MAE Course Descriptions
Core Education Courses
Analyzing Educational Research 
This course provides an overview of designs used in educational research. Topics include, but are not limited to, experimental, quasi-experimental, historical, ethnographic and phenomenological modes of inquiry. Emphases are on the assumptions, applications, tools and procedures associated with each of the varied designs. For example, study of experimental and quasi-experimental design will attend to issues such as validity, randomization and multivariate statistics. Prerequisites: EDUC 601, EDUC 602 and/or consent of department
Assessment and Evaluation 
This course is designed to help teachers acquire deeper understandings of evaluation and assessment. Students will come to realize that effective educational programs are linked to dynamic assessment schemes that help individual students grow and succeed. The primary goal of the course is to help teachers realize that improving assessment in the classroom leads to higher quality student work on all levels and that making these improvements is not a merely a matter of introducing new procedures, frameworks, techniques, rubrics or guidelines. Expanding ideas on assessment is intricately rooted in how a teacher sees one’s self and is seen by the students. A teacher, along with the students, becomes not only a judge of quality, but also a designer of the plans necessary to meet the standards. For achievement to be raised, teachers must help the students learn how to make better judgments about the quality of their own work. The course is focused on helping teachers develop models for assessment that align with the needs of their students, as well as local, state and national standards. The course is taught using a variety of active learning approaches, including inquiries, discussions, debates, collaborative review of student work, descriptive studies, action research projects and clinical trials. Prerequisite: Consent of department.
Teacher Leadership 
The course offers experienced teachers an opportunity to design, implement and assess a leadership experience for their own professional growth. Drawing on their own knowledge, skills and resourcefulness in the critical teaching areas of planning, instruction, classroom organization and assessment, experienced teachers develop expertise in adult learning, observation, feedback and instructional improvement, curriculum development and department or grade-level leadership. Extensive use of case studies, classroom observations, clinical supervision and lesson study provides the experienced teacher with tools to work with other teachers while supporting their own growth as a resource and leader in their school. Concepts, methods and practices used by effective teacher-leaders in collaborative leadership and mentorship activities to solve problems at the classroom, school, school system and community levels will be examined in the course. Prerequisite: Consent of department.
ISD Internship [1-6]
A field-oriented experience in which the student designs and implements a system of instruction, an analysis technique or evaluation design in a setting consistent with the student’s professional preparation. Prerequisites: Full graduate status, prerequisite courses per program map of student’s selected certification/concentration and consent of department. Multiple sections will appear in class schedule. Students must check with their advisor to determine appropriate section for each concentration/certification.
Seminar in the Study of Teaching 
Intended for the advanced graduate student in education, the seminar will examine the knowledge base on teaching and learning as it applies to solving selected teaching and instructional problems. Participants will analyze theoretical perspectives, research and informed practice related to their selected problems. They then will design and develop a strategy for addressing the problem. Prerequisites: EDUC 771 and consent of department
Using Technology to Support Science and Mathematics Instruction 
This course is designed to help teachers learn how to effectively integrate instructional technologies into mathematics and science instruction. All instruction in the course is aimed at improving teacher knowledge and skills related to state and national technology standards for education. Course activities and assignments are aligned with state curriculum. The primary aim of the course is to build teacher leadership capacity in the area of instructional technology.
The Active Science and Mathematics Classroom 
This course is designed to help teachers more effectively access, evaluate, process and plan integrated learning experiences that link science, technology, engineering and mathematics using a variety of technologies. The integrated learning experiences will be aimed at helping teachers differentiate and enhance science and mathematics instruction. The primary purpose of the course is to empower teachers and their students to utilize the even expanding and changing base of science and mathematics knowledge.
Mathematics Education Courses (MAED)
Rational Number Operations and Problem-Solving 
This course will be an interactive exploration and development of problem-solving skills and strategies. A problem may be solved by several approaches; two problems that seem solvable by a similar approach may use very different forms of that approach. To that end, problems and their solutions are unique. Confidence and skill in problem-solving, then, are built through practice. The class time and the related assignments will be structured around this practice. A variety of strategies will be suggested and modeled; however, the focus will be on student-generated solutions. Participants will be expected to work both individually and cooperatively in small groups in this process. Prerequisites: Consent of department and admission to M.A.E. program.
