Master of Education in Science, Technology, Engineering, and Mathematics (STEM)

1. The Introductory Supplemental Authorization for Computer Science (ISACS) prepares candidates to teach foundational computer science concepts from transitional kindergarten to  high school introductory-level. Candidates develop expertise in computational thinking, physical computing, engineering design, and data literacy, while also exploring the social, ethical, and legal dimensions of computing. The program emphasizes equity-centered, culturally responsive pedagogy, ensuring candidates are prepared to make computer science accessible and engaging for all learners.
2. The Mathematics Instructional Added Authorization (MIAA) prepares candidates to teach mathematics in grades transitional kindergarten through Algebra 1/Integrated Math 1. Candidates will gain deep mathematical content knowledge alongside specialized expertise in curriculum design, assessment, intervention, and differentiation. The program emphasizes equity-centered, culturally responsive approaches that make mathematics accessible and engaging for all learners. The collaborative philosophy of the program challenges candidates to not only grow as teachers but as mathematics leaders in their school communities.

• Bachelor’s degree from a regionally accredited institution
  • If you received a bachelor’s degree or higher from outside of the United States, we would need to see a foreign transcript evaluation stating that you have an equivalent to a bachelor’s degree in the United States.

If you are interested in enrolling in the M.Ed. in STEM program with an added authorization please visit the following pages to view additional eligibility requirements:

• Mathematics Instructional Added Authorization (MIAA)
• Introductory Supplemental Authorization in Computer Science (ISACS) 

If all eligibility requirements are met, apply online at https://apply.teacherscollegesj.edu/.

Rolling Admissions

M.Ed. STEM Coursework (31 units):

Core Courses – Required:

CURR301V Foundations (1 unit) – As a result of this foundational course, students understand how the elements of the masters program will contribute to their development as a transformational leader. Students will gain the preliminary skills needed to successfully navigate all courses and be prepared for scholarly research and writing.

CURR302V Big Picture: Preparing Students for College, Career, and Community (3 units) – Exploration of equitable learning environments are researched, observed, and discussed. Students examine reforms and innovations in PK-12 education, especially focusing on college and career readiness initiatives and its implications to teaching and learning. Students utilize the Design Thinking model to reimagine solutions to complex educational issues and invent innovative models of schools and classrooms. What would a truly innovative, reform-oriented classroom look like? What changes are needed in the school system? How does an educational leader change the system? What are the implications to teachers who need to prepare students to be engaged in their community through civics and global awareness? These issues are among the topics and questions considered in this course.

CURR303V Innovative Curriculum Development and Assessment (3 units) – Students extend their understanding of how to transition from conventional teaching practices to identifying strategies necessary to design innovative research-based learning environments that will best prepare students for their future. Students will create a Project Based learning unit that incorporates authentic assessments, universal design for learning, real-life applications, and opportunities for reflection. Over the duration of the course, students are challenged to critically reflect on current assessment practices and establish equitable and accurate progress monitoring methods.

CURR305V Writing a Literature Review (2 units) – Analysis and synthesis of relevant scholarly research will be employed by the student regarding their topics for the development of the literature review. Specific attention will be paid to topic development, adequate sources, writing style, creation of an outline, and correct citing of research in accordance with the American Psychological Association (APA) Manual for the completion of a final literature review.

CURR344V Lesson Study (2 units) – The purpose of this course is to build knowledge and expertise related to the theory and components of effective lesson design.This course focuses on the sequence of stages teachers attend to in an instructional cycle, or learning cycle, which helps students develop a full understanding of a lesson concept. Co-teaching, co-planning, and reflecting deeply on students’ evidence of learning within a lesson provides opportunities for combining theory and components of effective lesson design.

STEM304aV Research in the STEM Classroom (3 units) – Taken in conjunction with STEM304b, this course prepares teachers to deepen their understanding of research methodology and develop strategies for implementing student-directed research as part of their curriculum. Instruction in each stage of research design including the development of plans for data collection and analysis, and how to communicate results through effective writing, comprise a substantial portion of the coursework.

