Science education
Master of education/initial licensure
(Minnesota state licensure in science education)
Science teachers are in high demand, and this program will prepare you to step into your classroom with confidence. Take advantage of the college's solid mix of theory and practice, as well as all the resources that come with studying at a top research institution.
Information session: Before applying to this program, applicants are strongly encouraged to attend an information session for an overview of admission and program requirements. Hour-long sessions are held at Student Services. Register online.
Program
The science education initial licensure program at the University of Minnesota is designed to help you become an accomplished professional science educator. The program seeks to prepare inquiring, analytical, and reflective educators who can teach in the classroom and lead in the schools.
Master of education (M.Ed.)/initial licensure programs are for individuals with bachelor's degrees who want to become licensed teachers. These graduate-level programs provide rigorous, professional teacher preparation in accordance with Standards of Effective Practice for Teachers (SEPT) and content standards adopted in fall 1998 by the Minnesota Board of Teaching.
Included in the program is preparation on understanding student learning, working with diverse learners, developing a variety of instructional strategies, creating positive learning environments, and preparing for a collaborative positive professional relationship with colleagues. Students develop skills and understanding of National Science Education Standards.
Students enter a 12-month program integrating educational theory with classroom practice. This program is offered through the Department of Curriculum and Instruction (C&I) in the College of Education and Human Development (CEHD). Practicum experiences and 10 weeks of student teaching create a strong experience base in which to apply the principles and methods learned in University classes.
An important advantage of this program is its cohort nature. Students in each emphasis area begin classes together and continue through their course of study as a single group, building a valuable sense of community. Throughout their student teaching, prospective teachers work closely with experienced teachers, observing firsthand the daily rewards and challenges of the profession.
This program includes two components: initial licensure and M.Ed. degree. After successfully completing licensure requirements, students are recommended for state teaching licensure in one or more of the following licensure specialty areas:
- chemistry (9-12)
- earth and space science (9-12)
- life science (9-12)
- physics (9-12)
In addition to completing requirements for at least one of the four licensure specialty areas listed above, students can also choose to complete requirements for general science (grades 5-8). While general science licensure is optional, it is highly recommended by the college.
After completing an additional 12 graduate credits (see “M.Ed. completion” section of this page), students are awarded a master of education (M.Ed.) degree in teaching. Students have seven years to complete their degree, beginning with the first course(s) used in the program, and must maintain a 2.80 grade point average (GPA) for M.Ed. courses.
Curriculum
Students complete foundations, methods, and clinical experience coursework for licensure.
Students begin classes in June and continue through May of the following spring term. During the first and second summer or fall terms, students complete any remaining science prerequisites. Before taking CI courses, students must have completed at least 80 percent of their major science courses; the remainder can be completed during the program.
Note: Foundations of education coursework may be completed throughout the program, including summer, fall, or spring terms.
Summer term
Foundations of education
- EDHD 5001—Learning, Cognition, and Assessment (3 cr)
- EDHD 5003—Developmental and Individual Differences in Educational Contexts (2 cr)
- EDHD 5004—Teaching Students with Special Needs in Inclusive Settings (2 cr)
- EDHD 5005—School and Society (2 cr)
- EDHD 5009—Human Relations: Applied Skills for School and Society (1 cr)
- CI 5530—Secondary Science Teaching: Lab Based Instruction (3 cr)
- PUBH 6003—Fundamentals of Alcohol and Drug Abuse (1 cr)
Note: PUBH-designated course listed above is not applied toward the M.Ed. degree.
Science Methods
- CI 5530—Secondary Science Teaching: Lab Based Instruction (3 cr) Required for students admitted summer 2010 or later
Throughout the program, students take courses in foundations of education. Courses on the psychological, sociological, philosophical, and theoretical foundations of education allow students to develop a breadth and depth of knowledge and skills in education. Through inquiry, analysis, and reflection, prospective teachers learn to examine educational issues from multiple perspectives.
Fall term
Middle school science
- CI 5452—Reading in the Content Areas for Initial Licensure Candidates (2 cr)
- CI 5531—Teaching Middle School Science (3 cr)
- CI 5596—Clinical Experience in Middle School Science (4 cr)
- EDHD 5007—Technology for Teaching and Learning (1.5 cr)
In the fall, student teachers enroll in a field-based course that combines instruction on current methods of planning and teaching science and technology integration in the classroom, along with a clinical experience in a local middle-school classroom. Working one-on-one with University of Minnesota faculty and practicing teachers, student teachers are immersed in a middle-school classroom, which provides the day-to-day interaction with students essential to teaching science effectively.
Spring term
High school science
- CI 5532—Teaching Secondary School Science (3 cr)
- CI 5597—Clinical Experience in Secondary School Science Teaching (8 cr) (Cannot be used towards M.Ed.)
