Concurrent Degree Program

5-year BSc Honors Mathematical Sciences and Bachelor in Education Concurrent Degree Program

About the Program

Why would a university student wish to participate in the UWO concurrent degree program?

The Western concurrent degree in math and education will give her/him;

a broadly based education in mathematical sciences-from the fundamental structure of mathematics to its exciting applications in modern science and industry in a four-year honours B.Sc. program,
a Bachelor in Education,
in increased awareness of current teaching issues,
a developing and progressive understanding of learning issues before getting caught up in the daily responsibility of teaching a full course load,
a fully integrated learning experience combining academic and professional studies - from the first year of entry into the program through to the last university school term,
a developmental practicum component in year 2 and 3 culminating in a four month practicum in a secondary school,
a guided focus on the special needs learner in School Resource programs with a Resource experience thread throughout the practicums, and
the opportunity to network and make life-long connections with all members of the educational community from the university to the secondary schools to the professional organizations for teaching and math education.

Why would a secondary math teacher wish to participate in the UWO concurrent degree program?

It is an unusual and infrequent opportunity for math teachers to work with another math teacher in a class. Instead of working in isolation of other adults, we teachers have a chance to share the experience that has kept us interested, excited, and busy working as a teacher of math to adolescents in a secondary math classroom. As well as the expected benefit of helping a future colleague receive a grounded, practical experience in a secondary math classroom, there may be some indirect benefits. For associate teachers who so choose, i) they can take on a more direct role of mentor, ii) they may increase their own connections with the university education faculty and/or the math faculty where knowledge and understanding of the teaching and learning process in practice can be shared and experienced, and iii) personal and professional development may be enhanced and/or revitalized.

The Concurrent Program

The Western concurrent program is an academically and professionally integrated experience. The Education courses are not left to the end after the math degree is completed, the year two and three practicum programs are not just 'sit in the class and watch someone teach' sessions and the long term four-month block practicum is a collegial experience where the student teacher gradually accepts responsibility for a full teaching day-not a sink or swim placement. The courses have been placed carefully throughout the five years to maximize the opportunities to connect the content knowledge of the undergraduate degree with the pedagogical knowledge of the education degree. For example, the students will become proficient in the thoughtful applications of technology in mathematics at the same time as questions of technology are being addressed in the classroom. Similarly, techniques of problem solving and learning about modern applications of mathematics in science and industry will be integrated in the university courses at the same time that the mathematics is being discussed in the schools. This inevitably lends elements of excitement, immediacy and relevance to the high school learning environment.

Admission

Entry into this concurrent program occurs after the completion of the first year of a mathematical sciences degree program, and may be limited. The program may be cancelled in a given year if enrolment targets are not met. High school students interested in pursuing the concurrent program should choose the Science program when applying to Western as an undergraduate student. Admission requirements for high school students are available through the Registrar's Office.

The chart that follows gives a brief summary of the course progression:

Year 1	Hon. BSc courses	A first year program where you take your foundation math courses.
Year 2	Hon. BSc courses +	1. A structured practicum component - one day a week in a secondary school for one university term; Education Practicum 401. 2. Second teachable subject courses.
Year 3	Hon. BSc courses +	1. A structured practicum component - one day a week in a secondary school for one university term; Education Practicum 402. 2. I/S Teaching and Learning Theory of Math course, a blend of theory and practice, Math Education 30. 3. A senior essay course, Education 200E. 4. Second teachable subject courses.
Year 4	Hon. BSc courses +	1. I/S Teaching and Learning Theory course for your second teaching subject. 2. BEd - Social Foundations courses, Educating Exceptional children, and Education electives. 3. 'Transition to Professional Practice' practicum, setting the stage for the four-month practicum and a professional career.
Year 5
1st term	Hon. BSc courses +	1. Culminating presentations of the practicum experiences in Education Practicum 403.
2nd term		1. A four-month practicum in a secondary school; Education Practicum 404. (The second and third year practicum sessions are a program credit under the course code Education Practicum 403, and the fifth year practicum block is two credits toward the BEd degree.)

The Practicum component welcomes math teachers who have an interest in being a part of this program as mentor/associate teachers. The 'one day a week' practicum is structured to provide the student with as much exposure as possible to the education environment according to their experience and level of practice in the field of teaching, while minimizing and efficiently using the extra time and effort required of the mentor/associate.

