MSSE - Master of Science Education

MSSE 501 Inquiry Sci Eng Prac: 2 Credits (2 Lec)

(F, Sp, Su) This course provides a focus on inquiry instruction through the use of Science and Engineering Practices for grade K to 16 teachers in science education. Students will identify the components of inquiry in the context of Science and Engineering Practices as described in the NRC Framework for K-12 Science Education. Course goals include development and implementation of inquiry-based instruction and classroom research; and increased understanding of the role of assessment in an inquiry-based science classroom.

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Identify and define the concepts of inquiry, science & engineering practices and crosscutting concepts as defined by the Next Generation Science Standards
Identify and define the difference between science inquiry and the scientific method
Develop lesson plans and ideas specific to science inquiry
Develop a personal inquiry project that includes inquiry teaching strategies learned in the course
Complete and submit a personal notebook reflection of weekly discussion posts specific to course content

MSSE 502 Emerging Technology and the Science Classroom: 2 Credits (1 Lec, 1 Other)

(Su) This course introduces skills and techniques to deepen students' understanding of technology enriched instruction in the science classroom. Students in this course are practicing teachers of science. The focus is on emerging technology trends in the K-12 classroom with an emphasis on blended learning techniques, including flipped classrooms and gamification. Students will also explore how to use scientific data sets with their students. The assignments in this course are intended to be practical and have direct utility in the science classroom. Offered Summer.

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Develop research/best practice-based strategies to make appropriate decisions about technology integration
Analyze issues related to ethical/responsible technology integration, including privacy concerns
Describe the characteristics of blended instruction.
Integrate large scientific data sets into instruction.
Create video lectures on a scientific topic.
Explain how to integrate aspects of game theory into the science classroom.

MSSE 503 Integrating Literature into the Biology/Life Science Classroom: 3 Credits (1 Lec, 2 Other)

(Sp, Su) This course is designed for elementary, middle and high school teachers of biology/life science. The course provides effective strategies to integrate literature in the biology/life science classroom. Students will share cross-level instruction and constructive ideas with each other. The goal of this course is to engage and support the integration of reading and science instruction. Offered Spring.

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Incorporate instructional reading strategies into the science classroom.
Research and discuss how Indigenous People utilized and flora and fauna.
Engage and support the integration of nonfiction and fiction literature with science instruction at the K-12 level.
Articulate how climate change is impacting the earth’s ecosystems, society, and economy.
Develop a professional relationship with a local or regional scientist that can be used for science instruction.

MSSE 504 Formative Assess in Sci Ed: 3 Credits (2 Lec, 1 Other)

(F, Sp) Formative assessment is an ongoing process in education. This course will engage teachers in an ongoing discussion and study regarding the construction, selection and use of formative assessment methods. The teachers' own instructional settings (classrooms, museums, aquariums, outdoor schools, etc.) are used as "research bases" to conduct classroom assessment studies. The results of the assessments provide immediate feedback on both teacher effectiveness and student learning. Offered Fall and Spring.

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Define formative assessment specific to science education
Create, implement and report on numerous formative assessment strategies specific to science education
Provide effective formative feedback to students
Use formative assessment results to make meaningful instructional changes
Demonstrate understanding of formative assessment through content knowledge, reasoning, skills, dispositions and skills.

MSSE 505 Foundations of AR in Sci Ed: 3 Credits (2 Lec, 1 Other)

(Sp) This course presents an overview of action research for practicing teachers and informal science educators. Students will explore the conceptual underpinnings of action research in science education as they relate specifically to curriculum, teaching and learning of science. Students will gain experience in data collection and analysis and will prepare an action research proposal based on their individual teaching situation. Offered Spring.

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analyze the relation of specific action research to the effectiveness of classroom instruction and local practice\\n
develop an understanding of the science teacher as an active producer of research-based knowledge\\n
demonstrate how action research techniques can inform science and learning
develop an action research topic, conduct a review of the literature on that topic and write a draft conceptual framework\\n
complete required Institutional Review Board (IRB) Training, and\\n
design a personal action research project plan.

MSSE 506 Crime Scene Investigators: Forensic Science for Teachers: 2 Credits (1 Lec, 1 Lab)

() Offered spring of even years. “Crime Scene Investigators: Forensic Science for Teachers” is an exciting, hands-on course which is applicable to elementary school, middle school and high school teachers. Students will develop science process skills, demonstrate knowledge of the nature of science, in addition to implementing inquiry-based labs in their specific teaching context. Students will share cross-level instructional practices and creative pedagogical ideas. The principle goal of this course is to promote the study of forensics; an applied, cross disciplinary science and its implementation in the K-12 teaching environment. This fourteen week course is intended for teachers enrolled in the MSSE program. Offered Spring.
Repeatable up to 2 credits.

