774:  Science and Mathematics Education

SMED Course Descriptions


SMED 101 – STEP 1:  INTRODUCTION TO INQUIRY-BASED APPROACHES TO TEACHING.  (1-1.5 semester hours)
Introduction to theory and practice necessary to design and deliver high quality inquiry-based math and science instruction.  Students explore and practice the guided inquiry process, create lesson plans and implement them during visits to elementary classrooms.  Fieldwork required; students are responsible for arranging their own transportation to sites.

SMED 102 – STEP 2:  INTRODUCTION TO INQUIRY-BASED LESSON DESIGN.  (2-3 semester hours)
Further exploration of inquiry-based learning experiences, developing skills designing, teaching, analyzing, and assessing inquiry-based math and science lessons.  Students design lesson plans and implement them during visits to middle school classrooms.  Fieldwork required; students are responsible for arranging their own transportation to sites.

SMED 310 – KNOWING AND LEARNING IN MATHEMATICS AND SCIENCE.  (3 semester hours) 
Introduction to theories and principles of cognition and learning with emphasis on knowing and learning in math and science.  Introduction to research on learning, memory, individual development, motivation and intelligence. Applications of learning theory will be explicitly tied to design of lesson plans, instruction and assessment. 
(Replaces SMED 210)

SMED 301 – DESIGNING AND TEACHING INQUIRY-BASED MATHEMATICS AND SCIENCE UNITS. (3 semester hours)
Prerequisites:  Sophomore standing and 9 hours of math/ science coursework. 
Develops students’ skills in designing, teaching, analyzing, and assessing inquiry-based math and science lessons and units within multiple and diverse field experiences.  Fieldwork required; students are responsible for arranging their own transportation to sites.

SMED 320 – CLASSROOM INTERACTIONS.  (3 semester hours)
Prerequisite:  SMED 210.
Designed to expand students’ abilities to understand how learning theories are applied in instructional settings as students develop, implement and evaluate activities and strategies for teaching diverse students equitably.  Fieldwork required; students are responsible for arranging their own transportation to sites.

SMED 340 – PERSPECTIVES ON MATHEMATICS AND SCIENCE.  (3 semester hours)
Prerequisite:  SMED 210.
Introduction to the historical, social, and philosophical implications of math and science through investigations of pivotal experiments and findings.  Includes integrated laboratory experiences that replicate significant discoveries.

SMED 360 – RESEARCH METHODS FOR MATH AND SCIENCE TEACHERS.  (3 semester hours)
Prerequisite:  SMED 210.
Laboratory-based introduction to the tools and techniques used by scientists and mathematicians to further an understanding of the natural world and application of this knowledge to math and science education.  Students will design and carry out laboratory investigations, and present written and oral reports of results.

SMED 470 – PROJECT-BASED INSTRUCTION.  (3 semester hours)
Prerequisite:  SMED 320.
Methods, techniques, and technologies used to implement and assess problem-based investigations in math and science classrooms.  Fieldwork required; students are responsible for arranging their own transportation to sites.

SMED 489 – SMED STUDENT TEACHING SEMINAR.  (3 semester hours)
Prerequisite:  Approved for admission to student teaching.  Co-requisite:  MGE 490 or SEC 490.
Provides a bridge between the theory and practice of math and science teaching.  Methods, techniques, technologies and issues pertinent to math and science instruction in middle grade and secondary classrooms.  Field experiences in public schools and/or other appropriate settings away from campus are required.  Pre-Service Teachers are responsible for their own transportation to designated or assigned sites.

SPED 330 – INTRODUCTION TO EXCEPTIONAL EDUCATION: DIVERSITY IN LEARNING.  (3 semester hours)
Prerequisites:  EDU 250, FACS 192, MGE 275, AGED 250; and either PSY 310 or FACS 191; or instructor permission.
Characteristics of exceptionality, special education programs, schools, and community resources and research relative to exceptionality. Field experiences in public schools and/or other appropriate settings away from campus are required in this course. Students are responsible for arranging their own transportation to designated or assigned sites. 

MGE 490 – STUDENT TEACHING (Middle Grades).  (10 semester hours)
Prerequisite:  Admission to Teacher Education; admission to student teaching; and completion of all required courses in the major with grades of “C” or higher.  Corequisite:  SMED 489.
Supervised assignment in approved school setting.  Must complete a minimum of sixteen weeks in one or two placements depending on certification requirements.  Students follow the academic calendar of the school district in which they are placed and are responsible for providing their own transportation to assigned site(s).  Course fee

SEC 490 – STUDENT TEACHING (Secondary).  (10 semester hours)
Prerequisites:  Admission to Teacher Education and admission to student teaching.  Corequisite:  SMED 489.
Supervised assignment in approved school setting.  Must complete a minimum of sixteen weeks in one or two placements depending on certification requirements.  Students follow the academic calendar of the school district in which they are placed and are responsible for providing their own transportation to assigned site(s).  Course fee

 
Dr. David K. Neal, Lead Academic Advisor
Department of Mathematics
COHH 4108
Western Kentucky University
Bowling Green, KY 42101
270.745.6213