All Teaching of Science and Mathematics Courses
NAS 273 Investigation in the Physical Sciences (AL) Study of the fundamental aspects of physics and chemistry focusing on energy and matter in the world around us. Topics covered in both lecture and laboratory format include: Measurement, Newtons Laws of Motion, Mechanical Energy, Electromagnetism, Sounds and Light Waves, Matter, Heat, Pressure, The Periodic Table, Chemical Bonding, Molecular Interactions, Acids and Bases, and Chemical Reactions. Particular attention is paid to everyday phenomena which demonstrate these scientific principles. Laboratory activities are designed to be done with elementary school aged children and use materials that are readily available. 4 Cr. (Every Semester.) [Prerequisite or Corequisite: MTH 111.]
NAS 401 Computational Methods for Teachers I (A)Enables teachers and teacher candidates in mathematical, physical, life, and earth sciences to learn computational tools, advanced graphing calculators, laptop computers, CD- and Web-based tools. Involves computational science as a process in solving real-world problems in sciences. Introduces technology tools (such as graphing calculators), math modeling tools (such as Excel, STELLA, and Geometer's Sketchpad), agent-based modeling tools (such as AGENTSHEETS), science modeling tools (such as Interactive Physics). Includes a section on NY State K-12 standards in math, science and technology. 3 Cr. [Prerequisite: Instructor's permission.]
NAS 404 Mobile Technology for Teachers (A)Students will learn about pre-existing mobile technologies available to teachers including websites such as Weebly, QuizStar and Socrative. In addition, they will receive instruction in how to create their own quiz and flash card apps via existing mobile development environments (Google Forms). These environments allow for access to generated content via the web and downloadable apps in both Android and iPhone platforms. 1-2 Cr. (Summer.)
NAS 420 Mathematics for Adolescent Teachers (A) Examines the adolescence mathematics curriculum (grades 5-12) from an advanced prospective considering the conceptual difficulties and fundamental techniques of teaching high school mathematics. Topics reach across from the secondary to post-secondary levels in algebra, geometry, data analysis, statistics, trigonometry, discrete mathematics, and calculus allowing students to make connections between the advanced mathematics they learn in college to the content they will be teaching in secondary mathematics. 3 Cr. (Fall.) [Prerequisite: MTH 432.]
NAS 485 Pedagogical Science Content Knowledge for Teachers (A)This course develops candidates’ understanding of science content across grades B–12, emphasizing core ideas in the life, physical, and earth and space sciences as outlined in the New York State P-12 Science Learning Standards. Candidates explore how scientific content builds across grade levels and engage in sensemaking through the three dimensions of the Next Generation Science Standards, using inquiry, modeling, and evidence-based reasoning. The course is organized into developmentally appropriate pathways, Early Childhood, Childhood, and Adolescence, allowing candidates to focus on grade-band-specific content, learning progressions, and common student conceptions within their certification area. While centered on building strong science content knowledge, the course also supports candidates in applying this knowledge to analyze student thinking and design phenomenon-driven, equitable, and culturally responsive learning experiences that engage all learners in authentic scientific inquiry. Cross-listed with EDI 485. Swing course NAS 585. 3 Cr.
NAS 501 Computational Methods for Teachers I (A)Enables teachers and teacher candidates in mathematical, physical, life and earth sciences to learn computational tools, advanced graphing calculators, laptop computers, CD-and Web-based tools. Involves computational science as a process in solving real-world problems in sciences. Introduces students to technology tools (such as graphing calculators), math modeling tools (such as Excel, STELLA, and Geometer's Sketchpad), agent-based modeling tools (such as AGENT SHEETS), science modeling tools (such as Interactive Physics). Includes a section on New York state K-12 standards in math, science and technology. 3 Cr. [Prerequisite: Instructor's permission.]
NAS 504 Mobile Technology for Teachers (A)Students will learn about pre-existing mobile technologies available to teachers including websites such as Weebly, QuizStar and Socrative. In addition, they will receive instruction in how to create their own quiz and flash card apps via existing mobile development environments (AppMakr/WuFoo). These environments allow for access to generated content via the web and downloadable apps in both Android and iPhone platforms. 1-2 Cr. (Summer.)
