WINONA STATE UNIVERSITY
REQUIRED CHECKLIST FOR ALL CURRICULAR PROPOSALS
Course or Program__RED310: S.T.E.M. in Elementary Classrooms__
This checklist enables A2C2 representatives to endorse that their departments have accurately followed the Process for Accomplishing Curricular Change. For each course or program proposal submitted to A2C2, this checklist must be completed, signed by the submitting department's A2C2 representative, and included with the proposal when forwarded for approval. Peer review of proposals is also strongly advised, e.g., departments should discuss and vote on the proposals as submitted to A2C2, rather than on just the ideas proposed or drafts of proposals.
If a proposal fails to follow or complete any aspect of the process, the Course and Program Proposal Subcommittee will postpone consideration of the proposal and return it to the department's A2C2 representative for completion and resubmission. Resubmitted proposals have the same status as newly submitted proposals.
Note: This form need not be completed for notifications.
1. The appropriate forms and the “Approval Form" have been completed in full for this proposal. All necessary or relevant descriptions, rationales, and notifications have been provided.
____X____ Completed
2a. The “Financial and Staffing Data Sheet" has been completed and is enclosed in this proposal, if applicable.
____X____ Completed ______NA
2b. For departments that have claimed that “existing staff" would be teaching the course proposed, an explanation has been enclosed in this proposal as to how existing staff will do this, e.g., what enrollment limits can be accommodated by existing staff. If no such explanation is enclosed, the department's representative is prepared to address A2C2's questions on this matter.
_____X___ Completed ______NA
3. Arrangements have been made so that a department representative knowledgeable of this proposal will be attending both the Course and Program Proposal Subcommittee meeting and the full A2C2 meeting at which this proposal is considered.
____X____ Completed
Name and office phone number of proposal's representative: Maggie Hoody 529-6118 & Nancy Eckerson 280-2860
4. Reasonable attempts have been made to notify and reach agreements with all university units affected by this proposal. Units still opposing a proposal must submit their objections in writing before or during the Course and Program Proposal Subcommittee meeting at which this proposal is considered.
_____X___ Completed ______NA
5. The course name and number is listed for each prerequisite involved in this proposal.
____X____ Completed ______NA
6. In this proposal for a new or revised program (major, minor, concentration, etc.), the list of prerequisites provided includes all the prerequisites of any proposed prerequisites. All such prerequisites of prerequisites are included in the total credit hour calculations. ______Completed ____X____ NA – This is a course proposal.
7. In this proposal for a new or revised program, the following information for each required or elective course is provided:
a. The course name and number.
b. A brief course description.
c. A brief statement explaining why the program should include the course.
______Completed _____X___ NA -- This is a course proposal.
8. This course or program revision proposal:
a. Clearly identifies each proposed change.
b. Displays the current requirements next to the proposed new requirements, for clear, easy comparison.
____X____ Completed ______NA
9. This course proposal provides publication dates for all works listed as course textbooks or references using a standard form of citation. Accessibility of the cited publications for use in this proposed course has been confirmed.
____X____ Completed ______NA
______Dana Brigson ______12/1/11______
Department's A2C2 Representative or Alternate Date [Revised 9-05]
WINONA STATE UNIVERSITY
PROPOSAL FOR NEW COURSES
Department Rochester Education _ Date __December 1, 2011_
Refer to Regulation 3-4, Policy for Changing the Curriculum, for complete information on submitting proposals for curricular changes.
_RED 310______STEM in the Elementary Classrooms______8______
Course No. Course Title Credits
This proposal is for a(n) _X Undergraduate Course ______Graduate Course
Applies to: __X____ Major ______Minor ______University Studies* ______Not for USP
__X___ Required _____ Required
_____ Elective _____ Elective
Prerequisites _ Admission to the Rochester Education Teacher Education Program ______
Grading method __X____ Grade only ______P/NC only ______Grade and P/NC Option
Frequency of offering ______Yearly______
*For University Studies Program course approval, the form Proposal for University Studies Courses must also be completed and submitted according to the instructions on that form.
Provide the following information:
A. Course Description
1. Catalog description.
The STEM semester block investigates relationships between and amongst science, technology, engineering, and mathematics. In particular, focusing upon how to facilitate learning experiences through which students utilize mathematics to mediate a developing understanding of science, technology, and engineering concepts.
Essential Questions situated within the course include:
· How does STEM content knowledge impact student learning?
· How does Discourse Awareness impact student learning?
· How does Instruction impact student learning?
· How does Technology production impact student learning?
Guiding questions include:
· What is the nature of science?
· What is the nature of technology?