- CI 5644—Working with Linguistically and Culturally Diverse Students in the Mainstream Classroom (1 cr)
In the spring, students complete a course on teaching science in the high school. The course provides an in-depth examination of critical issues faced by science teachers. Case studies are used to analyze issues such as student learning, instructional strategies, positive learning environments, technology, authentic assessment, multicultural science, and ethical and philosophical issues in science teaching. During a 10-week student teaching experience, each student teacher is assigned a mentor science teacher who can assist with teaching responsibilities.
Second summer term
Curriculum design and development
- CI 5533—Current Developments in Science Teaching (3 cr) Required only for students admitted summer 2009 or earlier
In the second summer of the program, students take a course on curriculum design and development. Student teachers design an entire course based upon state and national standards.
M.Ed. completion
Requirements:
For students admitted in summer 2010 or later
For students admitted in summer 2009 or earlier
See course descriptions and course schedules.
Admission criteria
Admission to the program is based on the following criteria:
- Prerequisite courses for content area knowledge:
- Applicants must have a fully developed knowledge base of the subject area they plan to teach. This knowledge is recognized through completion of prerequisite courses.
- A transcript review can be completed before applying. To have your transcript(s) reviewed, please email a copy of all unofficial transcripts to the Prospective Graduate Student Adviser and Recruiter, Jontue Austin.
- Please allow two weeks for a completed transcript review to be emailed to you.
- If your transcript is from outside of the United States, you must arrange for a national evaluation (see #3 under the Application materials heading below).
- Grade point average (GPA):
- Grade point average (GPA)—2.80 overall GPA and 3.00 GPA in major coursework at the time of application. Bachelor’s degree must be completed at the time of matriculation.
- Bachelor’s degree must be completed at the time the program begins.
- Classroom hours:
- Minimum requirement is 100 hours in the classroom. Competitive applicants have significant experiences with diverse populations both inside and outside of a classroom setting. We consider experiences with diverse populations to be within an environment or situation different from that which you are familiar (e.g., race/ethnicity, socioeconomic status, gender, language, religion, geography, sexuality, special needs).
- Must be completed within grades 5-12 in a U.S. public or charter school.
- For more information about this requirement, see the Classroom experience website.
- These hours are to be documented on the Classroom Hours form [PDF] [WORD DOC].
- This form will be uploaded into the application system when you apply.
- Additional related experiences
- Additional related experiences are considered to be outside of a classroom setting and related to the field of teaching.
- Although there is no minimum hour requirement for additional experiences, competitive applicants have significant experiences with diverse populations both inside and outside of a classroom setting. We consider experiences with diverse populations to be within an environment or situation different from that which you are familiar (e.g., race/ethnicity, socioeconomic status, gender, language, religion, geography, sexuality, special needs).
- These experiences are outside of the required classroom hours and are to be documented on the Additional Related Experiences form [PDF] [WORD DOC].
- This form will be uploaded into the application system when you apply.
- Admission statements
- There are three statements required to complete the application:
QUESTION A: Experience with difference
Please describe a specific experience in your life that required you to navigate through an environment or situation different from that which you are familiar. How did you approach this experience? What did you learn? Note that the experience you describe may reflect difference across dimensions such as race, socio-economic status, gender, language, religion, geography, sexuality, special needs.
QUESTION B: Educational disparities
Disparity in educational outcomes is a major challenge in Minnesota. How do you account for these disparities? How do you view your role as a future educator in addressing educational disparities?
QUESTION C: Becoming a teacher
Discuss your life and work experiences that have influenced your decision to become a teacher.
- Write statements as separate documents (e.g., Question A is one document, Question B is a separate document, etc.), save them separately to your computer, and upload them separately into the application system.
- Each statement should be no longer than 2 double-spaced pages with 12 point font.
- At the top of the statement page, include your name and the question title (e.g., Question A: experience with difference).
- For tips on writing an effective personal statement, watch the Writing effective personal statements online workshop.
- Please visit your writing center for feedback on your statements, as CEHD staff are unable to provide this service.
- We will evaluate your statements to:
- Ensure best fit between applicants and proposed Initial Licensure Program
- Capture ability and experiences not reflected in other admission materials
- Evaluate academic writing skills
How to apply
-
Apply Online
- Be sure to save your PIN number and password, so that you can work on the application over time.
- Take your time and follow instructions carefully! Once your application is submitted, you will no longer have access to add/change information or upload required supplemental material.
- As your application is reviewed, you will receive email notifications of your status.
- Your application status and decision will also be posted in your application account.