Geometry and Spatial Reasoning 
This course will examine the major topics of geometry, including inductive and deductive reasoning; area, perimeter and volume; similarity, congruence and proportional reasoning; application and proofs of the Pythagorean theorem; symmetry and transformational geometry; comparisons and proofs. A major project is required. Prerequisites: Consent of department and admission to M.A.E. program.
Algebraic Reasoning 
This course is designed to help the participants improve their technical skills in algebra while deepening their understanding of the major concepts and principles underlying algebraic reasoning. Graphing calculators will be used to develop conceptual understanding of algebraic concepts, procedures and problem-solving strategies. Prerequisites: Consent of department and admission to M.A.E. program.
Statistics, Data Analysis and Probability 
This course is an introduction to the basic concepts of statistics and probability, including measures of central tendency and variability, sampling distributions, correlation and regression, and the empirical determination of probabilities. Much of the course is spent on the analysis of data, the examination measures of center spread and correlation and the mathematics involved with drawing inferences and making predictions. Calculator-based methods for data collection and display, statistical calculation and simulation of probability experiments are also explored. Prerequisites: Consent of department and admission to M.A.E. program
Advanced Algebra and
This course is designed to help the participants improve their technical skills in advanced algebra and trigonometry while deepening their understanding of the major concepts and principles underlying algebraic and trigonometric reasoning. This course is a prerequisite for MAED 506: Concepts and Applications of Calculus. Prerequisites: Consent of department and admission to M.A.E. program.
Concepts and Applications
of Calculus 
Calculus is the study of how things change mathematically. It also studies how continuous data can be accumulated and manipulated. In this course, participants will learn to use derivatives and integrals to calculate rates of change, areas and volumes, velocity and acceleration, growth and decay and to produce sketches of unknown objects. Through class discussions and problem sessions participants will learn to use the tools of calculus to understand and quantify the physical world. Prerequisites: Consent of department and admission to M.A.E. program.
Advanced Teaching, Learning, and Curricula in Mathematics 
This course is designed to improve student learning in the mathematics classroom by deepening the participants’ understanding of how children learn mathematics, how to select instructional tasks and strategies that will enhance the learning of mathematics, and how to integrate assessment with instruction to implement change in the mathematics program. Prerequisites: Consent of department and admission to M.A.E. program.
Mathematical Reasoning 
This course examines different types of mathematical reasoning. Topics include but are not limited to arithmetic, proportional, algebraic, probabilistic, geometric/spatial, analogical, deductive, inductive, and axiomatic thinking. Inquiry experiences provide course participants with the opportunities to experience and compare these different forms of reasoning and a variety of problem-solving strategies. Research on learning and teaching mathematical reasoning in school mathematics will be explored and applied through a case study of students' mathematical reasoning. Prerequisites: Consent of department and admission to M.A.E. program.
Culturally Responsive Teaching in Mathematics 
Culturally responsive instruction is a dynamic form of teaching which considers students' culture to choose and implement instruction in a way that builds and supports the culture and individual characteristics of all students in the mathematics classroom. Culturally responsive instruction includes but is not limited to the following instructional strategies: relating mathematics to real-life experiences, creating a safe and supportive learning community within the classroom which is student-centered and teacher facilitated, and helping students develop the language and concepts of mathematics. Prerequisites: Consent of department and admission to M.A.E. program.
Number, Number Systems and Operations 
This course examines the foundations of number, number systems and operations. Emphasis is on whole number, integers, and rational numbers. Teachers use manipulatives, calculators and a variety of visual technologies to represent number concepts and processes. Emphasis is on inquiry to develop students' number sense. Focus on student thinking samples and diagnosis and development of student thinking. Prerequisites: Consent of department and admission to M.A.E. program.
Inquiry I: Patterns, Functions and Algebra 
This course uses an inquiry approach to investigate essential and advanced algebraic concepts. Topics include but are not limited to patterns, functions, relations, variables, equality, algebraic representation, justification, and proof. Course participants learn how to use manipulatives graphing calculators, and other visual technologies to create active learning classroom communities. Research on learning and teaching algebra, with emphasis on linear, quadratic, and exponential functions is the foundation for developing research-based teaching practices in algebra. Course participants assess student work samples in algebra, and design intervention strategies to deepen students' algebraic understanding. Prerequisites: Consent of department and admission to M.A.E. program.