· What is the nature of engineering?
· What is the nature of mathematics?
2. Course outline of the major topics and subtopics (minimum of two-level outline).
I. Theor(ies) of Learning
A. Behaviorism
B. Constructivism
C. Social Constructivism
D. Developmental Theories
E. Self-Theories
II. Discourse(s)
A. Academic Language
B. Developing Identity As:
a. Scientist
b. Technologist
c. Engineer
d. Mathematician
III. Content Knowledge
A. The Nature of Science
a. The Scientific World View
b. Scientific Inquiry
c. Scientific Enterprise
d. Strands of Study
i. Life Sciences
ii. Physical Sciences
iii. Earth & Space Sciences
B. The Nature of Technology
a. Technology and Science
b. Design and Systems
c. Issues in Technology
C. The Nature of Engineering
a. Design
b. Desirable Outcome(s)
c. Engineering and Technology
D. The Nature of Mathematics
a. Patterns and Relationships
b. Mathematics, Science, and Technology
c. Mathematical Inquiry
d. Strands of Study within Elementary Math Curriculum
i. Patterns
ii. Problem Solving
iii. Data Investigation
iv. Numerical Literacy
1. Addition and Subtraction of Whole Numbers
2. Multiplication and Division of Whole Numbers
3. Numeration of Common and Decimal Fractions
4. Measurement, Time, Temperature, and Money
v. Geometry
vi. Measurement
vii. Statistics
viii. Probability
ix. Discrete Math
x. Algebra
IV. Pedagogical Knowledge
A. STEM Processes
i. Problem Solving
ii. Communication
iii. Reasoning and Proof
iv. Representations
v. Connections
B. Communication and Discourse
i. The Role of Children’s Talk
ii. The Role of Questioning
iii. Reflection Through Writing
iv. Assessing Teacher and Student Communication
C. Concepts and Procedures
i. Conceptual/Procedural Knowledge
ii. Constructing Mental Concepts
iii. Developing Procedural Fluency
iv. Standard/Alternative Algorithms
D. Instructional Design
i. Teaching and Learning Through Inquiry
ii. Instructional Goals
1. Content Goals
2. Process Goals
3. Disposition Goals
4. Social Goals
5. Choosing Goals & Objectives
iii. Daily Lesson Plans
iv. Unit Plans
E. Materials
i. Manipulatives
1. Selection
2. Use
ii. Lab Equipment
iii. Technology
F. Routines
i. What are routines?
ii. Types of Routines
iii. Designing a Routine Series
iv. Planning Routines for the Year
v. Assessing Routines
vi. Procedural Fluency
vii. Algorithms
viii. Mental Math Activities
G. Tasks
i. Nature of Tasks
ii. Outcomes of Tasks
iii. Designing Tasks
iv. Assessing Tasks
H. Primary- and Second-Language Issues in STEM Learning
i. Language Acquisition
ii. Irregularities with Vocabulary
iii. Explicit Teaching of Vocabulary
iv. Environments that Support Language & Concept Development
v. Discourse Structures
I. Exceptional Learners
i. Access and Equity
ii. Differentiating Instruction
J. Systems
K. Lab Safety
L. Standards
i. Minnesota Standards
ii. National Council of Teachers of Mathematics Standards
iii. National Science Education Standards
iv. Project 2061: Science for All Americans
IV. Assessment
A. Formative
B. Summative
C. Validity
D. Reliability
E. Traditional
F. Alternative
V. Learning Environment
A. Creating a “smart” environment
B. Classroom beyond the classroom
a. Field Study
b. Site Visits
VI. Instructional Strategies
A. Core
a. Direct Instruction
b. Hands on Teaching
c. Using Children’s Literature to Enhance Learning
d. Cooperative Learning
B. Domain Specific
a. 5E Model (Science)
b. Inquiry-Based Exploration
c. Getting Reading/Task/Discourse
VII. Ethics
A. Environmental Issues
B. Science & Society
C. Use of Living Organisms
D. Access and Equity
VIII. Children and Adolescents’ Literature
A. To Facilitate Mathematical Understanding
B. To Support Scientific Inquiry
C. To Facilitate Engineering Exploration
D. Through Technology
3.a Instructional delivery methods utilized: (Please check all that apply).
Lecture: Auditorium / ITV / Online / Web Enhanced / Web Supplemented XLecture: Classroom X / Service Learning / Travel Study / Laboratory / Internship/Practicum
Other: (Please indicate)
3.b. MnSCU Course media codes: (Please check all that apply).