NAS 518 History of School Mathematics I (A)First of a two course sequence. Investigates number and quantity, algebra, geometry ad trigonometry content in American high schools. Explores mathematical problem solving prior to the 1980s NCTM Standards. Assignments will focus on the development of secondary mathematics education prior to the Common Core State Standards, providing a greater understanding of the paradigm shift of the new standards. 3 Cr.
NAS 519 History of School Mathematics II (A)Second of two course sequence. Investigates calculus, statistics, probability, and discrete mathematics content in American high schools. Explores mathematical problems following the 1980s NCTM Standards. Assignments will focus on how the standards changed secondary mathematics education, and the impact of the Common Core State Standards. 3 Cr.
NAS 520 Mathematics for Adolescent Teachers (A) Examines the adolescence mathematics curriculum (grades 5-12) from an advanced prospective considering the conceptual difficulties and fundamental techniques of teaching high school mathematics. Topics reach across from the secondary to post-secondary levels in algebra, geometry, data analysis, statistics, trigonometry, discrete mathematics, and calculus allowing students to make connections between the advanced mathematics they learn in college to the content they will be teaching in secondary mathematics. 3 Cr. (Fall.) [Prerequisite MTH432 or MTH532.]
NAS 585 Pedagogical Science Content Knowledge for Teachers (A)This course develops candidates’ understanding of science content across grades B–12, emphasizing core ideas in the life, physical, and earth and space sciences as outlined in the New York State P-12 Science Learning Standards. Candidates explore how scientific content builds across grade levels and engage in sensemaking through the three dimensions of the Next Generation Science Standards, using inquiry, modeling, and evidence-based reasoning. The course is organized into developmentally appropriate pathways, Early Childhood, Childhood, and Adolescence, allowing candidates to focus on grade-band-specific content, learning progressions, and common student conceptions within their certification area. While centered on building strong science content knowledge, the course also supports candidates in applying this knowledge to analyze student thinking and design phenomenon-driven, equitable, and culturally responsive learning experiences that engage all learners in authentic scientific inquiry. Cross-listed with EDI 585. Swing course NAS 485. 3 Cr.
NAS 599 Independent Study in Natural Science (A)Arranged in consultation with the instructor-sponsor prior to registration. 1-6 Cr. (By Arrangement.)
NAS 601 Computational Methods for Teachers II (A) Teaches advanced computational tools and programming to secondary school teachers and teacher candidates. Science teachers will learn about computational approach as a scientific inquiry method in physical, life, environmental and social sciences. Mathematics and technology teachers will learn about applications of mathematical and computer skills in a variety of subject areas, aligned with the PreK-12 curriculum and textbooks in New York state. Covers training in advanced software tools for teaching and research. Offers further training in tools from NAS 501. Teachers and teacher candidates will develop lesson plans using computational tools and pedagogy learned in this course. 3 Cr. [Prerequisite NAS501.]
NAS 619 Topics for Teachers: Mathematical Modeling (A) Designed for secondary school mathematics teachers. Focuses on the use of the computer as a modeling device, and on mathematical models in the social and life sciences. Includes these topics: problem solving, algorithm design and the development of programming skills. 3 Cr. (Fall.) [Prerequisite: permission of instructor.]
NAS 673 Physics for Teachers (A)Covers selected topics in mechanics, thermodynamics, electromagnetism, optics, and modern physics. Gives considerable attention to student participation in planning and performing experiments and demonstrations. Entails four hours of instruction per week. 4 Cr.
NAS 695 Chemical Lecture Demonstrations (A)Helps teachers use, develop and practice chemistry lecture demonstrations. Requires participants to obtain detailed instructions and practice several demonstrations and present them to their classmates. 1 Cr.
NAS 698 Research for Teachers (A)Enables students to participate in research projects in the natural sciences. May consist of construction of electronic and/or mechanical devices, computations, data collection and analysis and interpretation of results. 1-6 Cr. (By Arrangement.)
NAS 701 Computational Methods for Teachers III (B)Prerequisities: NAS601. A continuation of the NAS 501, NAS 601 course sequence. Provides more in-depth training on the use of CMST teaching tools and their effective implementation. Provides experience in the presentation of CMST lesson plans to teachers of varying levels of ability. Requires close interaction with other CMST participants and faculty. 3 Cr.