STEM304bV Teacher Action Research (2 units) – Taken in conjunction with STEM304a, this course provides students with the opportunity to apply a wide array of quantitative and qualitative research methods in the design, implementation, and analysis of a Teacher Action Research study. The purpose of the Teacher Action Research course is to help candidates understand a research that is defined to be any effort towards reflective and disciplined inquiry. The focus of the action research project will be defined by the candidate and will follow guidelines related to the teaching and learning process, be within an appropriate scope of influence, and with a purpose of initiating action to understand or solve a problem.

CURR385a Masters Project  – 1st Semester (1 unit) – This is the capstone course for the Master’s degree. As such, candidates will work with their advisor to design and execute a project that demonstrates inquiry, incorporates content from coursework, contributes to the body of knowledge for their focus topic, and makes a real world difference to school, kids, and/or community. The project must be suitable for publication and presentation.

*Candidates are allotted two semesters to complete the project. CURR385a indicates completion of 1 unit of the project.

CURR385b Masters Project – 2nd Semester (3 units) – This is the capstone course for the Master’s degree. As such, candidates will work with their advisor to design and execute a project that demonstrates inquiry, incorporates content from coursework, contributes to the body of knowledge for their focus topic, and makes a real world difference to school, kids, and/or community. The project must be suitable for publication and presentation.

*Candidates are allotted two semesters to complete the project. CURR385b indicates completion of 3 units of the project.

Concentration Courses – 

Choose Either Distance Learning (STEM321V) or On-Campus Instruction (STEM306):

STEM306: Introduction to E-STEM (3 units) – This course provides opportunities for candidates to experience and analyze activities that expand participation and social equity in an inquiry-focused E-STEM learning environment. Students build on these experiences to design activities that can be incorporated into E-STEM units of learning that are aligned to the California Common Core State Standards, and the California Environmental Principles and Concepts. Identification of useful community and everyday resources that will enhance the quality of E-STEM teaching and learning, whether they be problem or project-based, is a focus embedded in the coursework.

Required Distance Learning/Hybrid/On-Campus Coursework-

STEM307: The FabLab (3 units) – This course prepares candidates to create rigorous and engaging student-centered learning experiences based on innovative engineering and design practices. In a learning environment that emphasizes imagination and experimentation, the FabLab course builds candidates’ expertise connected with the Next Generation Science Standards Science and Engineering Practices as they design, build, and test project prototypes. Examples of some topics in the course include coding, robotics, microscopy, and biotechnology.

M.Ed. STEM Coursework with MIAA (38 units):

Core Courses-Required:

CURR301V Foundations (1 unit) – As a result of this foundational course, students understand how the elements of the masters program will contribute to their development as a transformational leader. Students will gain the preliminary skills needed to successfully navigate all courses and be prepared for scholarly research and writing.

CURR302V Big Picture: Preparing Students for College, Career, and Community (3 units) – Exploration of equitable learning environments are researched, observed, and discussed. Students examine reforms and innovations in PK-12 education, especially focusing on college and career readiness initiatives and its implications to teaching and learning. Students utilize the Design Thinking model to reimagine solutions to complex educational issues and invent innovative models of schools and classrooms. What would a truly innovative, reform-oriented classroom look like? What changes are needed in the school system? How does an educational leader change the system? What are the implications to teachers who need to prepare students to be engaged in their community through civics and global awareness? These issues are among the topics and questions considered in this course.

CURR303V Innovative Curriculum Development and Assessment (3 units) – Students extend their understanding of how to transition from conventional teaching practices to identifying strategies necessary to design innovative research-based learning environments that will best prepare students for their future. Students will create a Project Based learning unit that incorporates authentic assessments, universal design for learning, real-life applications, and opportunities for reflection. Over the duration of the course, students are challenged to critically reflect on current assessment practices and establish equitable and accurate progress monitoring methods.

CURR305V Writing a Literature Review (2 units) – Analysis and synthesis of relevant scholarly research will be employed by the student regarding their topics for the development of the literature review. Specific attention will be paid to topic development, adequate sources, writing style, creation of an outline, and correct citing of research in accordance with the American Psychological Association (APA) Manual for the completion of a final literature review.

