Chemistry Education: Adolescence EdM

2 Years On Campus Masters Program

University at Buffalo SUNY

Program Overview

The Chemistry Education: Adolescence EdM at the University at Buffalo prepares educators to teach chemistry and science at the adolescence level, combining advanced science-education study with research experiences in curriculum, instruction, assessment, and teaching practice. Designed for students with initial adolescence-level certification who want to advance toward professional certification, the program is offered fully in person and can be completed in 1–2 years with 33–57 credits.

Curriculum Structure

Year 1: Students build advanced expertise in science education through subjects such as LAI 531 Science Curricula: Current Approaches, LAI 533 Science Instruction Topics, and LAI 534 Measurement and Evaluation of Science Instruction. The curriculum also develops adolescent-focused teaching practice through LAI 552 Middle Childhood/Adolescent Literacy Methods and LAI 619 Teaching Science in Grades 5–12, connecting curriculum design, instructional methods, literacy, and assessment to chemistry teaching.

Year 2: Students can deepen their professional teaching practice through LAI 595 Supervised Teaching 2, LAI 667 Field Experience, and LAI 674 Seminar in Teaching, while LAI 603 Developing Curricula for Emerging Adolescents and LAI 698 Instructional Strategies in Secondary Schools focus on curriculum development and classroom strategies. The program's culminating LAI 700 Capstone brings together the student's learning and professional preparation.

Focus areas: Science curriculum, science instruction, chemistry education, measurement and evaluation of science instruction, adolescent literacy, curriculum development, instructional strategies, supervised teaching, field experience, and educational research.

Learning outcomes: Develop advanced science-teaching knowledge, design and evaluate science curricula, apply evidence-based instructional strategies, assess science learning, address adolescent learners' needs, and translate chemistry content into effective classroom practice.

Professional alignment (accreditation): The program is officially registered with the New York State Education Department (SED) and is designed for educators pursuing professional certification pathways in adolescence-level education; UB's teacher-certification documentation identifies Chemistry Education: Adolescence, Initial/Professional as an EdM program.

Reputation (employability rankings): The University at Buffalo is a member of the Association of American Universities (AAU), and UB reports that the QS World University Rankings 2027 place it No. 1 among public universities in New York State, No. 34 among U.S. public universities, and No. 416 globally. In the QS 2026 rankings, UB was also 31st among U.S. public universities for employment outcomes, providing a university-level indicator relevant to graduate employability.

Experiential Learning (Research, Projects, Internships etc.)

The EdM in Chemistry Education: Adolescence at the University at Buffalo gives students practical experience by combining advanced chemistry education coursework with supervised clinical teaching. The program specifically includes LAI 667 Field Experience, LAI 668 Supervised Teaching I, and LAI 595 Supervised Teaching II, allowing students to apply instructional strategies in real educational settings with guidance from experienced teaching mentors. UB also connects chemistry education with its broader chemistry research environment, where students can encounter hands-on and computational experiments and modern scientific instrumentation.

Practical learning and resources include:

Field experience: LAI 667 Field Experience provides practical exposure to school-based teaching, while expert teaching mentors provide personalized guidance and real-world insights into chemistry education.
Supervised teaching: LAI 668 Supervised Teaching I and LAI 595 Supervised Teaching II provide structured classroom experience, helping students translate education theory and chemistry knowledge into teaching practice.
Science teaching methods: LAI 619 Teaching Science Gr 5–12 focuses directly on teaching science to secondary students, while LAI 698 Instructional Strategies in Secondary Schools develops practical instructional approaches for adolescent learners.
Curriculum development: LAI 603 Developing Curricula for Emerging Adolescents and LAI 531 Science Curricula: Current Approaches provide practical preparation for designing and evaluating science learning experiences.
Science assessment: LAI 534 Measurement and Evaluation in Science Instruction gives students experience with evaluating science instruction and student learning rather than focusing only on classroom theory.
Research experience: The program includes a sequence involving science curriculum, science instruction, measurement and evaluation of science instruction, and a research seminar, giving students exposure to research-informed chemistry teaching.
Chemistry laboratories: UB's chemistry environment provides hands-on laboratory and computational learning, with students using modern scientific instruments as part of chemistry study. The Department of Chemistry also operates laboratory facilities within the Natural Sciences Complex (NSC).
Natural Sciences Complex: The Natural Sciences Complex houses chemistry research laboratories and provides an important scientific environment for UB's chemistry community, including faculty research involving students.
Computational experiments: UB Chemistry incorporates computational experiments alongside laboratory work, providing students with experience beyond traditional wet-lab activities.
Clinical teaching environment: The program's experiential component is particularly focused on real school settings, where students develop teaching skills through field experience and supervised teaching rather than relying solely on classroom-based coursework.
Professional teaching preparation: Successful completion of the applicable EdM pathway can lead to an institutional recommendation for New York State Professional Certification in Chemistry Education, adding a formal professional-development dimension to the practical training.

Progression & Future Opportunities

The EdM in Chemistry Education at the University at Buffalo prepares graduates to teach chemistry at the adolescent level, with the program combining advanced chemistry education, assessment, curriculum, instructional strategies, and field experience. Graduates can pursue roles such as Chemistry Teacher, Science Curriculum Specialist, Science Education Consultant, and Educational Program Specialist, while the program also provides a foundation for further study and education research.

Career opportunities: The degree connects chemistry expertise with professional teaching and education pathways:

Career services: UB Career Services provides career counseling, resume and cover-letter reviews, job-search and networking strategies, and practice interviews. GSE students can also access resources for jobs and internships to support their transition into education careers.
Employment and salary figures: UB's official chemistry career information reports a $73,700 mean annual wage for secondary school teachers and $103,030 for postsecondary chemistry teachers, based on 2024 U.S. Department of Labor/O*NET data. These are occupation-level figures rather than a guaranteed salary for UB graduates.
Professional certification: Successful completion of the professional Chemistry Education EdM leads to an institutional recommendation for New York State Professional Certification in Chemistry Education, covering grades 7–12 with a 5–6 extension.
School-based experience: The program incorporates field experience with expert teaching mentors, giving students opportunities to develop classroom practice and receive personalized guidance in chemistry education.
Accreditation value: UB's Chemistry Education EdM is among the University's teacher-education programs with full AAQEP accreditation through December 31, 2028. AAQEP accreditation recognizes educator-preparation programs that demonstrate their capacity to prepare effective educators and maintain program quality.
Education research: Students can engage with research focused on assessment, equity, inclusion, inquiry, and technology in chemistry education, creating opportunities to develop expertise beyond classroom teaching.
Graduation outcomes: UB identifies career pathways for chemistry education graduates including chemistry teaching, forensic science, pharmaceuticals, and the U.S. Food and Drug Administration through its chemistry education and combined-program career information.

Further Academic Progression: After completing the EdM, students can continue into advanced graduate study in education and related fields, particularly doctoral-level study focused on curriculum and instruction, science education, educational research, assessment, or learning and instruction. UB's Graduate School of Education offers doctoral programs such as Curriculum, Instruction and the Science of Learning, PhD, where graduates can progress toward careers including curriculum specialist, educational consultant, evaluation and assessment specialist, college instructor, and research specialist.