Submission guidelines are posted to the GCC Web site: http://www.ecu.edu/cs-acad/gcc/index.cfm

1.  Course prefix and number: 2. Date:

1. 

2. 

3.  Requested action:

New Course
X / Revision of Active Course
Revision & Unbanking of a Banked Course
Renumbering of an Existing Course from
from / # / to / #
Required / Elective

4.  Method(s) of delivery (check all boxes that apply for both current/proposed and expected future delivery methods within the next three years):

Current or Expected

Proposed Delivery Future Delivery

Method(s): Method(s):

On-campus (face to face)
Distance Course (face to face off campus)
X / Online (delivery of 50% or more of the instruction is offered online) / X

5.  Justification (must cite accreditation and/or assessment by the graduate faculty) for new course or course revision or course renumbering:

The Faculty in Science Education identified the need for science teachers to know about the results of local, state, national, and international science assessments and their impact on the science courses they teach. Faculty approved the revision of the SCIE 6020 course to address this omission. The revised course introduces science teachers to the world of high performing science education programs that exist beyond their immediate classroom environment. This knowledge is needed for teachers to lead their school in becoming a highly successful STEM (Science, Technology, Engineering, & Mathematics) school. Acquiring a global awareness (central to the Framework for 21st Century Learning) of the content, teaching, and assessment practices of science teachers in high performing schools worldwide prepares science teachers to assume leadership roles in reforming science teaching principles, practices, and outcomes in their schools. Becoming a well informed, effective teacher leader and leading school improvement is central to the Standards for Graduate Teacher Candidates developed by the North Carolina Professional Teaching Standards Commission.

6.  Course description exactly as it should appear in the next catalog:

6020. Perspectives on Science Education (3) P/C: SCIE 6030. Analysis of state, national, and international science curriculum, teaching, and assessment results and practices and their implications for science education.

7.  If this is a course revision, briefly describe the requested change:

Revision of the course enables science teachers to acquire a global awareness of the quality of science curriculum, teaching, and assessment practices worldwide and their influence on current accountability.

8.  Course credit:

Lecture Hours / 3 / Weekly / OR / Per Term / Credit Hours / 3 / s.h.
Lab / Weekly / OR / Per Term / Credit Hours / s.h.
Studio / Weekly / OR / Per Term / Credit Hours / s.h.
Practicum / Weekly / OR / Per Term / Credit Hours / s.h.
Internship / Weekly / OR / Per Term / Credit Hours / s.h.
Other (e.g., independent study) Please explain. / s.h.
Total Credit Hours / 3 / s.h.
25

9.  Anticipated annual student enrollment:

10.  Changes in degree hours of your programs:

Degree(s)/Program(s) / Changes in Degree Hours
MAEd Science Education / None

11.  Affected degrees or academic programs, other than your programs:

Degree(s)/Program(s) / Changes in Degree Hours
None

12.  Overlapping or duplication with affected units or programs:

X / Not applicable
Documentation of notification to the affected academic degree programs is attached.

13.  Council for Teacher Education (CTE) approval (for courses affecting teacher education):

Not applicable
X / Applicable and CTE has given their approval.

14.  University Service-Learning Committee (USLC) approval:

X / Not applicable
Applicable and USLC has given their approval.

15.  Statements of support:

a. Staff

X / Current staff is adequate
Additional staff is needed (describe needs in the box below):

b. Facilities

X / Current facilities are adequate
Additional facilities are needed (describe needs in the box below):

c. Library

X / Initial library resources are adequate
Initial resources are needed (in the box below, give a brief explanation and an estimate for the cost of acquisition of required initial resources):

d. Unit computer resources

X / Unit computer resources are adequate
Additional unit computer resources are needed (in the box below, give a brief explanation and an estimate for the cost of acquisition):

e. ITCS resources

X / ITCS resources are not needed
The following ITCS resources are needed (put a check beside each need):
Mainframe computer system
Statistical services
Network connections
Computer lab for students
Software
Approval from the Director of ITCS attached

16.  Course information (see: Graduate Curriculum and Program Development Manual for instructions):

a. Textbook(s) and/or readings: author(s), name, publication date, publisher, and city/state/country. Include ISBN (when applicable).

