Major in Computer & Mathematical Sciences - Secondary Education Concentration
Computer and Mathematical Sciences majors in the Secondary Education concentration are eligible, upon graduation, to apply to receive certification to teach both computer science and mathematics for grades 7-12 in the state of Maryland.
The Computer and Mathematics Secondary Education concentration requires 127 units for completion. Students must complete 62 required units in content courses, 25 required units in Towson UTeach courses, 28 required units in Core Curriculum courses not satisfied by the major, and 12 required units in their final internship, earning a grade equivalent of 2.00 or higher in each course.
The Teacher Education Executive Board, representing all initial teacher education programs at Towson University, utilizes the following minimum requirements as conditions for admission into teacher education programs, maintaining candidate status, and entry into the capstone internship. Programs may include additional requirements for admission into the program and/or the capstone internship.
Educator Preparation Programs (EPP) admit students either as freshmen or as undergraduate transfer students from accredited, post-secondary institutions. During the freshman and sophomore years, students are generally engaged in pre-professional courses or courses that fulfill Core Curriculum requirements, as well as all identified prerequisites (e.g., specific and sequential courses in Core Curriculum) for admission to EPP initial licensure programs.
All EPP undergraduate programs are screened majors. As an integral part of the teaching/learning experience, students work with advisers in a strategic planning process across all years at TU. Accordingly, to support student success, all EPP students are required to confer with their assigned advisers prior to registration each term.
I. PROCEDURES AND REQUIREMENTS FOR ADMISSION TO ALL TEACHER EDUCATION PROGRAMS
- Complete a self-disclosure criminal background form to be submitted to the major department with the application.
- Submit an application for formal admission to the program. Students seeking admission to teacher education programs must contact their department chairperson or program coordinator by 45 units for program-specific procedures and requirements for admission to professional education programs.
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Meet the Basic Skills Assessment Requirement as defined by the Maryland State Department of Education to be eligible for admission. A student who is admitted to Towson University and in Good Standing but does not meet the Basic Skills Assessment requirement at the time of application to the program can be granted "Conditional Admission" and given one semester as a conditional candidate to satisfy the Basic Skills Assessment requirement. If the conditional candidate does not meet the requirement by the end of the conditional semester, there are two options: 1) the program may recommend the conditional candidate for exemption and if granted, the conditional candidate would be fully admitted to the program or 2) the conditional candidate will not be fully admitted to the program.
II. REQUIREMENTS FOR MAINTAINING CANDIDATE STATUS
- Meet the grade, course, and/or assessment requirement(s) identified by the candidate's specific program.
- At the department’s discretion, a candidate who does not meet the program requirement(s) may continue for one additional semester under probationary status but must satisfy the requirement by the end of the probationary period. If the requirement is not met at the end of the probationary period, the candidate will be dismissed from the program.
- Exhibit behavior that is consistent with the University’s Code of Student Conduct, the Educator Preparation Program’s Professional Behavior Policy, and established professional practice in educational and clinical settings. (see EPP Behavior Policy)
III. PROCEDURES AND REQUIREMENTS FOR ENTRY INTO CAPSTONE INTERNSHIP FOR ALL PROFESSIONAL EDUCATION PROGRAMS.
- Complete a criminal background check as required by the school system in which the internship is located.
- Complete all required coursework.
The Standards were revised and approved in February 1996, May 1998, February 2000, May 2007, May 2008, April 2009, December 2011, November 2012, February 2014, October 2014, February 2015, November 2015, May 2019, February 2020, March 2021, and November 2024.
II. REQUIREMENTS FOR MAINTAINING CANDIDATE STATUS
- Meet the grade, course, and/or assessment requirement(s) identified by the candidate's specific program.
- At the department’s discretion, a candidate who does not meet the program requirement(s) may continue for one additional semester under probationary status, but must satisfy the requirement by the end of the probationary period. If the requirement is not met at the end of the probationary period, the candidate will be dismissed from the program.
- Exhibit behavior that is consistent with the University’s Code of Student Conduct, the Educator Preparation Program’s Professional Behavior Policy, and established professional practice in educational and clinical settings. (see EPP Behavior Policy)
III. PROCEDURES AND REQUIREMENTS FOR ENTRY INTO CAPSTONE INTERNSHIP FOR ALL PROFESSIONAL EDUCATION PROGRAMS.
- Complete a criminal background check as required by the school system in which the internship is located.
- Complete all required coursework.
The Standards were revised and approved in February 1996, May 1998, February 2000, May 2007, May 2008, April 2009, December 2011, November 2012, February 2014, October 2014, February 2015, November 2015, May 2019, February 2020, March 2021, and November 2024.
Curricular requirements may be revised due to changes in state licensure requirements, and therefore, students should work with their adviser to ensure they are following the correct program plan.
All Computer and Mathematical Sciences majors pursuing the Secondary Education concentration are required to complete 93-99 units.
