Leadership in Teaching: STEM


The Master of Arts Leadership in Teaching: STEM program offers a dynamic array of courses that are not available at other institutions. We focus on increasing the skills and knowledge of teachers while building their capacity to teach using STEM pedagogy and resources by providing hands-on, problem-based situations.

Program Locations

Student Outcomes

As a student in this program, you will be able to:

  1. Apply STEM pedagogical concepts in Design, Technology and Engineering Education in STEM focused curricular models.
  2. Design instructional environments that accommodate inquiry-based pedagogies, meet institutional goals of sustainability, are welcoming destinations, and support interdisciplinary collaborations.
  3. Develop scientific critical thinking skills through reading and analyzing environmental information in both mass media and research journal articles.
  4. Demonstrate a variety of skills necessary to conduct original research using sampling protocols and equipment, as well as the ability to apply mathematical or statistical approaches involved in data analysis and in interpreting various types of information.

Program Outcomes

At the completion of the program, you will be able to:

  1. Pass all national testing requirements, as applicable, achieving a 100% pass rate for NDMU.
  2. Enhance career and professional development opportunities for employment pathways in the profession, e.g., STEM teacher, STEM interdisciplinary facilitator, STEM curriculum specialist.
  3. Design and conduct research studies in their field of expertise and interest.
  4. Create transdisciplinary curricular to support student learning.


  • Chemistry for Teachers Grades K-8: CHM-560 (3 credits)

    This course presents an introduction to fundamen- tal concepts and principles of chemistry. Chemitry content includes chemical bonding, properties, and reactions; atomic and molecular structure; states of matter and solutions; basic thermodynamics and kinetics; acids and bases; and descriptive and quantitative aspects of chemistry appropriate for educators in grades K-8. Mathematical content incorporated includes: study of patterns, functional relationships/graphing, expressions, equations, inequalities, and variables. [ 3 credits ]
  • Introduction to Design, Technology and Engineering Content and Instructional Strategies for K-8 Educators: EDST-500 (3 credits)

    This course will introduce teachers to the content, skills and instructional strategies associated with disciplines of Design, Technology and Engineering Education. Through instruction and direct experience, participants will develop knowledge and skills related to: (1) "technology" as processes, knowledge and skills focused on meeting human needs and wants; (2) "engineering" as the focused application of science, technology and math knowledge and skill, through systematic problem-solving processes; (3) "design" as a creative and innovative process that lays the basis for the making of all objects or systems. [ 3 credits ]
  • Exploration in Design, Technology, and Engineering: Content and Instruction Strategies for K-8 Educators: EDST-501 (3 credits)

    This course will extend teacher knowledge in the areas of Design, Technology and Engineering. Through instruction and direct experience, parti- cipants will develop, extend and apply knowledge and skills related to: (1) Design as a creative and innovative technological process; Technology as processes, knowledge and focused on meeting human needs and wants; (3) Engineering as the focused application of science, technology and math knowledge and skill, through systematic problem-solving processes. [ 3 credits ]
  • Application of Design, Technology, and Engineering: Content and Instruction Strategies for K-8 Educators: EDST-502 (3 credits)

    This course will focus on teachers' application of the content base for Design, Technology, and Engineering (DTE) as educational instructional areas. Participants will apply the application of science, technology, and math knowledge and skills, through the construction of original operating models, products, systems and environ- ments that demonstrate solutions to problems. [ 3 credits ]
  • Practicum: STEM for Teachers Grades PreK-8: EDST-503 (3 credits)

    The practicum is the capstone experience of the STEM Instructional Leader Masters Program. It is a field-based experience that mirrors the integra- tive goals of the MSDE STEM standards of practice. During this Practicum, students will be challenged to put into practice a thoughtful and effective vision of STEM education. Through direct super- vision by program faculty and seminar class meetings, students will have the opportunity to work closely on a project that pulls together their various experiences in the program and applies them in an authentic educational contect. During this time, students will be asked to think about the variety of factors that shape their work as STEM educators, and they will make specific plans for their ongoing professional development. [ 3 credits ]
  • STEM: Curriculum Development and Implementation: EDST-504 (3 credits)

    This course presents teachers with the fundamentals to enact a STEM curriculum. The course focuses on using an integrated approach to implementing STEM standards of practice into pre-existing curriculum as well as designing new curriculum which incorporates Next Generation Science Standards, Common Core Standards and Maryland State STEM Standards of Practice. This will be a highly interactive course where teachers will engage in numerous activities and discussions as they progress through an exemplar STEM unit. [ 3 credits ]
  • Leadership Seminar I: EDU-557 (3 credits)

