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Teach (STEM)³

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Teach (STEM)3 Class Descriptions & Program Schedule

The majority of the Teach (STEM)3 program is completed over one school year and the summer before and after. The schedule is a mix of classes, in-school observations and field work, and co-teaching experiences that culminate in full-time student teaching. These courses are only open to Teach (STEM)3 Scholars.


Course Sequence & Class Descriptions

June and July: The Urban Learner

A one-day orientation to the program will be held in early June with two intensive class sessions from 9-5 each day beginning in late June.

Fellows will employ a variety of interdisciplinary research strategies to learn about multicultural education, special education, and the role of families and communities in urban schools, with particular emphasis placed on partnering districts.

Fellows will use literacy-based theory to develop instructional and assessment approaches for students. Particular emphasis will be placed in developing an inquiry approach, critical literacy, literacy-based strategies for teaching science and mathematics, the role of academic language in teaching and learning, and the needs of English language learners.

Prerequisites: EDUC 601: Project in Equity and Diversity with a grade of B or better. Corequisites: EDUC 611: Project in Adolescent Psychology and Development, EDUC 630: Middle/High School Science and Math Methods, EDUC 631: Project in Science and Math Pedagogy I, EDUC 650: Clinical Practice I.


July & August: The Urban Learner

Once partner schools are in session, you'll spend most days in schools (clinical practice), with some evening classes during the week.

Fellows will be placed in a "focus class" with one primary cooperating mentor teacher, but will have experiences in all three partnering districts. Teaching experiences will be scaffolded to increase the Fellows' responsibilities: guided observations, co-teaching and tutoring, working with small groups of students, and teaching classes. An emphasis will be placed on developing a positive classroom culture and designing effective lessons.

Prerequisites: EDUC 601: Project in Equity and Diversity with a grade of B or better. Corequisites: EDUC 611: Project in Adolescent Psychology and Development, EDUC 621: Project in Curriculum and Instruction, EDUC 630: Middle/High School Science and Math Methods, EDUC 631: Project in Science and Math Pedagogy 1.

Fellows will consider adolescent development from multiple and intersecting perspectives, including approaches to learning and the relevance of psychological and cultural points of view. Particular emphasis will be placed on the application of research in adolescent development to instructional planning, relationship building, and classroom management.

Prerequisites: EDUC 601: Project in Equity and Diversity with a grade of B or better or permission of the instructor. Corequisites: EDUC 621: Project in Curriculum and Instruction, EDUC 630: Middle/High School Science and Math Methods, EDUC 631: Project in Science and Math Pedagogy I, EDUC 650: Clinical Practice I.

Fellows will examine methods for teaching science and math with a focus on urban classrooms. The course will emphasize strategies for designing and teaching standards-based lessons, including strategies for differentiating instruction, incorporating instructional technology, assessing student learning, promoting student engagement and using data to modify professional practice.

Prerequisites: EDUC 601: Project in Equity and Diversity with a grade of B or better or permission of the instructor. Corequisites: EDUC 611: Project in Adolescent Psychology and Development, EDUC 621: Project in Curriculum and Instruction, EDUC 631: Project in Science and Math Pedagogy I; EDUC 650: Clinical Practice I.


August-December: Science & Math Pedagogy, the Urban Learner, & Urban Classrooms I

Fellows will be placed in a "focus class" with one primary cooperating mentor teacher, but will have experiences in all three partnering districts. Teaching experiences will be scaffolded to increase the Fellows' responsibilities: guided observations, co-teaching and tutoring, working with small groups of students, and teaching classes. An emphasis will be placed on developing a positive classroom culture and designing effective lessons.

Prerequisites: EDUC 601: Project in Equity and Diversity with a grade of B or better. Corequisites: EDUC 611: Project in Adolescent Psychology and Development, EDUC 621: Project in Curriculum and Instruction, EDUC 630: Middle/High School Science and Math Methods, EDUC 631: Project in Science and Math Pedagogy I.

Fellows will consider adolescent development from multiple and intersecting perspectives, including approaches to learning and the relevance of psychological and cultural points of view. Particular emphasis will be placed on the application of research in adolescent development to instructional planning, relationship building, and classroom management.

