Graduate Teaching of Science and Mathematics Courses

Main Page Content

NAS 501 Computational Methods for Teachers I (A). Prerequisite: Instructor's permission. Enables teachers and teacher candidates in mathematical, physical, life and earth sciences to learn computational tools, advanced graphing calculators, laptop computers, CD-and Web-based tools. Involves computational science as a process in solving real-world problems in sciences. Introduces students to technology tools (such as graphing calculators), math modeling tools (such as Excel, STELLA, and Geometer's Sketchpad), agent-based modeling tools (such as AGENT SHEETS), science modeling tools (such as Interactive Physics). Includes a section on New York state K-12 standards in math, science and technology. 3 Cr.

NAS 504 Mobile Technology for Teachers (A). Students will learn about pre-existing mobile technologies available to teachers including websites such as Weebly, QuizStar and Socrative. In addition, they will receive instruction in how to create their own quiz and flash card apps via existing mobile development environments (AppMakr/WuFoo). These environments allow for access to generated content via the web and downloadable apps in both Android and iPhone platforms. 1-2 Cr. Summer.

NAS 518 History of School Mathematics I (A). First of a two course sequence. Investigates number and quantity, algebra, geometry ad trigonometry content in American high schools. Explores mathematical problem solving prior to the 1980s NCTM Standards. Assignments will focus on the development of secondary mathematics education prior to the Common Core State Standards, providing a greater understanding of the paradigm shift of the new standards. 3 Cr.

NAS 519 History of School Mathematics II (A). Second of two course sequence. Investigates calculus, statistics, probability, and discrete mathematics content in American high schools. Explores mathematical problems following the 1980s NCTM Standards. Assignments will focus on how the standards changed secondary mathematics education, and the impact of the Common Core State Standards. 3 Cr.

NAS 520 Mathematics for Adolescent Teachers (A). Examines the adolescence mathematics curriculum (grades 5-12) from an advanced prospective considering the conceptual difficulties and fundamental techniques of teaching high school mathematics. Topics reach across from the secondary to post-secondary levels in algebra, geometry, data analysis, statistics, trigonometry, discrete mathematics, and calculus allowing students to make connections between the advanced mathematics they learn in college to the content they will be teaching in secondary mathematics. 3 Cr. Fall.

NAS 525 Peer-Led Workshops for College Chemistry CHM 205/206 (A). Students receive training in peer leading workshop chemistry session averaging 1 hour per week before leading small groups of CHM 205/206 students in solving of problems for 2 hours per week. Training includes pedagogical aspects, group dynamics and chemistry content. Students will also learn how to develop workshop modules. Instructor's permission required. 1 Cr.

NAS 590 Science as an Experience (A). Focused on the natural world from multiple perspectives, the course will explore the nature of science and make connections to the science classroom. In- and pre-service teachers will learn and apply empirically-based scientific content and pedagogy. Participants will choose, design and conduct an extended experiment, including a relevant literature review. The course will culminate with a well designed research experiment resulting from independent research. 4 Cr.

NAS 599 Independent Study in Natural Science (A). Arranged in consultation with the instructor-sponsor prior to registration. 1-6 Cr. By Arrangement.

NAS 601 Computational Methods for Teachers II (A). Prerequisite: NAS 401 or NAS 501. Teaches advanced computational tools and programming to secondary school teachers and teacher candidates. Science teachers will learn about computational approach as a scientific inquiry method in physical, life, environmental and social sciences. Mathematics and technology teachers will learn about applications of mathematical and computer skills in a variety of subject areas, aligned with the PreK-12 curriculum and textbooks in New York state. Covers training in advanced software tools for teaching and research. Offers further training in tools from NAS 501. Teachers and teacher candidates will develop lesson plans using computational tools and pedagogy learned in this course. 3 Cr.

NAS 611 Science for Elementary Teachers (A). Designed for elementary teachers with little formal science background. Investigates selected major concepts through the lab approach using simple, easily obtainable materials that can be used by teachers in the classroom. 3 Cr.

NAS 619 Topics for Teachers: Mathematical Modeling (A). Prerequisite: permission of instructor. Designed for secondary school mathematics teachers. Focuses on the use of the computer as a modeling device, and on mathematical models in the social and life sciences. Includes these topics: problem solving, algorithm design and the development of programming skills. 3 Cr. Fall.

NAS 673 Physics for Teachers (A). Covers selected topics in mechanics, thermodynamics, electromagnetism, optics, and modern physics. Gives considerable attention to student participation in planning and performing experiments and demonstrations. Entails four hours of instruction per week. 4 Cr.

NAS 695 Chemical Lecture Demonstrations (A). Helps teachers use, develop and practice chemistry lecture demonstrations. Requires participants to obtain detailed instructions and practice several demonstrations and present them to their classmates. 1 Cr.

NAS 698 Research for Teachers (A). Enables students to participate in research projects in the natural sciences. May consist of construction of electronic and/or mechanical devices, computations, data collection and analysis and interpretation of results. 1-6 Cr. By Arrangement.

NAS 701 Computational Methods for Teachers III (B). Prerequisities: NAS 601. A continuation of the NAS 501, NAS 601 course sequence. Provides more in-depth training on the use of CMST teaching tools and their effective implementation.. Provides experience in the presentation of CMST lesson plans to teachers of varying levels of ability. Requires close interaction with other CMST participants and faculty. 3 Cr.

Close mobile nav