STEM304aV Research in the STEM Classroom (3 units) – Taken in conjunction with STEM304b, this course prepares teachers to deepen their understanding of research methodology and develop strategies for implementing student-directed research as part of their curriculum. Instruction in each stage of research design including the development of plans for data collection and analysis, and how to communicate results through effective writing, comprise a substantial portion of the coursework.

STEM304bV Teacher Action Research (2 units) – Taken in conjunction with STEM304a, this course provides students with the opportunity to apply a wide array of quantitative and qualitative research methods in the design, implementation, and analysis of a Teacher Action Research study. The purpose of the Teacher Action Research course is to help candidates understand a research that is defined to be any effort towards reflective and disciplined inquiry. The focus of the action research project will be defined by the candidate and will follow guidelines related to the teaching and learning process, be within an appropriate scope of influence, and with a purpose of initiating action to understand or solve a problem.

MIAA Program Coursework:

MIAA380V Reflective Inquiry in Mathematics Education (1 unit) – This capstone course provides comprehensive support for MIAA candidates as they refine their expertise in mathematics education. Candidates will: (1) deepen their specialized knowledge for teaching and critical thinking, (2) design lessons that integrate pedagogical knowledge and best practices for teaching mathematics across grade levels, (3) demonstrate advanced teaching practices through evidence-based instruction, and (4) reflect on their mastery of program learning outcomes.

MIAA320V Mathematical Discourse (1 unit) – Mathematical Discourse focuses on the challenges of developing mathematics literacy among California’s diverse student population and developing strategies for teachers that cultivate and advance positive attitudes and critical thinking among their students in mathematics. The course is designed to attend to the specialized vocabulary embedded within mathematics and build understanding of effective pedagogical practices that enable teachers to facilitate meaningful discourse about mathematics as well as encourage and maintain the engagement of all learners while addressing the Mathematics Practice Standards. Content also includes how to analyze K-Algebra One/Integrated One students’ questions, how to develop questions that promote critical thinking and strategies that maintain high levels of cognitive demand throughout mathematics lessons.

MIAA330V Mathematics Assessment (1 unit) – Understanding what K-Algebra One/Integrate One students know about mathematics and the implications to instruction is the focus of the course, Mathematics Assessment. A variety of assessment types are explored and developed with particular attention to error analysis, learning trajectories, language assessments, formative and summative (site-based and California Common Core State Standards based) assessments. All discussions and assignments surrounding the varied assessments include the implications to instruction and how to help students use their results to improve their own understanding of mathematics. Teachers work together to determine what K-Algebra One/Integrated One students’ demonstrations of understanding, fluency, or proficiency in mathematics look like and what type of assessment(s) are appropriate. Included in the coursework are techniques for communicating progress to parents, colleagues, and other appropriate service providers. This course prepares students for the course, Equity in Mathematics: Intervention, Accommodation and Differentiation.

MIAA340V Equity in Mathematics: Intervention, Accommodation, and Differentiation (2 units) – Building directly from the information in the course, Mathematics Assessment, the expectations of the coursework in Equity in Mathematics: Intervention, Accommodation and Differentiation require that the results of K-Algebra One/Integrated One students’ assessments inform MIAA candidates’ evaluation, modification, design and implementation of interventions, accommodations and differentiation based on the California Common Core State Standards for Mathematics. MIAA teacher teams will design and implement targeted instruction appropriate for each grade span that promotes all students’ equitable access to learn high-level mathematics.

MIAA350bV:  Mathematics Content, Representations & Theories for Instructional Leadership (3 units) – This course establishes foundational concepts in mathematical representation, computational thinking, data structures, and learning progressions from Transitional Kindergarten through Algebra 1/Integrated Math 1. Candidates analyze tasks and explore how mathematical and computational thinking reinforce one another through decomposition, pattern recognition, abstraction, and algorithmic reasoning.

MIAA360bV: Designing Mathematics Instruction (3 units) This course will provide MIAA candidates with the expertise to design effective mathematics lessons for each grade span: K-3, 4-7, and Algebra 1 or Integrated Math 1.  Lesson design will include advanced teaching practices for mathematics and focus on the California Mathematics Framework and Common Core State Standards.  Candidates will learn how to align and adjust mathematics concepts and standards to meet the developmental and cultural needs of the diverse student population of California.  Candidates will apply knowledge of equitable, engaging, and modalities-based practice to evaluate effectiveness of lesson sequences and curriculum.

