Program Description

The S.T.E.M. certificate provides extensive background information to prepare K-12 teachers in pedagogy for integrated inquiry-based teaching and learning of S.T.E.M. concepts.  The S.T.E.M. content is aligned with NYS standards differentiated for appropriate grade level and to meet diverse K-12 student learning needs. The technology content includes use of tools for enhancing teaching and learning science, engineering and mathematics, including probeware, simulations, GPS applications, research tools and data collection instruments. Engineering concepts are included in the S.T.E.M. content and instructional resources to focus on designing authentic projects. Inquiry-based, project-based instruction will relate to the effects and issues requisite to developing knowledgeable citizens and consumers of S.T.E.M. innovations, inventions, and applications. Assessments will determine the increase in S.T.E.M. knowledge and skill for applying the concepts learned.  The courses in the program are designed according to a scope and sequence beginning in elementary school with increasing complexity as students proceed through the K-12 system in preparation for college and careers in S.T.E.M. -related fields.  This advanced certificate program provides educators with the knowledge, skills and resources for effective S.T.E.M. teaching and learning.

The program will be an interdisciplinary approach to S.T.E.M. education between faculty in the NYIT School of Education Instructional Technology Program and the NYIT School of Engineering faculty.  The faculty of each school will coordinate the course offerings to provide customized and appropriate instruction for candidates who are K-12 teachers’ teaching assignments, background knowledge, and access to resources.

Required Courses - Instructional Technology

EDIT 605 Instructional Applications of Internet - 3 credits

In this course candidates will integrate the tools and resources of the internet into their instructional dialogue. Starting with learning standards and/or instructional competencies, candidates adapt Internet resources and internet-based teaching strategies to their instructional environments. Constructivism and other learning approaches are used and modeled for all activities. Candidates will utilize the current tools and resources of the Internet as well as consider evolving standards and capabilities.

EDMA 625 (EDSC 625) Mathematics Science and Technology in Education I - 3 credits

Candidates examine an integrated approach to the teaching of national and state mathematics, science and technology (MST) standards in the context of real world problem solving. Candidates explore ten strands of mathematical study: problem solving, reasoning and proof, communication, connections, representation, number sense and operations, algebra, geometry, measurement, probability and statistics and two major strands of science study: life and physical science. Candidates incorporate constructivist and project based teaching and assessment techniques in MST lesson/unit planning and instructional projects that address the needs of diverse learners in the context of reflective practice. Field experiences are required and integrated into the course.
 

EDSC 626 (EDMA 626) Mathematics Science and Technology in Education II - 3 credits

Candidates integrate mathematics, science, and technology with inquiry-based teaching and learning aligned with national and state standards. Candidates explore issues, resources, technologies and methods to create integrated MST experiences and plan effective lessons for diverse student population. Candidate will investigate appropriate assessment strategies and the application of various technologies and web resources. Field experiences are required and integrated into the course.


Required Courses - Engineering
 

ENGY 670 Energy Technology in Perspective - 3 credits

This course covers principles of power generation and energy conversion. Conventional and alternative energy technologies are described. Energy supply and utilization options are evaluated from technical, economic, and environmental perspectives.

ENVT 601 Introduction to Environmental Technology - 3 credits

This course is an introduction to the various components of environmental technology including environmental impact, analysis, regulations, water quality, recycling and alternative solutions.

Electives - Participants choose 1 elective from offerings below:

ENVT 655 Fundamentals of Air Pollution - 3 credits

This course examines the causes of air pollution including fossil fuels, smog, ozone depletion and acid rain. Design and operational techniques to minimize pollution will be studied. Prerequisite: ENVT 620 or permission.


ENGY 710 Power Plant Systems - 3 credits

Analyzed from a management point of view, study of power plant electrical systems and conventional fuel sources: transformation and distribution systems; reliability; power pools; reserve capability; generation of steam; generation planning; dispatching algorithms; turbines; and environmental controls. Prerequisite: Director’s permission.

 
EDIT 741 Habitat Ecology and Technology for Elementary Teachers - 3 credits

In this course, candidates will explore principles of ecology and biodiversity and the effects of environmental changes. The complex interrelationships among plants, animals, climate, seasons, rainfall, and other geographical influences on nature will be investigated.  Candidates will develop instructional strategies for elementary students using technology resources and tools for hands-on inquiry-based and project-based learning. Projects will be designed relevant students’ interests, abilities and background knowledge for developing knowledge and skills for protecting the environment.  Assessment will be aligned with Performance Indicators of the New York State Learning Standards and Performance Indicators.  

 
EDIT 742 Fundamentals of Environmental Education for 21st Century Learners - 3 credits

The Fundamentals of Environmental Education (EE), developed with input of national EE experts, examines the history, definition, and goals of environmental education. Candidates develop an understanding of the professional roles and instructional methods of environmental educators and gain the knowledge and skills necessary to incorporate quality environmental education into their instruction. Candidates will develop instructional strategies for using technology resources and tools for hands-on environmental projects. Assessment will be aligned with Performance Indicators of the New York State Learning Standards.