None: / 3. Internet / 6. Independent Study / 9. Web Enhanced X1. Satellite / 4. ITV Sending / 7. Taped / 10. Web Supplemented
2. CD Rom / 5. Broadcast TV / 8. ITV Receiving
4. Course requirements (papers, lab work, projects, etc.) and means of evaluation.
Core Belief:
We exist to improve Birth to twenty students’ learning. Through a continuum of clinical experiences and relevant and appropriate instructional methods, WSU graduates are prepared in a community of learners with developmentally appropriate content, pedagogical, and dispositional expertise to demonstrably improve students’ learning by (1)actively engaging in reflective practice and continuous improvement (2) demonstrating awareness of and the ability to respond to – broader psychosocial and globally responsive contexts; and (3) advocating for students and their learning through leadership, collaboration, innovation, flexibility, & critical thinking.
(Reflect, Respond, Advocate)
Teacher Candidates will address the Essential Questions, Guiding Questions, and MN Teaching Standards in the following course requirements.
Applied Field Experience
Candidates will be expected to complete a minimum of 5 hours of Field Experience associated with each semester credit; 75 hours/semester for full-time students and 35-40 hours/semester for part-time students. Field Experiences are planned to include the full-range of potential placements related to the licensure. Students will be expected to demonstrate and document experience and competencies as follows:
o Field placements will include at least 35-40 hours with each of these grade levels; Kindergarten, Primary (grades 1-3), Intermediate (grades 4-6), and Middle (grades 7-8).
o Field placements will include at least 20-35 hours in a Special Education program and 20-35 hours with children/a child at-risk for underachieving.
Program coursework includes planned field experience applications where teacher candidates demonstrate their knowledge and understanding in a clinical setting. In some instances, candidates may be required to go beyond their minimum Field Experience placement or hours in order to complete an applied experience.
For this course, candidates will complete the following Field Experience Application:
Critical Consumer of Research
Assignments within the Critical Consumer of Research domain challenge students to develop the ability to read, critique, and make meaning out of educational research. Within each course, students will read and dialogically process research topically linked to the semester theme. Assignments will progressively address the following skills: reading research, summarizing research findings, identifying types of research, critiquing research, and utilizing research to inform pedagogical practice.
For this course, candidates will demonstrate the following critical consumer of research skill(s):
§ Teacher candidates will read Carol Dweck’s essays on self-theories and their role in motivation, personality and development.
§ Teacher candidates will summarize Dweck’s findings, and apply the notion of performance goals and learning goals to situated experience within a STEM investigation.
§ Teacher candidates will compose an analysis of how Dweck’s theories of effort and performance relate to their personal experiences during a STEM Investigation during which they are situated as learners.
§ Teacher candidates will discuss how their experiences, as informed by Dweck’s research, can inform their teaching practice.
Self-Analysis
Ellsworth states, “It is from an understanding of our historical selves that meaningful futures can be constructed” (1994, p. 104). Self-analysis assignments will challenge students to reflect upon the social, cultural, and historical forces that shape the people that they are, then utilize such knowledge to inform their thinking about teaching and learning. Such work will be threaded throughout each course within the program. As students transition to student-teaching, self-analysis assignments will take the form of critiquing knowledge gained through reflective practice.
For this course, candidates will complete the following self-analysis experiences:
§ STEM Autobiography (pre)
§ STEM Philosophy Statement (post)
Strategy Showcase
a). This assignment aligns with 8710.2000 STANDARDS OF EFFECTIVE PRACTICE: Subpart 5. Standard 4, Instructional Strategies: A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.
Candidates will be expected to develop a repertoire of instructional strategies. As learners, candidates will experience a wide-range of strategies throughout their coursework. These strategies will be unpacked and discussed. Both generic and discipline specific strategies will be studied and practiced. Candidates will develop their personal repertoires as demonstrated in field experiences and student teaching. Finally, candidates will showcase a variety of instructional strategies each semester.
For this course, candidates will showcase at least the following strategies:
§ Direct Instruction
§ Cooperative Learning
§ Hands on Teaching
Portfolio Entries:
A performance-based assessment tool that stretches across all aspects of this program will be the candidate’s development of a professional development portfolio aligned with 8710.2000 Standards of Effective Practice and 8710.3200 Teachers of Elementary Education with a Specialty.
Portfolio Entries will be planned and developed during the candidate’s program coursework, field experience placements, and two student teaching placements. Candidates, with guidance, will individually plan and select portfolio entries that best demonstrate their knowledge, understanding, and/or performance of the standards and benchmarks. Candidates will design and maintain an electronic portfolio available for review by program faculty each semester. Detailed Portfolio Guidelines will be given to candidates during their first Seminar class.