Prerequisites: EDUC 601: Project in Equity and Diversity with a grade of B or better or permission of the instructor. Corequisites: EDUC 621: Project in Curriculum and Instruction, EDUC 630: Middle/High School Science and Math Methods, EDUC 631: Project in Science and Math Pedagogy I, EDUC 650: Clinical Practice I.

Fellows will employ a variety of interdisciplinary research strategies to learn about multicultural education, special education, and the role of families and communities in urban schools, with particular emphasis placed on partnering districts.

Fellows will use literacy-based theory to develop instructional and assessment approaches for students. Particular emphasis will be placed in developing an inquiry approach, critical literacy, literacy-based strategies for teaching science and mathematics, the role of academic language in teaching and learning, and the needs of English language learners.

Prerequisites: EDUC 601: Project in Equity and Diversity with a grade of B or better. Corequisites: EDUC 611: Project in Adolescent Psychology and Development, EDUC 630: Middle/High School Science and Math Methods, EDUC 631: Project in Science and Math Pedagogy I, EDUC 650: Clinical Practice I.

Fellows will examine methods for teaching science and math with a focus on urban classrooms. The course will emphasize strategies for designing and teaching standards-based lessons, including strategies for differentiating instruction, incorporating instructional technology, assessing student learning, promoting student engagement and using data to modify professional practice.

Prerequisites: EDUC 601: Project in Equity and Diversity with a grade of B or better or permission of the instructor. Corequisites: EDUC 611: Project in Adolescent Psychology and Development, EDUC 621: Project in Curriculum and Instruction, EDUC 631: Project in Science and Math Pedagogy I; EDUC 650: Clinical Practice I.

Fellows will learn strategies for incorporating experiential learning into inquiry-based science and math classrooms. For science Fellows, particular emphasis will be placed on designing, preparing and delivering safe laboratory and field experiences. For math Fellows, particular emphasis will be placed on real-world math applications. All Fellows will be introduced to the theory and practice of project-based learning (PBL).

Prerequisites: EDUC 601: Project in Equity and Diversity with a grade of B or better or permission of the instructor. Corequisites: EDUC 611: Project in Adolescent Psychology and Development, EDUC 621: Project in Curriculum and Instruction, EDUC 630: Middle/High School Science and Math Methods, EDUC 650: Clinical Practice I.


January-May: Science & Math Pedagogy, the Urban Learner, & Urban Classrooms I

Fellows will have experiences in high-need urban schools outside the partnering districts and will be mentored as they begin teaching one focus class full-time in a partnering district. Teaching additional classes will be added in a structured fashion. Particular attention will be paid to developing and implementing effective lessons, assessments, and classroom management strategies/plans.

Prerequisite: Completion of all Semester I courses with a B or better, and completion of all requirements for entrance into student teaching (Transition Point II). Corequisites: EDUC 632: Project in Science and Math Pedagogy II, EDUC 641: Project in Urban Education.

Fellows will be mentored as they take over a full-time teaching schedule under the supervision of a cooperating mentor teacher and a university supervisor.

Prerequisites: Completion of EDUC 632, and EDUC 641 with a grade of B or better, completion of EDUC 651 with a grade of S.

Fellows will continue to explore strategies for incorporating experiential learning into inquiry-based science and math classrooms, with a particular focus on planning and facilitating student learning in a project-based environment.

Prerequisite: Completion of all Semester I courses with a grade of B or better. Corequisites: EDUC 641: Project in Urban Education, EDUC 651: Clinical Practice II.

Fellows will investigate school improvement initiatives taking place in partnering districts. Particular attention will be paid to what definitions of 'school improvement' are valued and by whom, as well as to teacher action research and teacher leadership.

Prerequisites: Completion of all Semester I courses with a grade of B or better. Corequisites: EDUC 632: Project in Science and Math Pedagogy II; EDUC 651: Clinical Practice II.


May & June: The Urban Teacher

Fellows will complete a program outcomes project; revise a classroom management plan; and develop an action research proposal.

Prerequisite: Completion of all Semester II courses with a grade of B or better or S.