Inquiry II: Probability, Data Analysis, and Statistics 
This course uses an inquiry approach to investigate essential concepts from probability, data analysis, and statistics including descriptive and inferential statistics topics. Course participants learn how to use manipulatives, graphing calculators, software, and other analogical reasoning tools to create active learning classroom communities. Research on learning and developing students' probabilistic and statistical reasoning is the foundation for developing research-based teaching practices in probability and statistics. Course participants assess student work samples in probability, data analysis, and statistics, and design instructional activities and intervention strategies to move students' mathematical thinking forward. Prerequisites: Consent of department and admission to M.A.E. program.
Inquiry III: Spatial Reasoning, Geometry, and Proof 
This course uses an inquiry approach to investigate essential and advanced geometric concepts and spatial reasoning. This course is designed for secondary mathematics teachers who want to boost their content and pedagogy knowledge by exploring Euclidean, Non-Euclidean, and finite geometries to develop an appreciation of axiomatic systems and proof. Additionally, students will use manipulatives, graphing calculators, dynamic geometry drawing tools to create inquiry experiences and active learning classrooms. Exposure to research on learning and teaching geometry, measurement and proof as the foundation for the developing research-based teaching and assessment practices in geometry. Course participants assess student work samples in geometry, and design intervention strategies to move the thinking of geometry students forward using the Van Hiele Levels of Geometric Understanding. Applications to geometry in art, architecture, nature, computer graphics, and other fields are incorporated. Prerequisites: Consent of department and admission to M.A.E. program.
Discrete Mathematics and Problem Solving 
This course explores discrete mathematics and its applications in science and technology. Topics include logic and proof, induction and recursion, number theory, set theory, combinatorics and discrete probability, algorithms, algorithm analysis, and discrete structures. Students will use a variety of problem solving strategies and reflect upon the mathematical process of problem solving. Students will also investigate how discrete mathematics concepts are embedded in the national standards of K-12 mathematics courses and ways to teach discrete mathematics in the K-12 classroom. Prerequisites: Consent of department and admission to M.A.E. program.
Science Education Courses (SCIE)
Physics Concepts, Principles and Applications 
Through a series of investigative, laboratory studies and computer modeling, students will develop a deeper understanding of forces and motion, conservation of energy and increase in disorder, interactions of energy and matter, energy transformations, electricity and magnetism. Prerequisites: Consent of department and admission to M.A.E. program.
Chemistry Concepts, Principles and Applications 
Through a series of investigative laboratory studies and computer modeling, students will develop a deeper understanding of chemical and physical properties of matter, chemical periodicity/periodic trends, kinetic theory and states of matter, structure of the atom, chemical bonding and reactions, atomic and nuclear forces, solutions and solubility. Prerequisites: Consent of department and admission to M.A.E. program.
Life Science Concepts, Principles and Applications 
Through a series of investigative laboratory studies and field studies, students will develop a deeper understanding of the cell; living organisms and their behaviors; molecular basis of heredity; biological evolution; interdependence of organisms among themselves and with the environment; matter, energy, information and organization in living systems. Prerequisites: Consent of department and admission to M.A.E. program
The Environment 
This course provides teachers with the skills and knowledge necessary to integrate environmental lessons and projects into their classrooms. Students enrolled in the course will explore research topics centered on real-world questions, issues and problems related to the environment through virtual and onsite experiences. A strong emphasis is placed on increasing teachers’ content knowledge in environmental science and enhancing their pedagogy skills in inquiry and problem-based teaching and learning. Prerequisites: Consent of department and admission to M.A.E. program.
Earth/Space Science Concepts, Principles and Applications 
This course is designed as an interdisciplinary science experience that integrates biology, chemistry and physics within an earth science context. Students enrolled in the course will develop content understandings connected to five areas of study: atmosphere, biosphere, geosphere, hydrosphere and space science. Prerequisites: Consent of department and admission to M.A.E. program
Advanced Teaching, Learning and Curricula in Science 
This course is designed to provide advanced understandings for students to teach science consistent with the goals of the current national science education standards. Students will be taught advanced applications of science teaching, learning and curricula. The course will assist students in developing a framework for science teaching using science concepts and a cross-curricular approach to inquiry-based model of instruction to transform classrooms into settings where K-12 students are stimulated through active inquiry. Prerequisites: Consent of department and admission to M.A.E. program.
