Enrollment underway for MC’s next Master of Arts in Teaching-Secondary STEM cohort
May 18, 2025
Career paths often take unexpected turns, and the later-in-life desire to do something different can manifest anywhere from a couple of years post-graduation to several decades later. At Maryville College, the liberal arts approach to its various programs of study often prepares graduates to make that pivot, and the Master of Arts in Teaching Secondary STEM takes it a step further.
The graduate degree track, first announced in 2021, is an accelerated master’s program designed to be completed in one year, operating under a cohort model in which students move through the program together in taking courses, followed by two semesters of clinical practice in which candidates are matched with a mentor teacher and work full-time in grades 6-12.
One of the most unique aspects: It’s specifically designed for those who are pursuing or have already earned a bachelor’s degree in mathematics, biology, chemistry or a related field and have decided they want to teach those subjects in middle or high school. Enrollment is open now for the next cohort that begins in June, and anyone interested in becoming an educator who meets those qualifications is encouraged to apply.
“MAT candidates become teachers — this is the game-changer,” said Dr. Cynthia Gardner, professor of education and chair of the Division of Education at MC. “Many of our graduates were working in a STEM-related field but decided they wanted to help young people grow and contribute to their community. They are now teaching and coaching in middle and high schools.
“Other graduates completed a four-year undergraduate degree in math or science and began the MAT program right away. For them, Maryville College’s Master’s in Teaching STEM is a one-year pathway that allows them to teach while completing the requirements.”
One of those latter candidates is Hallie Garber ’24, who earned two bachelor’s degrees in Mathematics and Theatre Studies in 2024, and is on track to complete the MAT program in May. It was a decision she made during her senior year, and already, she’s working in the classroom as an Algebra 2 teacher at Coffee County Central High School in Manchester, Tennessee. The best part? The program’s virtual option allows her to complete her master’s work while living and working 184 miles away from Maryville.
“I chose Maryville College’s Master’s in Teaching STEM program because of its flexibility, accelerated pacing, and job-embedded opportunities, and because it provides an online platform to obtain both a teaching license and a master’s degree in one year while also teaching full-time and earning a full salary,” Garber said. “I was able to both gain the necessary education needed for my profession while also beginning my career!”
In other words: No previous teaching experience is needed; an education degree or a degree track that includes a teacher licensure isn’t necessary; it can be completed online from anywhere in the state of Tennessee; and in one year, those who have earned four-year degrees in biology, chemistry, mathematics or other science-related fields can complete coursework at an institution known for the quality of teachers its turned out over the years.
In addition, Gardner added, “Those who complete the program are awarded a master’s degree and have met requirements for an initial teaching license in Tennessee … where teachers with a master’s degree earn considerably more per year than a teacher with only a bachelor’s degree.”
Small cohort size, invested faculty, STEM excellence
STEM — an acronym for science, technology, engineering and mathematics, four disciplines crucial for a field of study that emphasizes problem-solving, innovation and critical thinking — is already a mainstay of many programs of study at Maryville College, especially those in the Division of Natural Sciences and the Division of Mathematics and Computer Science. And for decades, according to the K-12 news website EducationWeek, “schools have been struggling to recruit and retain math and science teachers … let alone educators who can teach about computer science, artificial intelligence, health care and other emerging fields.”
Simply put, there’s a high demand for STEM-specific teachers, and few individuals make better ones than those who take success in the laboratory or office and combine that practical experience with a desire to teach.
“Our program is unique in that it offers an opportunity for folks who already have great STEM skills and backgrounds to get into teaching,” said Dr. Dan Ross, associate professor of mathematics at Maryville College. “For people who feel called to work with young people and find meaning in helping the next generations of students (whether that’s right when they graduate from undergrad or later into a career in a STEM field), it’s a great way to get into teaching and earn a master’s degree at the same time.”
Doug Davis, a lecturer in chemistry at MC, is one of those individuals. He had worked for 25 years as a chemist, production supervisor and manager and as a lab manager — the last 20 years as an employee of the company that makes nuclear fuel for the U.S. Navy — when he realized he wanted to apply that knowledge to students. He sought out a similar master’s program to get into the classroom as quickly as possible and found one, although it was a broader one than MC’s STEM-focused track. That focus, he said, makes a huge difference.
“Students in this program have the opportunity to become gainfully employed while completing their coursework and other degree requirements, because the State of Tennessee offers a job-embedded certification option to address the ongoing shortage of qualified STEM teachers,” Davis said. “Students will complete coursework in June and July, but they have the option to teach as a paid employee of a school system starting that August.”
The other difference, Gardner and Ross point out, is that at Maryville College, a smaller cohort size gives participants an opportunity to forge a camaraderie that sustains them through their first year of teaching, and the smaller size also allows them to develop close relationships with faculty members, many of whom provide critical support and mentorship during a student’s first year in the classroom.
“I think this program is perfect for those who are entering the teaching field but have no prior experience,” Garber said. “The program begins with the basics of lesson planning and pedagogy and ends with the completion of original research, providing every student with all the tools needed to succeed in the classroom. To anyone considering this program, I would say: It is exactly what it sounds like: a one-year graduate degree.
“It takes effort and dedication to succeed. However, the instructors are supportive and understanding and will work with you to ensure success. The majority of the coursework occurs during the summer and lessens when the school year begins to accommodate for teaching full-time. Overall, I would strongly recommend this program, as it allows you to get your master’s degree and teaching license while already working in the field.”