Elementary STEM Instructional Leadership

Picture taken from STEM educational event.  illustration

Overview

Developed in collaboration with the National Institute of Aerospace’s Center for Integrative STEM Education and initially piloted in Carroll County Public Schools and Newport News Public Schools, McDaniel’s Graduate Certificate in Elementary STEM Instructional Leadership (ESIL) will be offered in a hybrid model at McDaniel’s campus and was opened to all interested educators beginning Fall 2016.

Program completers earn the MSDE endorsement “Instructional Leader: STEM (PreK-6)” and a Graduate Certificate in Elementary STEM Instructional Leadership.  Those not wishing to pursue endorsement may complete the graduate certificate without the practicum.

Who Can Benefit from the ESIL Program?

  • Practicing elementary or early childhood educators
  • Teachers seeking STEM leadership roles
  • Curriculum developers and supervisors
  • Instructional leaders
  • School administrators

What are the Benefits?

  • Develop a practical and foundational understanding of STEM education content and practices preparing students for STEM leadership roles. 
  • Develop and implement authentic, integrated inquiry- and design-based STEM learning experiences.
  • Deepen science, technology, and mathematics conceptual knowledge.
  • Develop an understanding of trends and issues related to STEM education.
  • Improved understanding of the engineering design process.
  • Learn to support integrative STEM learning through inquiry using national science, engineering, and mathematics practices.
  • Establish a working understanding of Maryland’s STEM Standards of Practice (SOP) and the ability to develop lessons that support the SOP.
  • Utilize STEM notebooks as tools to develop PreK-6 students’ abilities to engage in argument from evidence and communicate information.
  • Enhance coaching and facilitation skills for both face-to-face and online professional development for colleagues.

Admissions Requirements

  • Completed application for graduate study
  • Submit the non-refundable application fee
  • Official transcripts verifying completion of an undergraduate degree from a regionally accredited college or university

Courses

Core Courses (18 Credits)
STM 501 Practical Applications for Elementary STEM Education
This course helps candidates respond to America's fervent call for STEM Literacy and prepare to integrate STEM content and processes into standards-based instruction. Topics and strategies include: the use of STEM notebooks to support inquiry and design-based learning; comparing and using scientific method and engineering design; the use of engineering design challenges to supplement existing curriculum; and the use of children's literature to springboard integrative STEM experiences. Twenty-first century skills, as identified by the Partnership for 21st Century Learning, will be modeled through both online and face-to-face interactions. Candidates will develop, integrate, and implement engineering design challenges as the basis of a 7E* lesson. All work will be appropriate to their curriculum.

 

*7E refers to an instructional model created to facilitate constructivist learning. It is a modification of the Biological Sciences Curriculum Study (BSCS) 5E constructivist model. The critical elements used for planning include: engage, elicit, explore, explain, elaborate, extend and evaluate. Eisenkraft, A. (2003). Expanding the 5e model. The Science Teacher, 70(6), 56-59.
3 Credits
STM 502 STEM Education Roots (STM 501 prerequisite)
This course digs into the foundations of STEM Education, exploring national, state, and local standards to build a foundational understanding of each STEM discipline. Topics and strategies include: an overview of national science, technology, and mathematics standards; suggested integration of engineering and computational thinking into K-12 education; an overview of standards-based STEM education; the continued use of STEM notebooks to support inquiry and design-based learning; continued 7E* lesson plan design emphasizing STEM career awareness related to learning experiences. Candidates will develop, integrate, and implement integrated design-based STEM lessons into their teaching; and continue to use STEM notebooks with students as tools for planning and teaching, thereby developing 21st Century Skills, as identified by the Partnership for 21st Century Learning. All work in this course builds to the development and implementation of authentic, integrated inquiry- and design-based STEM lessons.

 

*7E refers to an instructional model created to facilitate constructivist learning. It is a modification of the Biological Sciences Curriculum Study (BSCS) 5E constructivist model. The critical elements used for planning include: engage, elicit, explore, explain, elaborate, extend and evaluate. Eisenkraft, A. (2003). Expanding the 5e model. The Science Teacher, 70(6), 56-59.
3 Credits
STM 503 STEM Education Issues & Trends (STM 501 and STM 502 prerequisites)
This course explores and provides a synthesized overview of contemporary issues and trends affecting K-6 STEM education. Through analysis of these issues, candidates will investigate and develop practical applications within classroom culture, lesson design, and assessment. Candidates will build sophisticated pedagogical perspectives that will be reflected within their project as evidenced by: identifying an area of interest; developing a final project; integrating research with their individual teaching experiences; and implementing the project with a range of students and/or adults.
3 Credits
STM 504 STEM Education Methods & Materials (STM 501 and STM 502 prerequisites)
This course builds on current research and practice to deepen and strengthen candidates' conceptual understanding of K-6 STEM content and content pedagogy. Through online and face-to-face participation in activities and discussions, candidates review methods, materials and motivational strategies embedded within the field of STEM education. This work enables candidates to deepen their understanding of the nature of science-technology-engineering-mathematics, exemplary teaching and assessment practices to support an integrative STEM program, and factors to consider in the selection of materials and resources. Candidates will develop integrative STEM modules that support standards-based performance assessments while utilizing the school system's curricula. The development of integrative STEM assessment tools and use of STEM notebooks is refined during this course.
3 Credits
STM 505 Facilitating STEM Education Professional Learning (STM 501. STM 502, STM 504 prerequisites)
This course builds on current research and practice to guide candidates to develop, facilitate and lead transformational STEM professional learning experiences (PLEs). Candidates will explore the foundations of andragogy, analyze personal adult learning needs, and work in collaborative teams to develop STEM education PLEs appropriate to a variety of settings including online, hybrid, and face-to-face delivery mechanisms. Candidates will complete assignments that reflect varying components of PLEs including lesson development and implementation.

 

*7E refers to an instructional model created to facilitate constructivist learning. It is a modification of the Biological Sciences Curriculum Study (BSCS) 5E constructivist model. The critical elements used for planning include: engage, elicit, explore, explain, elaborate, extend and evaluate. Eisenkraft, A. (2003). Expanding the 5e model. The Science Teacher, 70(6), 56-59.
3 Credits
STM 506 STEM Education Practicum and Reflective Portfolio (STM 501, STM 502, STM 503, STM 504, STM 505 prerequisites)
In this practicum candidates explore the challenges and issues STEM leaders encounter across grade levels in the elementary school setting. Best practices develop and integrate collaborative leadership, data-driven professional development, standards-based lesson planning, and reflective practice. During the 75-hour field experience, candidates develop 7E* lessons, professional learning experiences, and a professional digital portfolio.
3 Credits

Faculty

Sharon Wensel Bowers - McDaniel College

Sharon Bowers, Ph.D.

ESIL Program Coordinator
STEM@mcdaniel.edu