American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press. Retrieved from http://www.project2061.org/publications/bsl/online/index.php?home=true
Mundry, S. & Stiles, K. (2009). Professional learning communities for science teaching. Washington, DC: National Science Teachers Association.
National Center for Education Statistics (2008). Trends in International Mathematics and Science Study. Retrieved from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2009001
National Center for Education Statistics. (n.d.) The Nations Report Card: Science 2009. Retrieved from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2011451
National Council on Teaching & America’s Future. (2010). STEM teachers in professional learning communities: A knowledge synthesis. Retrieved from http://www.nctaf.org/resources/research_and_reports/nctaf_research_reports/index.htm
National Research Council. (1996). National science education standards. Washington, DC: The National Academies Press. Retrieved from http://www.nap.edu/openbook.php?record_id=4962
National Research Council. (2011). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press. Retrieved from http://www.nap.edu/catalog.php?record_id=13165
North Carolina Department of Public Instruction. (n.d.) NC School Report Cards. Retrieved from http://www.ncreportcards.org/src/
Program for International Student Assessment. (n.d.). What students know and can do. Student performance in reading, mathematics and science, Volume 1. Retrieved from http://www.pisa.oecd.org/document/61/0,3746,en_32252351_32235731_46567613_1_1_1_1,00.html
Schreiner, C & Sjøberg, S. (2004). Relevance of Science Education: Sowing the Seeks of ROSE. Retrieved from http://www.uv.uio.no/ils/english/research/projects/rose/
Tucker, M. (Ed). (2011). Surpassing Shanghai: An Agenda for American Education Built on the World’s Leading Systems. Cambridge, MA: Harvard Education Press. [ISBN: 9781612501031]
Weiss, I., Pasley, J., Smith, P., Banilower, E., & Heck, D. (2003). Looking inside the classroom: A study of K-12 mathematics and science education in the United States. Retrieved from http://www.horizon-research.com/insidetheclassroom/reports/looking/ Program for International Student Assessment. (n.d.). What students know and can do. Student performance in reading, mathematics and Science, Volume 1. Retrieved from http://www.pisa.oecd.org/document/61/0,3746,en_32252351_32235731_46567613_1_1_1_1,00.html
Yazzie-Mintz, E. (2009). Charting the Path from Engagement to Achievement: A Report on the 2009 High School Survey of Student Engagement. Retrieved from http://ceep.indiana.edu/hssse/index.htm

b. Course objectives for the course (student – centered, behavioral focus)

Upon completion of this course, students will be able to:
1.  Compare and contrast the similarities and differences in assessment frameworks and the associated outcomes for local, state, national, and international assessments of students’ understanding of science principles, practices, and reasoning skills.
2.  Identify high- and low-performing schools on state, national, and international assessments of science.
3.  Form and participate in a professional learning community composed of science teachers from high-performing state, national and international schools and exchange same-subject science syllabi,
4.  Compare, contrast and evaluate same-subject science courses with regard to content, teaching, and assessment practices, and
5.  Develop a personal and professional growth and development plan for revising local science content, teaching, and assessment practices.

c. Course topic outline

1.  Curriculum, Teaching and Assessment Practices in Your Classroom Science Classroom
2.  NC School Report Card Results for Your School and District
3.  Looking into My Classroom—How Does My Teaching Stack Up?
4.  Looking in Science Classrooms—Results of a Nationwide Study
5.  Communities of Practice and Professional Learning Communities—Options for Improved Science Learning
6.  NAEP Science Report Card—State-by-State Comparisons
7.  Curriculum, Teaching and Assessment Practices in High Performing School
8.  TIMSS & PISA—Nation-by-Nation Comparisons
9.  Curriculum, Teaching and Assessment Practices in Schools in High Performing Nations

d. List of course assignments, weighting of each assignment, and grading/evaluation system for determining a grade

·  Compare and contrast state, national, and international science assessment frameworks and post responses to Local Science Education Professional Learning Community (L-PCL) Blog for review. (L-PLC, 6 entries @ 10 pts. each, Total = 60 pts.) [Objectives 1, 2, 3]
·  Syllabus, Lesson Plan, and Testing Swap, Review and Analysis (2 @ 20 pts. each, Total = 40 pts.) [Objectives 2, 3, 4]
·  Develop, critique, and present a Science Course Revision Proposal to School/District/State Science Community. (100 pts.) [Objective 5]
Grading Scale (200 pts):
A = 93-100%
B = 85-92%
C = 77-84%
F = below 77F = below 77

5

Revised 04-06-11 and posted fall of 2011