MIAA370bV: Mathematics Leadership Through Lesson Study (2 units) This course begins with a focus on techniques, strategies, and advanced practices for leadership in coaching and supporting teachers for effectively instructing math lessons. Coaching and support will focus on the California Mathematics Framework and Common Core State Standards. Candidates will also complete fieldwork across grade spans: K-3, 4-7, and Algebra 1 or Integrated Math 1 through utilizing the lesson study process: plan, teach, reflect, revise, and re-teach.

Concentration Coursework-

Choose Either Distance Learning (STEM321V) or On-Campus Instruction (STEM306):

STEM306: Introduction to E-STEM (3 units) – This course provides opportunities for candidates to experience and analyze activities that expand participation and social equity in an inquiry-focused E-STEM learning environment. Students build on these experiences to design activities that can be incorporated into E-STEM units of learning that are aligned to the California Common Core State Standards, and the California Environmental Principles and Concepts. Identification of useful community and everyday resources that will enhance the quality of E-STEM teaching and learning, whether they be problem or project-based, is a focus embedded in the coursework.

Required Distance Learning/Hybrid/On-Campus Coursework-

M.Ed. STEM with ISACS Coursework (33 units):

Core Courses – Required:

CURR301V Foundations (1 unit) – As a result of this foundational course, students understand how the elements of the masters program will contribute to their development as a transformational leader. Students will gain the preliminary skills needed to successfully navigate all courses and be prepared for scholarly research and writing.

CURR302V Big Picture: Preparing Students for College, Career, and Community (3 units) – Exploration of equitable learning environments are researched, observed, and discussed. Students examine reforms and innovations in PK-12 education, especially focusing on college and career readiness initiatives and its implications to teaching and learning. Students utilize the Design Thinking model to reimagine solutions to complex educational issues and invent innovative models of schools and classrooms. What would a truly innovative, reform-oriented classroom look like? What changes are needed in the school system? How does an educational leader change the system? What are the implications to teachers who need to prepare students to be engaged in their community through civics and global awareness? These issues are among the topics and questions considered in this course.

CURR303V Innovative Curriculum Development and Assessment (3 units) – Students extend their understanding of how to transition from conventional teaching practices to identifying strategies necessary to design innovative research-based learning environments that will best prepare students for their future. Students will create a Project Based learning unit that incorporates authentic assessments, universal design for learning, real-life applications, and opportunities for reflection. Over the duration of the course, students are challenged to critically reflect on current assessment practices and establish equitable and accurate progress monitoring methods.

CURR305V Writing a Literature Review (2 units) – Analysis and synthesis of relevant scholarly research will be employed by the student regarding their topics for the development of the literature review. Specific attention will be paid to topic development, adequate sources, writing style, creation of an outline, and correct citing of research in accordance with the American Psychological Association (APA) Manual for the completion of a final literature review.

CURR344V Lesson Study (2 units) – The purpose of this course is to build knowledge and expertise related to the theory and components of effective lesson design.This course focuses on the sequence of stages teachers attend to in an instructional cycle, or learning cycle, which helps students develop a full understanding of a lesson concept. Co-teaching, co-planning, and reflecting deeply on students’ evidence of learning within a lesson provides opportunities for combining theory and components of effective lesson design.

STEM304aV Research in the STEM Classroom (3 units) – Taken in conjunction with STEM304b, this course prepares teachers to deepen their understanding of research methodology and develop strategies for implementing student-directed research as part of their curriculum. Instruction in each stage of research design including the development of plans for data collection and analysis, and how to communicate results through effective writing, comprise a substantial portion of the coursework.

STEM304bV Teacher Action Research (2 units) – Taken in conjunction with STEM304a, this course provides students with the opportunity to apply a wide array of quantitative and qualitative research methods in the design, implementation, and analysis of a Teacher Action Research study. The purpose of the Teacher Action Research course is to help candidates understand a research that is defined to be any effort towards reflective and disciplined inquiry. The focus of the action research project will be defined by the candidate and will follow guidelines related to the teaching and learning process, be within an appropriate scope of influence, and with a purpose of initiating action to understand or solve a problem.

