Master of Education in STEM for Secondary Education
Become Eligible for a Standard Teaching License in Nevada
The Master of Education (MEd) in Secondary STEM Education degree from Grand Canyon University (GCU) is designed to equip STEM teachers with the skills to effectively cater to the requirements of science, technology, engineering and math students. Knowledgeable faculty teach coursework that can prepare you to work toward teaching subjects such as biology, physics and math in middle school and high school classrooms. Teaching strategies, classroom management techniques and methods of curriculum planning are at the heart of this master of education STEM program for secondary education.
If you are a Nevada teacher who is looking for a way through the Alternative Route to Licensure (ARL) process, this STEM education master’s degree may be right for you. The STEM graduate program from GCU is designed for teaching candidates in Nevada who are working on an ARL. While working under the ARL, teachers in Nevada need to seek programs that lead them toward standard licensing. You have the opportunity to continue working in the classroom while advancing your own education and qualifications with a master’s in STEM education online.1 Upon graduation, you may be eligible to pursue a standard teaching license in Nevada.
Reasons to Pursue Your Master of Education STEM Degree
Upon graduation of this master’s in STEM education online degree, you may be qualified to teach in 6-12 grade classrooms and support the multiple subjects within the STEM field. Current educational research and modern teaching techniques are the cornerstones of the classwork. Courses in adolescent development and psychology in this STEM graduate program can teach you how to best meet the needs of every challenging situation.
STEM teachers are experiencing heightened interest, given the growing number of individuals looking to pursue careers in the expanding fields of science, technology, engineering and mathematics.2 As of 2022, over half of the school districts in the U.S. reported staffing shortages in STEM departments.3 When you earn your master of education STEM degree, you have the opportunity to help prepare the future generations of scientists, technologists, engineers and mathematicians to help fill these shortages.
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Focus Your MEd Coursework for Secondary STEM Classrooms
Coursework in the master of education STEM program for 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
Earn your MEd online at GCU so you can remain in the classroom, earn your master’s and work toward earning your standard teaching license.
Careers to Pursue With a Graduate Degree in Secondary STEM Education
The master’s degree in secondary STEM education can help prepare graduates in Nevada to apply for a standard teacher licensure to teach in science, technology, engineering and math classrooms in grades 6-12. Upon graduation, you might pursue teaching positions in secondary and postsecondary settings.
GCU Offers Institutionally Accredited, Specialized Master of Education Degrees
Since teachers are charged with nurturing the academic development of their students, it’s important to ensure that the quality of your own education is well-respected. GCU is an institutionally accredited school — a designation that reflects the quality of our degree programs. Further, this MEd in secondary STEM education has received complete accreditation from AAQEP until June 30, 2026.
MEd in Secondary STEM Education FAQs
Whether you’re already a working STEM teacher or you’re just beginning to explore your potential career path in education, you may have some questions. Explore the following frequently asked questions and answers, which may help your decision-making process when deciding on a STEM education master’s program.
The STEM acronym refers to science, technology, engineering and mathematics. These four STEM fields encompass a diverse range of potential career paths. STEM education is intended to build competencies in these four fields, while also practicing both theory and practical applications, with an eye toward promoting problem-solving.4
It’s difficult to pinpoint one specific STEM career that could be considered the most popular, as some STEM careers are not necessarily the best fit for every STEM-minded career seeker. The popularity of specific careers can vary based on current trends, technology advancements and societal needs; however, some of the fastest-growing STEM jobs are as follows:5
- Physicists
- Computer and information research scientists
- Computer hardware engineers
- Computer network architects
- Actuaries
- Information security analysts
- Biochemists and biophysicists
As someone who is already interested in secondary STEM education, you probably have your own personal reason why STEM education is important to you. Perhaps you enjoy the drive toward creative innovation or maybe you’re passionate about the potential for new technologies to improve quality of life for others. A STEM degree can also be worth it because it enables the pursuit of a diverse range of career paths in many different industries.
The Master of Education STEM degree program requires 44 credits for completion. The online courses are six weeks in length. Fill out the form on this page to speak with a university counselor to better understand how long it may take to earn your degree.
