Program Description
The Master of Science degree in mathematics or science education is a graduate degree that is intended for professionals who desire a level of competence in the theory and practice of education, beyond that which could be acquired in an undergraduate teacher education program. It provides the research skills that would enable the professional to become a discerning consumer of research. It is also preparation for those who chose to pursue the terminal degree. The increasing complexity of the world of work, the changing demographics of the school population and the increasing role of science, technology, engineering and mathematics (STEM) in society have created a demand for a cadre of mathematics and science professionals who possess the advanced skills and competencies acquired through the pursuit of advanced degrees such as this Master of Science in Mathematics Education and the Master of Science in Science Education. The MS in Mathematics Education and Science Education at Morgan State University are rigorous programs designed for professionals who anticipate significant leadership positions in mathematics/science education and who are committed to academic excellence.
Program Objectives
Upon completion of the program graduates will have acquired the competence and attitudes to:
· to design evidence-based learning experiences that would result in meaningful acquisition of mathematics and science concepts by high school students.
· use technology to enhance student learning in mathematics and science.
· create classroom learning environments that are stimulating and intellectually and emotionally safe for diverse student populations of both genders.
· model an enthusiastic engagement with mathematics/science and motivate students to excellence in these subjects.
· be reflective about their own practice and seek to be responsive to changing student needs in a demanding society.
General Requirements
· To be awarded the MS degree in Mathematics Education, a student must have completed 36 credit hours of coursework inclusive of the Master’s project. A maximum of 6 semester hours of graduate work taken prior to admission to these programs may be transferred from another accredited institution (conditions apply).
· All students are expected to maintain high standards of scholarship throughout the duration of the programs. Students whose cumulative grade point average falls below 2.6 at the end of any semester will be placed on academic probation. A grade point average of 3.0 or above must be maintained in order for a student to continue to receive financial aid. Grades of “C” may not count for more that 20 percent of total credit hours applied towards degree requirements.
· All candidates are expected to complete either a Master’s project OR a Master’s thesis. (Details of the project and thesis are provided in a subsequent section of this handbook). Students must consult with their advisors on all aspects of the planning and implementation of the project or thesis).
· All degree requirements must be completed within a maximum of five years of admission to the program.
C Grade Policy
The Department of Advanced Studies, Leadership and Policy adheres to the School of Graduate Studies revised C grade rule as stated in the Supplement to the Regulations and Procedures Section of the 2016-2017 Graduate Catalog, Section II. Policies on Grading 5, 5.A, 5.B, and 5.C. The Department chooses to exercise Option1 of 5B. Option I states
Demonstration of the required competency in core courses requires that any grades of C in core courses must be retaken. Student must retake any core course in which a grade of C has been earned, even if the student has not accumulated 20% of the curriculum in C grades.
Core courses in the Department of Advanced Studies, Leadership and Policy to which Option 1 applies are listed below.
Admission
Applicants seeking entry to the program must have earned –
· An undergraduate degree with a major in mathematics; and
· An undergraduate GPA of 2.6 or above
Classroom teaching experience is desirable.
Master’s Thesis or Master’s Project
The Master’s project is a report of an action research study conducted in the teacher’s own classroom. The study will be a structured inquiry into an aspect of the teacher’s classroom practice in mathematics or science teaching. A distinguishing feature of action research is its goal of bringing about research-based change in the setting in which the inquiry is being conducted, so teachers are encouraged to begin to think early about aspects of their own practice in which they would like to bring about deliberate, structured and demonstrable change. The course Action Research in the Classroom will provide an opportunity for students to develop a proposal for the project. Students must seek the guidance of their advisors during all stages of this process. Once the project proposal has been approved the student can begin its implementation. Students are reminded that the project represents their own independent scholarship and although advisors are responsible for providing guidance and supervision, the student is responsible for the quality of the final product.
The major difference between this Master’s project and the typical Master’s thesis is that the Master’s project is restricted to action research that is classroom focused. As such the emphasis is on enhancing the student’s understanding of her/his own practice of the teaching of mathematics in the urban setting, and on providing a rational basis for implementing instructional change. However, although the scope of the project is smaller than that of the thesis, the same standards of rigor and scholarship apply.
The required format for presentation of the project report is as follows: Introduction and Review of Selected Literature
Methodology
Materials/Resources and Instrumentation
Findings
Conclusions and Implications for Practice
OPTION B: THE MASTER’S THESIS
The Master’s thesis provides an opportunity for the student to engage in original research on an issue of educational importance. Students who elect to do the thesis option should work with their advisors to identify an area of investigation as early as possible in the program. Once this has been done a thesis committee will be appointed. The student may begin working on the proposal at any time but may not begin the actual data collection until the proposal has been approved by the thesis committee. The development of a thesis proposal is a demanding exercise, and its approval by the thesis committee is the step that allows the student to progress to the final stage of her/his program of study.
The form of both the proposal and the thesis must be approved by the chair of the thesis committee and should follow departmental and School of Graduate Studies guidelines. These guidelines are described in the School of Graduate Studies Catalogue.
Practicum
The Practicum provides an opportunity for the student to bring together insights gained from her/his program of study, in the development and execution of an exemplary unit of instruction in mathematics. The practicum is based in the student’s normal classroom work. The unit should be designed around a specific area of subject matter content and should exemplify an identified educational principle or teaching strategy. The unit should consist of a minimum of eight lessons. Assessment of the Practicum will be based on both the written unit and on an evaluation of its implementation. The unit must be approved by the student’s advisor who will also visit the student’s classroom during its implementation.
Criteria for evaluation will be determined by the specific nature of the unit and will be determined by the advisor prior to submission and implementation by the student. The written report will consist of a rationale, a minimum of eight lesson plans and strategies for formative and summative evaluation.
Program Course Requirements 33 credits
MS Mathematics Education 33 Credits
Core Required Courses 15 credits
Foundation Courses 3 credits
Students choose one (1) course from the following options
Thesis Option Track 9 credits
Project Option Track 9 credits
Mathematics Courses 6 credits
Students choose two (2) courses (6 credits) in Mathematics
- XXXX - 500 level MATH course 3 credits
- XXXX - 500 level MATH course 3 credits
Total Credits 33
* Note: Upon achieving Master’s Candidacy, the student will continuously register in Fall and Spring terms for MATH 797 (Thesis Guidance) until the Master’s Thesis is completed and submitted to the School of Graduate Studies for review. The course is used only when the curriculum is near completion, and the student is completing the research and writing of the thesis. The course registration maintains the student status as a matriculated, full-time student (student is registered for 3 credit hours and the system reports a full-time 9 credit hour load).
After the Intent to Defend the Master’s Thesis form has been accepted by the School of Graduate Studies, this course registration will be changed to MATH 799 (Thesis Defense) for the given semester and count for 3 credit hours of curricular coursework (MATH 799 will also count for 9 credit hours of load). Other courses cannot be substituted for XXXX 797 (Thesis Guidance). The only eligible grade for MATH 797 (Thesis Guidance) is the grade of “S” and the only acceptable grade for MATH 799 (Thesis Defense) is “P/F” (Pass/Fail).
Suggested Curriculum Sequence
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