CURR385a Masters Project  – 1st Semester (1 unit) – This is the capstone course for the Master’s degree. As such, candidates will work with their advisor to design and execute a project that demonstrates inquiry, incorporates content from coursework, contributes to the body of knowledge for their focus topic, and makes a real world difference to school, kids, and/or community. The project must be suitable for publication and presentation.

*Candidates are allotted two semesters to complete the project. CURR385a indicates completion of 1 unit of the project.

CURR385b Masters Project – 2nd Semester (3 units) – This is the capstone course for the Master’s degree. As such, candidates will work with their advisor to design and execute a project that demonstrates inquiry, incorporates content from coursework, contributes to the body of knowledge for their focus topic, and makes a real world difference to school, kids, and/or community. The project must be suitable for publication and presentation.

*Candidates are allotted two semesters to complete the project. CURR385b indicates completion of 3 units of the project.

Concentration Courses –

Choose Either Distance Learning (STEM321V) or On-Campus Instruction (STEM306):

STEM306: Introduction to E-STEM (3 units) – This course provides opportunities for candidates to experience and analyze activities that expand participation and social equity in an inquiry-focused E-STEM learning environment. Students build on these experiences to design activities that can be incorporated into E-STEM units of learning that are aligned to the California Common Core State Standards, and the California Environmental Principles and Concepts. Identification of useful community and everyday resources that will enhance the quality of E-STEM teaching and learning, whether they be problem or project-based, is a focus embedded in the coursework.

Required Distance Learning/Hybrid/On-Campus Coursework-

STEM307: The FabLab (3 units) – This course prepares candidates to create rigorous and engaging student-centered learning experiences based on innovative engineering and design practices. In a learning environment that emphasizes imagination and experimentation, the FabLab course builds candidates’ expertise connected with the Next Generation Science Standards Science and Engineering Practices as they design, build, and test project prototypes. Examples of some topics in the course include coding, robotics, microscopy, and biotechnology.

ISACS Capstone Course:

TCSJ’s Master of Education program follows a structured sequence of required coursework aligned to your degree pathway. Courses are offered in a synchronous format, and students enroll based on the scheduled course offerings each semester.

View M.Ed. Schedule

Current IMPACT Candidates

Coursework completed by students currently enrolled in the IMPACT Program are directly transferable to TCSJ for identical required coursework in the M.Ed. program. Courses have been aligned and carry the same course codes.

IMPACT Graduates

Students who have graduated from the IMPACT Program within the last five years will be awarded transfer credit as described for current candidates above. IMPACT students who graduated more than five years prior to enrollment in the graduate school must submit transcripts for evaluation. Equivalencies will be granted for coursework as appropriate to current standards.

Students Transferring from other Teacher/Administrator Preparation Programs

Coursework completed from a regionally accredited college or university is eligible to be evaluated for transfer credit work with the following restrictions:

• Only 8 units or less can be transferred.
• Only courses completed within the last 7 years will be considered.
• Only courses that qualify for graduate credit by an accredited institution can be transferred. *Exception: Integrated credential coursework completed as an undergraduate may be considered pending review of transcripts and course descriptions.
• Only courses in which a grade of C or better can be transferred.

Enrolled candidates must receive pre-approval prior to taking a course at another regionally accredited institution in order to have credits be considered as transferrable.

Candidates may submit transcripts and other requested documentation to the program director for review. Transfer credit will be granted on an individual basis and the program director will assign equivalencies (“E” grade, no units) for approved coursework only.

If needed, the program director shall consult with the President of TCSJ or an academic designee regarding granting equivalencies. The President has the authority to overrule policy.

Note: No transfer credit/equivalencies will be granted for any course in the Masters Core. All students must complete a minimum of 17 units at TCSJ to be eligible for a Masters in Education.

Transfer Course Equivalency Form

Students earning an M.Ed. in STEM* are required to complete a Masters Project as their capstone assignment for the program.

(*This project is NOT required for students earning an M.Ed. STEM with a MIAA).