This is a flexible program, in that changes can be made where appropriate to fit the needs of the student, mentor/associate, the school, and the University through a collegial effort between the mentor/associate and the practicum advisor. The following outlines the goals and activities and corresponding assignments for each practicum.

The Purpose of the Practicums

The practicum sessions are designed to provide the Student-teacher with a number of varied and informative experiences in a developing progression.

Overall practicum goals for the student teacher are:

to acclimatize the adolescent learner and their needs,
to acclimatize to the adolescent school culture,
to become familiar with supporting materials for math education in the school,
to identify and appreciate the elements of learning and teaching,
to understand the integrated nature and roles played by the staff - teaching and support, and
to develop a firm base from which to construct their pedagogical content knowledge.

The first two practicums occur in the second and third years of the degree. They are 'one-day-a-week' experiences from the beginning of January to the end of April. The focus for the first practicum includes understanding school culture, the learning of math, and what learning support materials are available. A set of logbook activities will direct the Student-teachers' efforts, and will be completed and handed in as part of a fifth-year seminar credit. Sample activity titles are; Getting to Know the School, Technology in the Classroom, Facilities and Resources Inventory, Understanding the School's Heritage, Extracurricular Activity, Role of the School Council, Secondary School Educational Planning and Mentoring, The School "Time Crunch", Student Observation (possibly a resource student), Accommodating Special Needs, Self-Assessment.

The focus of the second practicum includes understanding the learning of math, assessment, and instructional strategies. A sample of the Logbook activities for this practicum are; The Classroom Setting, Classroom Management (from the teacher's perspective), The Shape of a Lesson, Evaluation and Assessment, Reporting on Student Achievement, Questioning Techniques, Policy and Program Documents, Self-Assessment.

The in-school day will involve a variety of activities, such as;

acclimatizing to the school culture
working in Resource, with teachers and students
researching available learner and teacher supporting materials
examining and analyzing school outlines for key and important features related to how students learn
learning about and how to use the technology available in the school
observing teaching and learning in the associate teacher's classroom for two periods a day
assisting secondary students' learning in the associate teacher's classroom
learn about assessment and create some assessment items
interviewing other staff with respect to the Practicum Handbook activities
completing Logbook Activity reports.

A four-month practicum experience occurs in the last year of the program. Its focus is classroom management and acquiring pedagogical content knowledge.

A sample schedule for the four months follows;

1st week:
½ day in school
½ day at the Faculty of Education learning classroom management skills
2nd to 4th week:
Student teachers are responsible for participating and teaching in only two classes: supervised and assisted by the associate teacher.
5th to 8th week:
Student teachers are responsible for teaching in only two classes:
supervised by the associate teacher.
9th to 16th week:
Student teachers are responsible for a full course load of three classes:
2 math and 1 in their other subject area.

A sample of the Practicum Handbook Activities to be completed and submitted as a practicum report:

Classroom Management, Classroom Management Inventory Teacher's Response to
Problem Students, Critical Teaching Incident.

Concurrent Practicum Components

Education Practicum 401 & 402

Purpose:
Education Practicum 401 is the first in-school component and Education Practicum 402 is the second in-school component of the Concurrent Mathematics and Education program. The practicum sessions are designed to provide the Student-teacher with a number of varied and informative experiences in an academically and professionally developing progression.

Goals:
The overall practicum goals for the student teacher are:

to acclimatize them to the adolescent learner and their needs;
to acclimatize them to the adolescent school culture;
to become familiar and proficient with supporting materials for math education in the school;
to identify and appreciate the elements of learning and teaching;
to understand the integrated nature and roles played by the staff - teaching and support; and
to develop a firm base from which to construct their pedagogical content knowledge.

Click here for more details on Ed. Prac. 401

Click here for more details on Ed. Prac. 402

Education Practicum 404

Purpose:
Education Practicum 404 is the four month practicum component of the Concurrent Mathematics and Education program. This practicum session is designed to provide the Student-teacher with a firm foundation in classroom management, and teaching and learning practices, in academically and professionally developing progression.

Goals:
The overall practicum goals continue from the previous practicum experiences.

Click here for more details on Ed. Prac. 404

Possible Course Progression

Here is a sample course progression from first year through to the end of the fifth year for the Five-Year BSc Honors Mathematical Sciences and Bachelor in Education Concurrent Degree Program

For more information visit the Western Centre for Mathematics Education or the UWO Department of Mathematics.