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Students will gain an understanding of forensic science discipline. Topics covered will include: Blood, DNA analysis, fingerprinting, forgery, computer forensics, physical and trace evidence, ballistics and the autopsy process.
Students will investigate the application of forensic science to criminal laws by examining case studies.
Students will conduct field studies, small and large scale experiments to develop science process skills.
Students will engage in critical thinking through different discipline ‘lenses’ (biology, chemistry, physics) as they use a broad knowledge and skill base to analyze forensic cases.
Students will plan and perform forensic labs in their teaching classrooms based on course content and pedagogy.

MSSE 507 Capstone Data Analysis: 2 Credits (1 Lec, 1 Lab)

() Offering TBD. This course is designed to provide graduate students in science education with a background in basic descriptive and inferential statistics. By the end of the course, students will be able to choose the most appropriate method to both describe their data and display that data in a clear and concise manner. Students will be able to perform hypothesis tests using a variety of parametric and non-parametric methods with an understanding of the assumptions and limitations of each method as applied to the analysis of Capstone data reported students' Capstone paper, the culminating project for MSSE students. Offered Summer.

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Describe how statistics relates to the fields of math and science
Describe, calculate and use the measures of central tendency and spread
Describe the distributions of data using measures of central tendency and spread
Use a sampling distribution and/or a randomization/permutation distribution to make inferences about a mean and means<
Use a sampling distribution and/or a randomization/permutation distribution to make inferences about a proportion and proportions
Correctly identify the appropriate test when presented with data

MSSE 508 Statistics Bootcamp for MSSE Capstone Projects: 1 Credits (1 Lab)

(Sp) This 5 week course is designed as a supplement in how to present a story using data that are commonly collected during Capstone Research projects for the MSSE program. Students in the course will use analyze their own Capstone data and write a rough draft of the Data Analysis chapter of the Capstone paper. Weekly assignments are focused around trying to tell the most honest, clear, and well-justified story told with data.

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Define and properly use common vocabulary of terms related to describing data (e.g., mean, median, mode, variance),
Identify a set of guidelines on which terms are most useful in which contexts,
Create and explain a palette of plots and graphs that help describe and summarize data,
Write the Data Analysis Chapter of the Capstone paper.
Evaluate, reflect and discuss assigned readings with colleagues.

MSSE 509 Implementing Action Research in Science Education: 3 Credits (2 Lec, 1 Other)

(F) This course is designed for the implementation of action research for practicing science teachers. Students will learn how to effectively conduct research based on the action research model. Prerequisites are MSSE 504 Formative Assessment in Science and MSSE 505 Foundations of Action Research in Science Teaching and Learning. Offered Fall.

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complete a draft action research project ready for implementation in their classrooms\\n
complete an IRB application for the action research project\\n
complete an electronic poster describing the action research-based project\\n
apply the action research process to professional development plans\\n
engage in an on-going discussion with the Project Advisor regarding the research project

MSSE 511 STEM Methods for Teachers: 2 Credits (1 Lec, 1 Other)

(Spring (odd years)) This course is designed to give K-12 teachers a basic understanding of a broad range of topics of STEM education. It is specially designed to help teachers of science integrate inquiry-based science, technology, engineering and mathematics (STEM) into the classroom while improving content and pedagogical knowledge in each of these areas.

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describe STEM\\n
demonstrate a practical understanding and application of STEM appropriate for teaching K-12\\n
demonstrate an understanding of the STEM instructional processes as they apply to K-12 students\\n
complete teaching units that meet and/or exceed the Next Generation Science Standards and Common Core Mathematics standards for STEM\\n
engage in on-going discussion with fellow classmates and the instructors specific to STEM principles\\n

MSSE 512 NGSS Crosscutting Concepts: 2 Credits (2 Lec)

(F) The NGSS Crosscutting concepts course is designed for science teachers as a professional development tool to increase the effectiveness of teaching and applying the Next Generation Science Crosscutting Concepts. Crosscutting concepts are ubiquitous in all science content areas. As teachers of science, a thorough knowledge of crosscutting concepts is vital to best-practices science teaching. This course provides strategies to identify and bridge crosscutting concepts in all areas of science. This course is applicable for all instructional/learning settings including classrooms, zoos, museums, planetariums, etc.

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Describe and define the NGSS crosscutting concepts.
Identify crosscutting concepts across various science and engineering disciplines.
Create, modify and evaluate classroom activities specific to each of the crosscutting concepts.
Interpret, critique and justify new learning about crosscutting concepts through online peer discussions.
Synthesize course content through a final crosscutting concepts unit designed for the K-14 classroom.

