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Nebraska Math & Science Summer Institutes

Graduate coursework for K-12 math and science teachers

This page is for a previous year's NMSSI - Go to the Current NMSSI Site

Enrollment Steps

Step 1
Browse the course catalog for courses you would like to take

2013 Course Catalog

Courses for Math Teachers

Courses for Science Teachers

Write down the Course Number, Title and Class Number for each course you would like to take.

Step 2
Not a current graduate student? Enroll at UNL via Teach Nebraska


If you have not taken a graduate course at UNL in the past year, you need to enroll at UNL as a non-degree graduate student via the Teach Nebraska web site through Graduate Studies as the application fee is waived for current teachers. On your application, you will enter the Course Number, Title and Class Number and be automatically registered.

Step 3
If you are already taking graduate courses, enroll online via MyRed


If you have taken a graduate course recently and know your NU ID and MyRed password, register for class via MyRed by searching for the Class Number (four or five digits) of the course you wish to take.

Registration opened March 11th.

MyRed Instructions

Step 4
Apply for a fellowship from NMSSI to further reduce the costs of tuition and fees


Apply for a fellowship from NMSSI via the CSMCE application portal. All current Nebraska teachers automatically qualify for a Tuition Fellowship (20% of in-state tuition) for many of these graduate courses, but this application is for additional fellowships that are available through the NMSSI to eligible Nebraska teachers while funds are available. You will start the NMSSI application by choosing "Create an Account."

Fellowships Available

To make the Nebraska Math and Science Summer Institutes professional development opportunities more affordable, the University of Nebraska-Lincoln has agreed to offer tuition discounts to Nebraska teachers who take our summer courses. Nebraska teachers automatically qualify for a Tuition Fellowship of 20 percent of in-state tuition for many of these graduate courses.

Teachers may apply for additional fellowships to help cover the remaining tuition costs and fees. You can apply for a fellowship by clicking the Apply Now button in Step 4 at the top of the page. Fellowships are available through the NMSSI to eligible Nebraska teachers while funds are available.

NMSSI's Goal

The goal of the Nebraska Math and Science Summer Institutes is to offer Nebraska teachers of math and science intellectually rich graduate coursework that will enhance their ability to offer their students challenging courses and curricula. NMSSI courses are designed with teachers' schedules in mind, with 40 hours of instruction concentrated into a one-week period for one course, or a pair of courses over a two-week period.

Teach Nebraska

The Teach Nebraska program provides an opportunity for teachers to enroll in graduate level classes at the University of Nebraska-Lincoln in one simple process. As a Teach Nebraska student you will have the ability to enroll in master's- and doctoral-level courses in a variety of areas that will allow you to advance your career. For information and to apply, visit the Teach Nebraska website and click on Apply for Teach Nebraska on the right-hand side.

The Teach Nebraska contact in Graduate Studies is Jason Cruise. Contact him at (402) 472-2845 or

Thank You to Our Donors

Special thanks to the UNL departments of Mathematics; Teaching, Learning and Teacher Education; and Earth and Atmospheric Sciences; the Math Teachers for the 21st Century Program of Excellence; John Deere; and Zoetis for their contributions to the NMSSI Fellowship program. We have been able to provide more than 150 tuition fellowships to teachers this summer. Thank you for your support.

What Teachers Say about NMSSI

NMSSI courses are designed with teachers' schedules in mind. We typically offer 40 hours of instruction concentrated into a one-week period, or offer a pair of courses, each having 40 contact hours over a two-week period. This face-to-face instruction is followed by an End-of-Course Assignment designed to support long term retention of material studied. Our experience is that teachers appreciate this format because it allows for collaboration with colleagues while protecting most of the summer for other pursuits. In addition, it minimizes housing and subsistence costs and time away from home for teachers who must travel to the course location in order to pursue graduate education.

Here are what some teachers had to say about their NMSSI experience:

Jeremy Long

"My efforts to strengthen my ability to reason about mathematics and communicate mathematical ideas have come primarily from my coursework with Nebraska Math and Science Summer Institutes (NMSSI) and Nebraska Algebra. Through these courses, there has been an emphasis, even in the daily work, to write solutions in a manner that one could return to the problem at a later time and follow the solution process. This same process is extended to the end-of-course problem set where we are expected to include a full write-up with our work. Not only does this clarify the process we used to solve the problem, it also allows us to build a vocabulary for the solution process. Essentially, writing out the solutions allows us to solve the problem using a different modality, written word, and it provides a framework for how we would teach the particular problem. NMSSI has also confronted me with a variety of mathematical contexts allowing me to strengthen my ability to reason about mathematics. The wide-ranging coursework has helped me build a toolkit to solve problems. It has allowed me to see how the same problem can be framed in different mathematical settings, reinforcing the idea that a large part of the problem solving process is being able to look at a problem and decide which context is best for solving it."