    Analyzes various models of leadership and explores societal and personal assumptions about leadership. Students investigate key elements of effective leadership and raise questions from several cultural viewpoints. Participants will be encouraged to integrate and apply diverse leadership perspectives in order to enhance their leadership abilities and strengthen their capacity to lead as educational professionals. [ 3 credits ]
  • Learning Theory and Practice: EDU-567 (3 credits)

    Evaluates theories of learning from cognitive, physiological and affective perspectives as a basis for effective instructional practice. Research into the theoretical basis for learning and higher level thinking skills is applied to educational planning, implementation, and evaluation. [ 3 credits ]
  • Sustainability for Teachers Grades K-8: ENV-560 (3 credits)

    This course is designed as a capstone content course that will integrate knowledge from all other STEM courses. Sessions provide an overview of content that focuses on the interactions among the physical, chemical, biological, political and social forces which impact the environment. Content will be delivered in ways K-8 teachers will be able to implement in their classrooms. [3 credits]
  • Methods of Teaching Interdisciplinary Environmental Science: ENV-561 (3 credits)

    Through multi-disciplinary, hands-on lessons which are aligned with the Maryland Learing Standards K-12 for Science, Math, Language Arts and Social Studies, as well as the new Environmental Literacy Standards, teachers will gain content knowledge, learn about scientific practices of resource professionals, and learn about different methods to investigate Maryland related resource issues. Teachers will learn about student engagement in environmental education action projects and where to get funding in Maryland to do these projects with their students. [3 credits]
  • Exploring the Local Environment Through Field Study: ENV-562 (3 credits)

    This course is designed to integrate environmental science content, knowledge of local issues and field-based science pedagogy. Participants will conduct hands-on investigations in the field and laboratory utilizing a variety of curricular resources that align local standards, Maryland Environmental Literacy standards and the Next Generation Science Standards. [ 3 credits ]
  • Physics for Teachers Grades K-8: PHY-560 (3 credits)

    This course is an introduction to the fundamental laws of nature and their application to physical phenomena through science, technology, engineering and mathematics (STEM). Physics content includes mechanics, acoustics, optics, electricity, and magnetism appropriate for educators in grades K-8. It will also include an integration of the study of number relationships and computation in problem solving. [ 3 credits ]
  • Earth and Space Science for Teachers K-8: PHY-561 (3 credits)

    This course presents an introduction to fundamen- tal concepts of space and earth sciences. The Space and Earth science content includes topics in Geology, Astronomy, Meteorology, energy in the Earth and Space System, and Hydrology. STEM strategies as well as statistics and probability skills and technology applications are integrated to quantify, strengthen and deepen conceptual understanding. [ 3 credits ]


Required Courses

EDU 557 - Leadership Seminar I (3)
EDU 567 - Learning Theory and Practice (3)
PHY 560 - Physics for Teachers K-8 (3)
CHM 560 - Chemistry for Teachers K-8 (3)
EDST 500 - Introduction to Design, Technology, and Engineering: Content and Instruction Strategies (3)
PHY 561 - Space and Earth Science for Teachers K-8 (3)
BIO 560 - Biology for Teachers K-8: The Cell, Inheritance and Evolution (3)
EDST 501 - Exploration in Design, Technology, and Engineering: Content and Instruction Strategies (3)
ENV 560 - Sustainability for Teachers K-8 (3)
EDST 502 - Application of Design, Technology, and Engineering: Content and Instruction Strategies (3)
EDST 503 - Practicum: STEM for Teachers K-8 (3)
EDST 504 - STEM Curriculum Development (3)

Additional Courses in Summer

Note: These cannot be used as a subsitute for the program's required courses.

  • STEM Summer Institute
  • Environmental Field Study
  • STEM for the Early Childhood Classroom (PreK-2)

What to Expect Studying at Notre Dame of Maryland University

With award-winning teacher certification programs nationally recognized by the National Council for Accreditation of Teacher Education, you can expect to benefit from small class sizes, expert faculty, and practical field experiences.

Flexible Class Schedules

Work with an advisor to develop a personalized program plan: 

  • Courses offered in the evenings at times convenient for working adults.
  • Occasional courses available on Saturdays or online.

Education Careers

Many of our graduates have been promoted to STEM Leaders in their schools, districts or within the Greater Baltimore area.

See Our Award-Winning Teachers