the ARL process have found the answer. Earn your MEd in Secondary STEM Education Degree at GCU, so you can remain in the classroom, get your master’s and earn your standard teaching license.
Program Core Courses
Teacher candidates will survey the philosophical, historical, and sociological influences upon which educational theories and practices are constructed and explore a variety of the common issues, trends, and opportunities that professional educators face in the field. Candidates will prepare for the graduate learning experience at Grand Canyon University by developing and strengthening the skills necessary to succeed as graduate students in the College of Education. Practicum/field experience hours: 2. Fingerprint clearance not required.
In this course, candidates explore how issues related to family relationships and community environments influence classroom dynamics. Emphasis is placed on promoting an equal partnership between families and schools to make collaborative decisions that support student learning outcomes and school policies, practices, and programs. Candidates explore how to create a welcoming classroom and school atmosphere where families feel valued, connected to the school staff, and engaged in the education of their children. Candidates also investigate strategies for collaborating with community resources that can assist families and schools to foster a healthy home and school connection. Practicum/field experience hours: None. Fingerprint clearance not required.
Teacher candidates are introduced to the educational needs of students with mild to moderate disabilities and their families, including the definitions, characteristics, prevalence, causes and educational approaches to these disabilities and disorders. Teacher candidates will identify cognitive, linguistic, social and emotional patterns of learning and development for students with mild to moderate disabilities. Teacher candidates also survey the special education process involving the application of various laws and regulations. Practicum/field experience hours: 6. Fingerprint clearance not required.
Candidates examine the United States Constitution, and the constitution of the State of Arizona. From this foundational review, candidates will explore application of the United States Constitution and the constitution of the State of Arizona in educational contexts. Practicum/field experience hours: 3. Fingerprint clearance not required.
Teacher candidates will survey how adolescents grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, social/emotional, and physical areas. This survey of the seminal concepts, principles, theories, and research related to development of adolescents will allow candidates to build foundational knowledge for constructing learning opportunities that support individual students' development, acquisition of knowledge, and motivation. Practicum/field experience hours: 15. Fingerprint clearance not required. Prerequisite: SEC-501.
This course is designed to allow the teacher candidate the opportunity to learn techniques involved in the successful engagement and management of a learning environment. Major emphasis is placed to the establishment of a realistic discipline plan to manage student behavior, as well as engagement and management techniques and strategies to maximize instructional time, classroom procedures, and physical space. Practicum/field experience hours: 15. Fingerprint clearance required. Prerequisite: SEC-501 or SEC-502.
Teacher candidates will investigate multiple methods of assessment that support student engagement, monitoring student progress, and guiding decision-making. Candidates will build foundational knowledge regarding formal and informal assessment strategies for planning, evaluating, and strengthening instruction to promote continuous intellectual, social, emotional, and physical development of each student. Practicum/field experience hours: 15. Fingerprint clearance required.
This course is designed to foster application of proven teaching and learning methodologies for both instructor and student in order to make appropriate and data-driven decisions about all aspects of teaching. Major emphasis is focused on planning instructional objectives and lessons, assessing objectives, and developing teaching methodology that encourages problem solving, active participation, and assessment. Practicum/field experience hours: 15. Fingerprint clearance required. Prerequisite: SEC-515 or SEC-516 or SEC-517.
This course is designed to develop a broad range of research-based reading methodologies to enhance the learning strategies of middle and secondary school students. Major emphasis is placed on the use of reading strategies for culturally and socially diverse classrooms, including the use of literacy-based instruction in all content areas and understanding, evaluating, and promoting effective pedagogy in adolescent literacy. The development and use of integrated and thematic approaches of instruction are addressed. Teacher candidates are expected to observe and assist in a grade 5-12 classroom while taking this course. Practicum/field experience hours: 15. Fingerprint clearance required.
Teacher candidates examine fundamental concepts of science, technology, engineering, and mathematics. Teacher candidates build foundational knowledge on a variety of age-appropriate inquiry-based instructional strategies to teach science, to build student understanding of personal and social applications, to convey the nature of science, and student development for the practice of skills that contribute to good health. Emphasis is placed on developing a deep understanding of the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability and to build skills to apply knowledge in meaningful ways. Teacher candidates will build foundational knowledge on integrating engineering and technology concepts in Math and Science curriculum. Practicum/field experience hours: 12. Fingerprint clearance required.
In this course, teacher candidates continue to examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion and other instructional programs for English language learners. Theoretical principles of language acquisition and the role of culture in learning are examined. Methods of assessment are identified and analyzed. Teacher candidates identify strategies to promote English language development and improve student achievement. They plan, deliver, and evaluate instruction for English language learners. Practicum/field experience hours: 15. Fingerprint clearance required.
Various orientations to curriculum development and assessment are investigated and elements of model curricula are examined. Emphasis is placed on understanding current structures and trends in high schools, as well as critical issues, as these relate to curriculum and assessment. Course content is strategically planned to enable participants to make informed curriculum decisions to meet the needs of a diverse student population. Also emphasized is the alignment of educational objectives to standards and building both formative and summative assessments, including rubrics to analyze student learning. This course focuses on the principles and practices involved in curriculum design. Teacher candidates develop their own curriculum unit. Practicum/field experience hours: 15. Fingerprint clearance required. Prerequisite: SEC-540.
Teacher candidates are engaged in the student teaching experience that includes practical classroom experiences, research, analysis, and teaching to support the creation of a Student Teaching Evaluation of Performance (STEP). Fingerprint clearance required. Fingerprint clearance required.