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

The Science, Technology, Engineering and Mathematics (STEM) M.Ed. program at TCSJ embraces the premise that 21st century educators and school leaders will have expertise in the design of learning environments that enable their PreK-12 students to understand the natural world outside the classroom, expand critical thinking skills, become engaged citizens, and approach solutions to problems with the mindset of STEM professionals. Our integrative approaches to STEM education sets us apart from the traditional mindset that views STEM as discreet topics.

Candidates gain expertise in the development and implementation of integrated problem and project-based learning approaches aligned to the California Common Core State Standards (CCCSS), Next Generation Science Standards and the California Environmental Principles and Concepts. The candidates learn how content within STEM can be taught concurrently so that their PreK-12 students understand the relevance and intersections within the subjects.

The Mathematics Instructional Added Authorization (MIAA) may be embedded within the STEM M.Ed. program and will enable students to gain expertise in Pre-Kindergarten through Algebra 1/Integrated 1 curriculum design, development, and implementation of intensive interventions and accommodations. They will have expert knowledge of the CCCSS for Mathematics, the Next Generation Science Standards and understand how to differentiate mathematics and STEM instruction to increase PK-12 student engagement and proficiency.

• 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 want to apply for the M.Ed. STEM Program with the Mathematics Instructional Added Authorization (MIAA), there are additional eligibility requirements:

• Evidence of valid California Teaching Credential(s) or CTE Clear Credential (submit copy visit CTC website)
• Evidence of three years of credentialed teaching experience (excluding student and intern teaching) by the time you finish the MIAA program (Letter from administrator on district letterhead)
• Copy of English Learner authorization issued by the CA Commission on Teacher Credentialing
• District Agreement Form

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

Rolling Admissions (no deadline) for STEM M.Ed. only.

TCSJ’s Mathematics Instructional Added Authorization (MIAA) program, approved by the California Commission on Teacher Credentialing, can be embedded within the M.Ed. STEM Program. Someone with a MIAA can teach departmentalized mathematics (up to and including Algebra I). Learn More.

M.Ed. STEM Coursework without MIAA (32 units):

Core Courses – Required:

CURR301 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.

CURR302 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.

CURR303 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.

CURR305 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.

CURR344 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.

STEM304a 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.

STEM304b 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.

STEM385a Masters Project in STEM – 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. STEM385a indicates completion of 1 unit of the project.

STEM385b Masters Project in STEM – 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. STEM385b indicates completion of 3 units of the project.

Concentration Courses – Required:

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.

STEM380: Building Capacity for Sustainability (3 units) 

It’s amazing what you can get done if you don’t care who gets the credit.” ~ H. Truman

Organizational and systems theories that identify structures needed for sustainability of initiatives within school districts provide a focus for this course. Students build a Plan of Action that addresses leadership strategies for rollout, establishes community support, includes strategies for dealing with local, state, and national political stressors, identifies grant opportunities, builds capacity throughout the district, and develops a shared vision statement. Ensuring that PK-12 students have access to equitable learning focused on local, relevant and actionable environmental concerns requires teachers who are empowered with resources, supported to take learning outside, and have access to local partnerships.

M.Ed. STEM Coursework with MIAA (35 units):

Core & MIAA Courses – Required:

CURR301 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.

CURR302 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.

CURR303 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.

CURR305 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.

CURR344 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.

STEM304a 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.

STEM304b 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.

MIAA310 Teacher Action Research (1 unit) – MIAA candidates’ Demonstration of Advanced Practices and knowledge regarding the challenges of developing mathematics literacy among California’s diverse student population will be evidenced in their Teacher Action Research through their specialized mathematical knowledge for teaching and thinking, as well as their pedagogical knowledge and practices for teaching mathematics. The candidates will gather evidence from each grade span and focus of each course (see Demonstration of Advanced Practices in each course description) included in the TCSJ MIAA program that will serve as proof of their expertise. Lessons, student work, and reflections will also be included from the candidates’ fieldwork lesson studies. The final research will be submitted in a format ready for publication, supported by a portfolio of evidence from the MIAA fieldwork that is embedded within course expectations as well as the lesson studies. The candidates’ study is presented to program instructors and peers upon completion of the program.

MIAA320 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.

MIAA330 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.

MIAA340 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.

MIAA350 Mathematics Instruction: Content, Representations, and Theories (3 units) – Implications to instruction based on the rigorous skills, concepts, and ways of thinking that are essential to students’ success and engagement in doing mathematics provide the framework for Mathematics Instruction: Content, Representations, and Theories. The coursework is meant to increase the mathematical understanding of both the MIAA candidate and K-Algebra One/Integrated One students. Maintaining the collaborative philosophy of the program, participating teachers are challenged to ensure that everyone in their class has a shared understanding of what the mathematics means as well as the proper sequencing and scaffolding of the content. This course prepares MIAA candidates for the capstone course, Designing Mathematics Instruction.

MIAA360/370 Designing Mathematics Instruction and Fieldwork (5 units) – With attention to the California Common Core State Standards for Mathematics and building on the knowledge gained within the previous courses, the MIAA candidates collaborate with peers (pre-service, novice, and experienced) through co-planning of instructional units and co-teaching to improve student learning. Participants learn to design effective mathematics lessons for each grade span (K – Algebra One/Integrated One) and to plan and implement lessons specified within their units of mathematics content/instruction. All planning attends to the mathematics content as well as the developmental and cultural needs of the diverse student population of California. The MIAA candidate’s demonstration of their ability to address the complex interplay of mathematics content and pedagogy for effective teaching for each grade span is the purpose of their capstone project.

Concentration Courses – Required:

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.

STEM380: Building Capacity for Sustainability (3 units) 

It’s amazing what you can get done if you don’t care who gets the credit.” ~ H. Truman

Organizational and systems theories that identify structures needed for sustainability of initiatives within school districts provide a focus for this course. Students build a Plan of Action that addresses leadership strategies for rollout, establishes community support, includes strategies for dealing with local, state, and national political stressors, identifies grant opportunities, builds capacity throughout the district, and develops a shared vision statement. Ensuring that PK-12 students have access to equitable learning focused on local, relevant and actionable environmental concerns requires teachers who are empowered with resources, supported to take learning outside, and have access to local partnerships.

TCSJ’s Master of Education program offers students the flexibility to create their own schedule and learn at their own pace. Click on one of the buttons below to view upcoming M.Ed. courses.

View Course Offerings by Concentration, Semester, and Format

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).

More details to come!