Prepare for standard licensure as a STEM teacher in secondary education with GCU’s STEM graduate program. Apply today for enrollment in online classes!1
If you are seeking licensure/certification, please refer to the Accreditation and Compliance/State disclosures link for the specific program of interest’s website for your location and/or employment state licensure requirements, per 34 CFR 668.14(b)32 and 668.43(c).
1 Excluding observational and practice-based experiences, and student teaching.
2 Feder, T. (2022, March). The US is in dire need of STEM teachers. Physics Today. Retrieved on August 3, 2023.
3 Schepeler, Christine. (2022, February 7). STEM teacher shortage isn’t a STEM problem. SmartBrief. Retrieved August 3, 2023.
4 National Science Teaching Association Board of Directors. (2020, February). STEM education teaching and learning. National Science Teaching Association. Retrieved August 3, 2023.
5 Engel, Isabel. (2023, March 18). The 7 fastest-growing STEM jobs that pay over $100,000. CNBC. Retrieved August 3, 2023.
Core Courses
Course Description
Teacher candidates will survey the philosophical, historical, and sociological influences upon which secondary educational theories and practices are constructed and explore a variety of the common issues, trends, and opportunities that professional educators encounter in the field. Emphasis is placed on deepening understanding of personal biases and accessing resources to promote ethical practice, build strong relationships, and uphold the expectations of the profession. 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: None. Fingerprint clearance not required.
Course Description
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.
Course Description
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.
Course Description
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.
Course Description
Teacher candidates will survey how early adolescents and 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 the development of adolescents will allow candidates to build foundational knowledge for constructing learning opportunities that support individual students’ development, acquisition of knowledge, and motivation. Emphasis is placed on creating a collaborative environment to enhance student learning and well-being. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: SEC-502.
Course Description
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 or approved enrollment in the Graduate Certificate of Completion Canyon L.E.A.P. to Teach, Secondary Education.
Course Description
Teacher candidates will investigate multiple methods of assessment that support student engagement, monitor student progress, and guide decision-making, specifically to STEM classrooms. 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: 10. Fingerprint clearance required.
Course Description
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.
Course Description
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.
Course Description
Teacher candidates examine fundamental concepts of science, technology, engineering, and mathematics. Candidates also build foundational content knowledge in core academic areas and utilize student-centered and inquiry-based instructional strategies to apply the engineering process and scientific methods across disciplines. Candidates explore and implement various ways to problem solve with analysis and critical thinking. Additionally, teacher candidates develop skills for integrating engineering and technology concepts into math and science curriculum for middle and high school students. Practicum/field experience hours: 12. Fingerprint clearance required. Practicum/field experience hours: 12. Fingerprint clearance required.
Course Description
In this course, teacher candidates examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion (SEI) and other instructional programs and approaches for teaching English 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 as they plan, deliver, and evaluate standards-based instruction for English learners. Practicum/field experience hours: 15. Fingerprint clearance required.
Course Description
Various orientations to curriculum development and assessment are investigated and elements of model curricula are examined specific to the areas of STEM. Emphasis is placed on understanding current structures and trends in middle and 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 in STEM classrooms 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 for STEM classrooms. Teacher candidates develop their own curriculum unit. Practicum/field experience hours: 10. Fingerprint clearance required.
Course Description
Teacher candidates are engaged in the student teaching experience that includes practical classroom experiences, research, analysis, and teaching to develop a Student Teaching Evaluation of Performance (STEP). The teacher candidate will have a GCU course instructor, a GCU faculty supervisor, and be placed in an approved school with a certified cooperating teacher/mentor. Fingerprint clearance required.
- GCU cannot and will not promise job placement, a job, graduate school placement, transfer of GCU program credits to another institution, promotion, salary, or salary increase. Please see the Career Services Policy in the University Policy Handbook.
- Please note that this list may contain programs and courses not presently offered, as availability may vary depending on class size, enrollment and other contributing factors. If you are interested in a program or course listed herein please first contact your University Counselor for the most current information regarding availability.
- Please refer to the Academic Catalog for more information. Programs or courses subject to change
Pursue a next-generation education with an online degree from Grand Canyon University. Earn your degree with convenience and flexibility with online courses that let you study anytime, anywhere.