- Submit all six required application materials (listed below)
- You will only upload materials listed below into the “Additional Program Specific Uploads – Initial licensure program” section – please disregard all other sections requesting information
- Transcripts
- Submit official transcripts from all postsecondary institutions you have attended (except the University of Minnesota) to:
CEHD Student Services – ILP Admissions
360 Education Sciences Building
56 East River Road
Minneapolis, MN 55455 - If you completed coursework at a university outside of the United States, your transcripts must be evaluated by a professional credential evaluation center by requesting a “course-by-course” evaluation. This process can take 4-6 weeks, so please plan in advance. A suggested provider of this service is Educational Credential Evaluators (ECE). You can, however, use any provider that is an accredited member of the National Association of Credential Evaluation Services (NACES).
- Submit official transcripts from all postsecondary institutions you have attended (except the University of Minnesota) to:
- Classroom Hours form (upload into the application system in the “classroom experience form” section.)
- Additional Related Experiences form (upload into the application system in the "additional related experiences form" section
- Three Admission Statements
- Each statement is to be uploaded into the application system separately under the “Additional Program Specific Uploads – Initial licensure program” section for “Question A”, “Question B”, and “Question C”.
- Two Letters of Recommendation
- These will be requested and submitted through the application system.
- These letters should address your education-related experiences, work style, and personal attributes.
- One letter must be from a 5-12 site supervisor listed on your Classroom Hours form.
- Application fee
- This fee is charged when you submit your application and is required for each application you submit.
- Fees must be paid online with a credit card.
Nonnative English speakers and/or international students
- Submit an official score report from the Test of English as a Foreign Language (TOEFL). Register for the test and submit scores here: http://www.ets.org/toefl/.
- Exceptions may be granted for applicants who will have completed 16 semester or 24 quarter credits within the past 24 months in residence as a full-time student at an accredited institution of higher learning in the United States before entering the University of Minnesota.
- Minimum TOEFL score requirements are listed below:
| Internet-based test | 79-80 |
| Computer-based test | 213 |
| Paper-based test | 550 |
- Applicants may also be required to demonstrate spoken English proficiency in an Oral Proficiency Interview (OPI) and/or oral interview with faculty or staff. Contact Student Services for more information.
- International applicants who will require an I-20 for a student visa must submit a Financial Certification Statement, which will be mailed to you upon admission to the program.
- Questions regarding the TOEFL should be directed to TOEFL Services, Inside the U.S. and Canada: 1-877-863-3546, Outside the U.S. and Canada: 1-609-771-7100
Timeline
December 15—Priority deadline for admission.—All application materials must be submitted by this deadline to be given full consideration for admission.
Applications received or completed after this deadline will be reviewed on a space-available basis. We are unable to determine if space is available until after April 1.
February—Submit Free Application for Federal Student Aid (FAFSA) form for financial aid
February/March—Committee review of applications
Late March—Notification of admission decisions.
May 1—Deadline for University of Minnesota application for summer financial aid (eligible only if FAFSA has been submitted)
Mid-May—Orientation and summer registration
Early June—Summer term begins. To be eligible to start the program in June, the student’s official MTLE Basic Skills test scores must be submitted to Student Services by June 1.
Before you begin the program
Minnesota Teacher Licensure Exam
As of September 2010, the Minnesota Board of Teaching requires licensure applicants to pass the Minnesota Teacher Licensure Exams (MTLE). These tests are offered several times a year; students are responsible for registering for and taking MTLE tests by the required deadlines. The GRE is not required for our teacher licensure programs.
Students must pass the following tests to be recommended by CEHD for teaching licensure:
- MTLE Basic Skills Tests. Students must take this test before starting the licensure program. Official test scores must be submitted to Student Services before starting the program.
The following tests must be taken before licensure program completion:
- MTLE Content Area Test: (Candidates take all the applicable tests corresponding to their licensure areas)
Chemistry (Grades 9-12)
Earth and Space Science (Grades 9-12)
Life Science (Grades 9-12)
Physics (Grades 9-12)
Middle Level Endorsement Science (Grades 5-8)
- MTLE Pedagogy Test: Secondary (Grades 5-12)
Find out more about the MTLE »
Criminal background check
Before starting student teaching or practicums, students are subject to a criminal background check required by the college. The investigation is conducted by a private agency contracted by the college and is designed to meet school district guidelines governing adults with responsibility for children. Decisions about candidate placement will be made by the district approving the assignment. For background check details and fees, contact Bob Utke at CEHD, 612-625-1084, email: stuteach@umn.edu.
Completing the program
Career information for teachers (CEHD Career Services center)
Faculty and staff
Prospective Student Advisor
Jontue Austin
612-625-6266
Email: aust0088@umn.edu
Core faculty
Barbara
Billington
612-626-2471; email:
bill0041@umn.edu
320K LES Bldg
Fred Finley
612-625-2074
email: finle001@umn.edu
Earth/environmental science, biology
Gillian Roehrig
612-625-0561
email: roehr013@umn.edu
Chemistry, physical science
Bhaskar Upadhyay
612-625-3286
email: upadh006@umn.edu
Physics, physical science
Other resources
Revised October 2011
