Moataz Emam, chair
Bowers Hall, Room 342
Adolescence Education: Science
Rena Janke, co-coordinator
Sean Nolan, co-coordinator
As an undergraduate majoring in physics or a closely related field, you developed and expanded your knowledge of fundamental natural phenomena and the interaction of natural forces that exert themselves all around us. Whether you are intrigued by the implications of Albert Einstein's theory of relativity or the existence of black holes in space, you want to share your interest with others through teaching. Dive deeply into the "fundamental science" of physics — everything from subatomic particles and quantum mechanics to the exploration of outer space — when you study for the M.A.T. in adolescence education: physics (7-12) at SUNY Cortland.
Student Learning Outcomes
Upon successful completion of this program, students will be able to:
- Understand and articulate the knowledge and practices of contemporary science. They interrelate and interpret important concepts, ideas, and applications in their fields of licensure.
- Understand how students learn and develop scientific knowledge. Preservice teachers use scientific inquiry to develop this knowledge for all students.
- Plan for engaging all students in science learning by setting appropriate goals that are consistent with knowledge of how students learn science and are aligned with state and national standards. The plans reflect the nature and social context of science, inquiry, and appropriate safety considerations.
- Design and select learning activities, instructional settings, and resources--including science-specific technology, to achieve those goals; and they plan fair and equitable assessment strategies to evaluate if the learning goals are met.
- Demonstrate and maintain chemical safety, safety procedures, and the ethical treatment of living organisms needed in the P-12 science classroom appropriate to their area of licensure.
- Provide evidence to show that P-12 students' understanding of major science concepts, principles, theories, and laws have changed as a result of instruction by the candidate and that student knowledge is at a level of understanding beyond memorization. Candidates provide evidence for the diversity of students they teach.
- Develop knowledge and understanding of the ever changing knowledge base of both content, and science pedagogy, including approaches for addressing inequities and inclusion for all students in science. They identify with and conduct themselves as part of the science education community.
Enhance your content knowledge through graduate courses in physics as you immerse yourself in learning about successful classroom teaching. In your introduction to adolescence education and advanced developmental psychology, you'll explore the nature of the adolescent learner. Through courses in literacy development, language acquisition and science teaching methodology, you'll develop teaching strategies that work best with students whose ability, motivation and interests differ widely. In your field experiences and student teaching, you'll work in public school science classrooms with veteran teachers who support your integration of educational theory with the best teaching practices.
In addition to fulfilling specific requirements for the degree by the Physics Department, you'll complete a culminating master's project.
When you earn the M.A.T. in adolescence education: physics (7-12), you will have fulfilled the New York State Education Department's requirements for initial certification in physics for grades 7-12.
At the State University of New York College at Cortland we seek a diverse and academically strong student body. Our admission policy and practice will not discriminate on the basis of age, race, religion, sex, sexual orientation, disability, national origin or marital status.
- Completed online Graduate School Application - Apply Now
- Official transcripts from all institutions of higher learning attended to be forwarded directly to SUNY Cortland Graduate Admissions Office indicating a major in physics or functionally related area
Note: Candidates for admission must present evidence of bachelor's degree conferral prior to the start of their academic program
- Three letters of recommendation from former professors or professional colleagues who can speak to the candidate's preparation and competence for teaching science in grades 7-12 (submitted online with the application)
- New York State mandates that all SUNY teacher preparation programs adopt college entrance assessments for admissions consideration. Anyone submitting an application for admission is required to submit scores for either the Graduate Record Examination (GRE), with a minimum score of 375, or Miller Analogies Test (MAT), with a minimum score of 425.
- Statement of Goals (250 words or less)
Preference will be given to candidates with the following:
- An undergraduate cumulative grade point average of 3.0 or above (on a 4.0 scale)
- An overall undergraduate GPA of 2.7 or above on a 4.0 scale in all courses, in the major, and in related areas of science and mathematics
- At least 30 credit hours of course work in physics
- At least eight credit hours of course work in chemistry
- Course work in both introductory biology and introductory geology totaling at least 12 credit hours
- Calculus I, II, III and differential equations
Fall semester applications: July 1
Spring semester applications: Dec. 1
Summer semester applications: April 1
Applications submitted after the deadline may be considered on a space availability basis.
Please contact the Graduate Admissions Office at 607-753-4800 to check on availability.