Computer and Mathematical Sciences Major Requirements
| Code | Title | Units |
|---|---|---|
| Required Major Courses | ||
| COSC 175 | GEN COMPUTER SCI | 4 |
| COSC 236 | INTRODUCTION TO COMPUTER SCIENCE I | 4 |
| COSC 237 | INTRODUCTION TO COMPUTER SCIENCE II | 4 |
| COSC 336 | DATA STRUCTURES AND ALGORITHM ANALYSIS | 4 |
| COSC 418 | ETHICAL AND SOCIETAL CONCERNS OF COMPUTER SCIENTISTS | 3 |
| MATH 265 | ELEMENTARY LINEAR ALGEBRA | 4 |
| MATH 273 | CALCULUS I | 4 |
| MATH 274 | CALCULUS II | 4 |
| Total Units | 31 | |
Secondary Education Concentration
| Code | Title | Units |
|---|---|---|
| Required Computer Science & Mathematics Courses | ||
| COSC 109 | COMPUTERS AND CREATIVITY | 3 |
| COSC 482 | TEACHING COMPUTER SCIENCE IN THE SECONDARY SCHOOLS | 3 |
| ITEC 250 | FUNDAMENTALS OF COMPUTER NETWORKS | 3 |
| MATH 263 | DISCRETE MATHEMATICS | 3 |
| or MATH 267 | INTRODUCTION TO ABSTRACT MATHEMATICS | |
| MATH 310 | FUNCTIONS AND MODELING FOR SECONDARY SCHOOL TEACHERS | 3 |
| MATH 330 | INTRODUCTION TO STATISTICAL METHODS | 4 |
| MATH 353 | EUCLIDEAN AND NON-EUCLIDEAN GEOMETRIES | 3 |
| MATH 423 | TEACHING MATHEMATICS IN THE SECONDARY SCHOOLS | 4 |
| Total Units | 26 | |
Towson UTeach Course Requirements
| Code | Title | Units |
|---|---|---|
| SEMS 110 & SEMS 120 | INTRODUCTION TO STEM TEACHING I: INQUIRY APPROACHES TO TEACHING and INTRODUCTION TO STEM TEACHING II: INQUIRY-BASED LESSON DESIGN 1 | 2 |
| or SEMS 130 | INTRODUCTION TO STEM TEACHING I & II COMBINED | |
| SEMS 230 | KNOWING AND LEARNING | 3 |
| Foundation Courses | ||
| SEMS 250 | PERSPECTIVES IN SCIENCE AND MATHEMATICS | 3 |
| SEMS 260 | DIVERSITY AND DIFFERENCE IN THE STEM CLASSROOM | 3 |
| SEMS 340 | CLASSROOM INTERACTIONS | 3 |
| Requirements Open to Formally Admitted Students | ||
| COSC 492 | INTERNSHIP IN SECONDARY EDUCATION - COMPUTER SCIENCE | 6 |
| MATH 426 | INTERNSHIP IN SECONDARY EDUCATION - MATHEMATICS | 6 |
| SCED 460 | USING LITERACY IN THE SECONDARY SCHOOLS | 3 |
| SCED 461 | TEACHING LITERACY IN THE SECONDARY CONTENT AREAS | 3 |
| SEMS 430 | SEMINAR IN APPRENTICE TEACHING | 1 |
| SEMS 498 | INTERNSHIP IN MATHEMATICS AND SCIENCE SECONDARY EDUCATION | 6 |
| Total Units | 39 | |
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Permission of Towson UTeach Department required to take SEMS 130.
Secondary Education Concentration Sample Four-Year Plan
The selected course sequence below is an example of the simplest path to degree completion. Based on course schedules, student needs, and student choice, individual plans may vary. Students should consult with their adviser to make the most appropriate elective choices and to ensure that they have completed the required number of units (120) to graduate.
| Freshman | |||
|---|---|---|---|
| Term 1 | Units | Term 2 | Units |
| COSC 109 (Core 4) | 3 | COSC 175 | 4 |
| MATH 273 (Core 3) | 4 | MATH 274 | 4 |
| SEMS 230 | 3 | SEMS 110 | 1 |
| Core 1 (or Core 2) | 3 | Core 2 (or Core 1) | 3 |
| Core 6 | 3 | Core 8 | 3 |
| 16 | 15 | ||
| Sophomore | |||
| Term 1 | Units | Term 2 | Units |
| COSC 236 | 4 | COSC 237 | 4 |
| MATH 265 | 4 | SEMS 120 | 1 |
| SEMS 250 (Core 5) | 3 | SEMS 260 (Core 13) | 3 |
| Core 10 | 3 | Core 7 | 4 |
| Core 11 | 3 | Core 12 | 3 |
| 17 | 15 | ||
| Junior | |||
| Term 1 | Units | Term 2 | Units |
| COSC 336 | 4 | COSC 418 (Core 14) | 3 |
| ITEC 250 | 3 | MATH 310 (Core 9) | 3 |
| MATH 353 | 3 | MATH 263 or 267 | 3-4 |
| SCED 460 | 3 | MATH 330 | 4 |
| SEMS 340 | 3 | SCED 461 | 3 |
| 16 | 16-17 | ||
| Senior | |||
| Term 1 | Units | Term 2 | Units |
| COSC 482 | 3 | COSC 492 | 6 |
| MATH 423 | 4 | MATH 426 | 6 |
| SEMS 498 | 6 | SEMS 430 | 1 |
| 13 | 13 | ||
| Total Units 121-122 | |||
Computer Science Learning Objectives
Student Learning Outcomes by Course Level:
- An ability to analyze a problem, and to identify and define the computing requirements appropriate for its solution.
- An ability to design, implement, and evaluate a computer-based solution to meet a given set of computing requirements in the context of the discipline.
- An ability to communicate effectively with a range of audiences about technical information.
- An ability to make informed judgments in computing practice based on legal and ethical principles.
- An ability to function effectively on teams to establish goals, plan tasks, meet deadlines, manage risk, and produce deliverables.
- An ability to apply theory in the design and implementation of computer-based solutions.
- An ability to reason about and explain computer-based solutions at multiple levels of abstraction.
Mathematics Learning Objectives
Student Learning Outcomes by Course Level:
- Demonstrate knowledge of the properties of numbers and sets.
- Demonstrate skills and knowledge of appropriate technology used in solving mathematical problems.
- Demonstrate skills and knowledge of the basic concepts of calculus.
- Demonstrate skills and knowledge of linear and abstract algebra.
- Demonstrate skills and knowledge of basic probability and/or statistics.