Physics Concepts, Principles and Applications II 
Students will use mechanics, electricity and magnetism concepts taught in Physics, Concepts and Applications I to build an understanding of waves, light, modern physics, fluids and thermodynamic concepts in a lab-based setting. Through asking their own physics questions, performing meaningful experiments, and applying mathematics to make meaning out of observations, students will develop a deep understanding of accepted physics concepts, principles, and applications in a way clearly connected to their work in schools. Prerequisites: Consent of department and admission to M.A.E. program.
Biotechnology Applications 
This course is designed to help the in-service teachers prepare to incorporate concepts of advanced applications of science, education, curriculum, learning, and methodology through the use of new and emerging concepts of biotechnology. The course will assist teachers to develop a stronger knowledge base in molecular and cell biology, biochemistry to understand how biotechnology applications interact with all science content areas. Prerequisites: Consent of department and admission to M.A.E. program.
Inquiry I 
This course will provide teachers with experiences to enhance their understandings of inquiry-based science teaching including instructional strategies and assessment practices. Teachers will examine historical perspectives of inquiry-based science teaching and the current theories, research and promising practices. The course will include opportunities to integrate and analyze inquiry-based instruction in their classrooms. The course is a prerequisite to SCIE 532 Inquiry II. Prerequisites: Consent of department and admission to M.A.E. program
Inquiry II 
This course will provide science teachers with the opportunity to apply and extend the knowledge gained in the Inquiry I course. Teachers will create and implement novel inquiry-based learning opportunities aligned to school curriculum and appropriate for their discipline and grade level. A strong emphasis is placed on analyzing teachers’ instructional practices, their effect on student learning, and the experiences as they relate to promising science inquiry-based practices. Prerequisites: Consent of department and admission to M.A.E. program and SCIE 531.
Culturally Responsive Science Teaching 
Culturally responsive teaching involves using students' cultural experiences and background as a medium for helping them learn science content and skills. This course provides an overview of theories and research related to culturally responsive science teaching practices. Students in this course will examine culturally responsive teaching strategies designed to help all students excel and improve student achievement. Students will learn how to design, apply and assess practices embedded in the cultural proficiency continuum into their classroom, department and school. The goal of the course is to identify and examine issues pertinent to building science programs that are culturally responsive in terms of design of curricula, instruction, and assessment. Prerequisites: Consent of department and admission to M.A.E. program.
Experimental Design 
This course provides teachers with the opportunity to review the scientific experimental design process by applying their science content knowledge to an experimental design project of their choosing. Teachers will review the experimental design and how it relates to the development of new knowledge in the science field. Teachers will work to analyze and develop a scientific question, gather evidence in response to the question, formulate explanations from the evidence, evaluate their explanations in light of alternative explanations, and communicate their proposed explanations. The course will involve teachers in designing and analyzing their experiments in a collaborative setting relating it to their current teaching assignments and interests. Prerequisites: Consent of department and admission to M.A.E. program.
Inquiry into Practice 
This course is intended to create a community of science teacher leaders through the examination of all aspects of teaching science including inquiry, professional portfolio development, the impact of existing science standards, and the current responsibilities of today’s science educator. Each student will select an area of interest in science education that is related to inquiry-based science teaching and create an authentic assessment and an article for a professional journal within a long-term project or portfolio. Prerequisites: Consent of department and admission to M.A.E. program.
Science, Technology, Engineering and Mathematics Education Courses (STEM)
The Designed World 
Drawing upon the idea that the natural world is understandable and predictable, and that science is durable but cannot provide complete answers to all questions, students will examine their own world views of science. This course will assist students with the fundamental abilities and concepts to understand the relationship between science and engineering to implement the design process to solve problems , including gathering relevant data through scientific inquiry, designing a solution or product, implementing a proposed design, evaluating completed technological designs or products, and communicating the process of technological design. Prerequisites: Consent of department and admission to M.A.E. program.
Environmental Engineering Design 
This course is part of the UMBC Master of Arts in Education program with a concentration in Science, Technology, Engineering, and Mathematics (STEM). Students will learn the main areas of concern for environmental engineering including: calculations, ecological concepts, risk assessment, design and modeling of environmental systems and solutions to sustainability. Students will explore past environmental calamities focusing on causes, warnings, prevention, and responses. Students will participate in the design process to explore possible current environment issues and possible solutions. The students will also use the applications of environmental engineering design to K-12 classrooms through the development of case studies.