MSSE 518 Master Teaching Strategies for Science Teachers: 3 Credits (1 Lec, 1 Lab, 1 Other)

() Offered spring, odd years. The Master Teaching Strategies for Science Teachers course is designed for science teachers as a professional development tool to increase the effectiveness and awareness of effective teaching strategies. Teachers in this course will study and implement a variety of teaching strategies with students in their classrooms and reflect on the effectiveness of each implemented strategy. Offered Spring.

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Identify and define teaching models specific to science teaching.
Analyze, synthesize and reflect on teaching strategies in weekly discussions with colleagues
Participate as a learner in a gamification learning environment and report on the effectiveness of the strategy
Report on the effectiveness of chosen teaching strategies implemented in the student’s classroom.
Identify, implement and report on numerous teaching strategies specific to science teaching by using them in their classrooms.

MSSE 536 Construction Curriculum in Science Education: 2 Credits (1 Lec, 1 Other)

(Summer (odd years)) Offered summer, odd years. This course examines the philosophical, historical, and social influences that drive the construction of curriculum. Emphasis is placed on science curriculum past, present, and future. After completing this course, science teachers will be equipped with a greater understanding of the workings of science curriculum development.

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Demonstrate competency through written assignments an understanding of philosophical, historical, and social influences that influence the construction of curriculum.
The creation of a curriculum document that includes, but is not limited to the following:\\n • A curriculum map\\n • A curriculum plan based on best practices in curriculum development\\n • A reflection of the created curriculum identifying strengths and weaknesses of the curriculum
Demonstrate through written assignments the ability to write at a masters degree level.
Demonstrate through online discussions and weekly discussion rubric submissions competency in engaging in rigorous, professional exchange of content
Make connections between the readings and what is occurring in classrooms.

MSSE 537 The 3 D's of NGSS: 2 Credits (1 Lec, 1 Other)

(Summer (even years)) Offered even summers. The course is designed to survey the three dimensions of the Next Generation Science Standards (NGSS): science engineering practices, crosscutting concepts and disciplinary core ideas. Each dimension will be examined with emphasis on the interconnectness of the dimensions. The course will help teachers of science, regardless of level or content, teaching in formal or informal settings to better understand the underpinnings of NGSS and to develop strategies to implement NGSS dimensions in their teaching. Weekly assignments include online readings, discussion among colleagues and reflection and application of the content.

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create lessons using strategies aligned with the Next Generation Science Standards
learn best assessment practices to achieve three dimensional assessment of Disciplinary Core Ideas, Cross Cutting Concepts and the Science and Engineering Practices
use phenomenon as a learning anchor and develop an interdisciplinary unit that teaches science in it’s social context - NGSS Storylines will be modeled\\n
complete their own open inquiry project (Genius Hour) and investigate how such a strategy can help learners develop the Science and Engineering Practices

MSSE 575 Capstone Paper and Symposium in Science Education: 1-3 Credits (1-3 Other)

PREREQUISITE: MSSE 501, MSSE 504, MSSE 505, MSSE 509. (Su) Each Master of Science in Science Education (MSSE) student, with the cooperation of her or his graduate committee, identifies and completes a science education capstone project. The results of each student's capstone project are summarized in a written, professional paper completed by mid-term of the final summer session. In addition, during the final summer session of a student's graduate program each student presents their capstone project to their committee, their classmates, and other interested persons at the Symposium in Science Education. Offered Summer
Repeatable up to 3 credits.

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Complete the implementation of a personalized capstone project
Present the capstone project to a group of peers and other interested MSU staff and faculty
Attend the presentations of peers, reflect in writing on the work of peers in light of his/her own practice, and provide feedback to peers on presentations attended
Complete all participation requirement of the D2L Capstone Preparation Forum and maintain contact with project advisors

MSSE 589 Graduate Consultation: 1-3 Credits (1-3 Other)

PREREQUISITE: Master's standing and approval of the Dean of Graduate Studies. (Su) This course may be used only by students who have completed all of their coursework (and thesis, if on a thesis plan) but who need additional faculty or staff time or help
Repeatable up to 3 credits.

MSSE 591 Special Topics: 1-4 Credits (1-4 Lec)

PREREQUISITE: Upper division courses and others as determined for each offering. Courses not required in any curriculum for which there is a particular one time need, or given on a trial basis to determine acceptability and demand before requesting a regular course number
Repeatable up to 12 credits.

MSSE 592 Independent Study: 1-3 Credits (1-3 Other)

PREREQUISITE: Bachelor degree, consent of instructor, and admission to MSSE program. () Offered on demand. Directed research and study on an individual topic
Repeatable up to 6 credits.

MSSE 593 Study Abroad: 1-4 Credits ()