Master of Education
This program is designed for teachers who wish to enhance their knowledge and skills for teaching science. The Master of Education in Science may be completed in programs with orientations suitable to teachers certified for elementary or secondary teaching. The programs differ in their science and science education requirements.
The master’s degree provides science education professionals with additional content and pedagogical knowledge as well as research skills in education. The degree is an important aspect of the transition from a provisionary to a professional teaching license. The research skills acquired in this program are an important aspect of the education professional’s growth and essential to those interested in taking on leadership roles and/or pursuing a doctorate in the future.
Report to Stakeholders - Master of Education (2015-16)
The Master of Education (M. Ed.) in Science Education provides science education professionals with additional content and pedagogical knowledge, beyond their teaching certification, as well as research skills in science education. Course activities engage science teachers and other professionals in the study of teaching and learning, using current theoretical developments; in the development of science education curriculum that illustrates best teaching practices; and research approaches that help them examine their teaching practice in a reflective manner. The theoretical knowledge and research skills acquired in this program are an important aspect of the science educator’s professional growth and essential to those interested in taking on leadership roles and/or pursuing a doctorate degree in the future. The program is designed for Michigan certified science teachers and other professionals who wish to enhance their knowledge and skills for teaching science.
The Science Education Program faculty have articulated a series of learning outcomes that frame the students’ coursework. Program assessments provide data on the extent to which such outcomes are being reached and are used for periodic program revisions. Programmatic assessment plans are documented in the WSU’s program assessment initiative - Compliance Assist.
The following two outcomes were the focus for the 2015-16 academic year:
- Articulate the role of theory and research in science curriculum development and pedagogical practice.
- Synthesize the literature related to a topic of interest in one’s science teaching practice using APA style.
Assessment data were collected from two courses in the program: SCE 7010 – Special Topics in Science Education, and TED 7000 – Introductory Master’s Seminar.
The two main assessments used to collect data include (1) writing a theoretical paper in which students discuss theories and research related to the teaching of science, and (2) synthesizing the research literature related to a topic of interest to the student’s teaching practice. These assignments require that students achieve mastery in three main areas:
- Ability to understand and synthesize scholarly works on a specific topic
- Scholarly writing skills
- Proper use of APA rules in scholarly writing
Although 90% of the students achieve mastery in these three areas, the process requires that course instructors carefully scaffold students through each of these aspects of the assignments using class exercises, examples, and 2-3 student drafts of the assignment with detailed instructor feedback. Despite these successes, the SCE faculty are committed to the continuous improvement of our program. To that end, for the 2016-17 academic year program faculty will continue to seek ways to improve instructional delivery and foster student success. Assessment data will be collected in other program outcomes.