Department of Mathematical & Computing Sciences
Welcome to the St. John Fisher College Department of Mathematical and Computing Sciences Web Site

Master of Science in Mathematics/Science/Technology Education

Bernard Ricca, Director
Phone: 585-899-8366

Department Faculty: Bruce Blaine, Daniel Cass, Carol Freeman, Ryan S. Gantner, Kris H. Green, Nadine Hanebutte, W. Scott Harrison, Erica Johnson, Elizabeth Leboffe, Mark McKinzie, Donald L. Muench, Bernard Ricca, Rebecca Tiffin, Gerald Wildenberg, Erik Winarski

How To Apply
How to find out about an Information Session

M.S. in Mathematics/Science/Technology Education Requirements

  The Core Courses (9)
  Three Supporting Courses (9)
  Three Content-Enrichment Courses (9)
  One Elective (3)

Those seeking certification will will also require courses in methodlogy and general education GMST 640 and GMST 641

GMST Advising Forms


The mission of the Master of Science in Mathematics/Science/ Technology Education (GMST) program at St. John Fisher College is to prepare teachers of grades 1 -12 with a strong background in both the content of mathematics, science, and technology as well as the particular needs of diverse learners with respect to the teaching of mathematics, science, and technology. Further, the program seeks to prepare leaders in the fields of mathematics, science, and technology educations so that constructivist, inquiry-based approaches to learning these subjects can occur for all students. Finally, the program is designed to help teachers see the commonalities among subjects in order to foster integrated, research-based approaches to learning that utilize technology, assessment and other resources effectively.

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The aim of the GMST program is to immerse teachers in a learning environment that is constructivist in nature and designed to provide direct experiences with knowledge and skill development in mathematics, science, and technology through inquiry-based learning. The program stresses the "connectedness" that exists between the grade levels and among the disciplines, and the application of concepts to new situations. The teachers work together in courses that deepen their content knowledge and skills and strengthen their expertise in constructing appropriate and effective inquiry-based experiences, assessing student learning, working in interdisciplinary teams, and applying knowledge in new settings.

Over the past years, the National Science Teachers Association, the National Council for Teachers of Mathematics, and the International Society for Technology in Education have established broad frameworks to guide reform in their respective disciplines. Developing learning standards is a historic change in the American educational system. In 1989, the nation's 50 governors adopted the National Educational Goals, forming the basis of Goals 2000. Each state then worked on developing its own framework, culminating in the State of New York with the Learning Standards for Mathematics, Science, and Technology. The developers of this master's program have been involved with these state and national efforts to formulate and implement learning standards in mathematics, science, and technology in grades 1-12.

The GMST program is committed to providing an experience in which teachers of grades 1-12 ---from their first day at St. John Fisher College to their graduation day---interact with Fisher faculty in an environment where they ask, not just answer, questions and pose, not just solve, problems. The theme of our master's is "Teacher as Researcher." If a teacher has experienced the curriculum as a researcher/explorer, then that teacher will be able, in turn, to assist students in the development of inquisitive attitudes and skills and therefore facilitate deeper student learning and skill development in mathematics, science, and technology. The faculty in this program will model constructivist/inquiry pedagogical and authentic assessment strategies. This master's degree provides an avenue for permanent certification in grades 1-6 and 7-12.

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Today's real-world problems are complex and their comprehension and solutions require knowledge and integration of several subject areas. In order for students to become responsible citizens who are able to make informed decisions, they must see the relevance of what they are learning and the possibilities for transferring what they are learning to a variety of real-life situations. Learning experiences must offer the opportunity, among other things, for candidates to investigate, explore, discuss ideas, develop conjectures, test hypotheses, and apply concepts to real-world problems; in other words, to be a researcher. How can we expect the students in the 21st century to be inquirers if their teachers have not had these same learning experiences in their education?

Due to the nature of all real-world problems, teachers must have interdisciplinary experiences in mathematics, science, and technology in which they can develop knowledge and skills to better assist their students to live and work in a highly technological interdisciplinary society. This does not diminish the importance of the individual discipline for its own sake but considers the symbiosis of these disciplines.

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Department of Mathematical & Computing Sciences • St. John Fisher College • 3690 East Avenue • Rochester, NY 14618 • Phone: 585.385.8000