Jeremy Long, Westside High School, August 2012 graduate, Master of Arts for Teachers

Tony Hoffman

"The importance of a teacher in the classroom is much more than simply exposing students to new mathematical material. I feel the most important roll of a math teacher, or any other teacher for that matter, is to teach students how to become lifelong learners. Their math education doesn't end with our last class together but hopefully it lasts for the rest of their lives. I try very hard to give them tools to continue learning mathematics. One of my favorite sayings is: 'Feed a man a fish, feed him for a day. Teach a man to fish, feed him for a lifetime.' This is my math teacher's 'battle-cry.' Math is something I love even though I wish I were better at it. Having said that, I have had to teach myself how to 'fish' through many years of courses but have also been given some wonderful tips on fishing. One of my main objectives in my classroom is to teach kids how to fish… for math."

Tony Hoffman, Crofton High School, August 2012 graduate, Master of Arts for Teachers

Tahma Kuck

"The first time I was exposed to the Common Core Standards for Math, the statement 'Make sense of problems and persevere in solving them' caught my eye almost immediately and I remember thinking, 'Oh boy.' I had just finished my second year of teaching and knew that there were things that needed improving in my teaching strategies. In the summer of 2011 I took an NMSSI course that really delved into the Common Core and looked at not only the contents but the trajectories from grades K through ninth grade and a little into the high school. Deconstructing these standards was an eye opening experience and made me see the importance and real meaning behind that statement. After the NMSSI course, assuming that someday we too would adopt the Common Core Standards, I knew that I needed to begin making some cultural changes in my classroom. Over the past year I have been implementing different activities and teaching strategies, many that I have gotten from NMSSI courses and NMPDS, in an effort to see improvement in my students' willingness to tackle more challenging problems. The first, and most important, change that I implemented was infusing language into my classroom. My students were not comfortable talking about what we were learning. They wanted me to spell out the steps to complete the problems and then let them do homework. So in the beginning we spent time building an atmosphere where students were okay with not always having the right answer. We also found ways to include students who are very shy in discussions by using individual white boards to show answers/opinions, thumbs up/thumbs down and think/pair/share. The think/pair/share worked really well because those students who are shy or have low self efficacy could get reassurance from a well selected table partner and then felt more comfortable to share their conclusion. Students became accustomed to coming into my class knowing that they would have to share their work and/or thoughts with the class."

Tahma Kuck, Ord Jr/Sr High School, August 2012 graduate, Master of Arts for Teachers

Contact Us

Contact: Lindsay Augustyn
Outreach & Communications

Enrollment Limits

The Office of Registration and Records puts a cap on how many credit hours a typical UNL student can take over the summer. We are allowed to override this policy. Please let know if you will need an override before you attempt to register for more credit hours than allowed. Each summer session has a maximum number of hours that may be taken. The maximum is 3 for Pre-Session, 9 for the 8-Week Session, and 6 for either 5-week Session.

GEOS 898 Video

GEOS Video

Methods in Geoscience Field Instruction is a 14-day, inquiry-based field course in which participants will experience learning (and camping) in the great outdoors across Nebraska, South Dakota and Wyoming. More details in this PDF.

Watch video

Course Descriptions for Secondary Mathematics Teachers

This pdf contains descriptions of the mathematics courses designed for high school mathematics teachers.

Fieldbook covers

14 Days of Adventure

"I will never look at a rock the same way again."
"I'm inspired to continually bring up opportunities for wonder in my students."
"I felt like I was on 'Survivor' - and I was succeeding."
Teachers who embark on the NMSSI's 14-day inquiry-based field course, GEOS 898: Methods in Geoscience Field Instruction, come away with a one-of-a-kind experience. This immersion adventure travels through Nebraska, Wyoming and South Dakota in June, and aims to demonstrate effective teaching methods that can integrate geoscience into K-12 learning environments. View these PDFs to read first-hand accounts from one science teacher and one math teacher's fieldbooks. Don't miss the opportunity to enroll in GEOS 898 for Summer 2013. Registration opens in March 2013. Syllabus Video

Fieldbook of a Science Teacher Fieldbook of a Math Teacher