Graduate Studies Reports Access

Graduate Course Proposal Form Submission Detail - OCE6048
Tracking Number - 4749

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Current Status: Approved by SCNS - 2015-04-01
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: for grad cert; needs acct #, objectives need revision; emailed 3/5/14, 5/20/14. Acct # red 5/22; Obj still need revision 9/19/14. Updated - to GC. Appd 2/10/15. To USF Sys 2/27/15. Appd eff 4/1/15

Detail Information

  1. Date & Time Submitted: 2013-05-03
  2. Department: Marine Science
  3. College: MS
  4. Budget Account Number: USF01TPA25000010000 CMS0000000000
  5. Contact Person: Teresa Greely
  6. Phone: 7275533921
  7. Email:
  8. Prefix: OCE
  9. Number: 6048
  10. Full Title: Scientist in the Classroom
  11. Credit Hours: 1-4
  12. Section Type: C - Class Lecture (Primarily)
  13. Is the course title variable?: N
  14. Is a permit required for registration?: Y
  15. Are the credit hours variable?: Y
  16. Is this course repeatable?: N
  17. If repeatable, how many times?: 0
  18. Abbreviated Title (30 characters maximum): Scientist in the Classroom
  19. Course Online?: C - Face-to-face (0% online)
  20. Percentage Online: 0
  21. Grading Option: R - Regular
  22. Prerequisites:
  23. Corequisites:
  24. Course Description: Provides students with a theoretical framework, practical knowledge, and skills required to successfully design, implement, and evaluate effective science teaching and learning.

  25. Please briefly explain why it is necessary and/or desirable to add this course: Needed for new program/concentration/certificate
  26. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? To keep USF course offering on par with national trends. Discussions within the federal government, federal environmental agencies, state agencies and research institutions increasingly reference the need for individuals capable of translating environmental stewardship practices, scientific research findings, publications and scientific data to the wider community who are not trained in the sciences. The ability to successfully design, implement, and evaluate effective science teaching and learning is a step towards bridging the existing divide between scientists, policy makers and the general public. We need to not only train students, we need to train educators who can in turn train and educate other citizens in the community.
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes, 3 or more times
  28. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Instructor qualifications include: advanced degree or 5 years practical training/experience in Marine Science, or 5 years practical experience in Marine Science Training and Education and/or STEM Education
  29. Objectives: Course Objectives

    1. To learn the general requirements for teaching science within a K-12 school (Science Standards for content and teaching)

    2. To discuss the theoretical framework for how people learn science and how scientists practice science

    3. To identify how K-12 students learn about the oceans within a classroom context

    4. To develop a STEM-based ocean sciences module appropriate for K-12 or community science setting

    5. To practice implementing an ocean sciences module, event or activity in a classroom, community event, social network

  30. Learning Outcomes: Improved Teaching:

    Provide teaching strategies and resources for teaching at the post-secondary level using many of the same models and strategies implemented at the K-12 level.

    Improved Grant Writing:

    Provide preparation for future grant writing requiring an education and public outreach (EPO) component as part of research grants (NSF, NASA, NOAA), e.g. Criterion II Broader Impacts.

    Experience in K-12/Community Learning/Undergrad Setting:

    Provide teaching and learning opportunities within a K-12 community, community lecture series or undergraduate classroom to better prepare and encourage early career scientists to participate in education and outreach.

    Experience within the Education Profession:

    Develop a general understanding, research, and respect for the challenges of effectively teaching and learning science within the wider community.

    Community Science Service/Outreach:

    Promote a sense of social and professional responsibility as a science expert and mentor to contribute to science education and training the next generation of scientists.

  31. Major Topics: Topics to be covered include how people learn, national science standards and their implementation, educational assessment techniques, cooperative learning, and inclusive learning strategies for engaging diversity.
  32. Textbooks: Texts related to experiential learning in STEM fields, journal articles and case studies recommended by the instructor.

    AAAS (American Association for the Advancement of Science). 1993. Benchmarks for Science Literacy. Oxford University Press. New York. (Selected Chapters)

    Bransford, J.D., A.L. Brown, and R.R. Cocking, eds. 2000. How People Learn: Brain, Mind, Experience, and School. National Acad. Press, Washington, D.C. 374p. (Chapters 1,2,3,5, and 7)

  33. Course Readings, Online Resources, and Other Purchases: AAAS (American Association for the Advancement of Science). 1993. Benchmarks for Science Literacy.

    Oxford University Press. New York. (Selected Chapters)


    Bransford, J.D., A.L. Brown, and R.R. Cocking, eds. 2000. How People Learn: Brain, Mind, Experience,

    and School. National Acad. Press, Washington, D.C. 374p. (Chapters 1,2,3,5, and 7) AVAILABLE ON-LINE

    National Research Council. National Science Education Standards. 1996. National Acad. Press.

    Washington, D.C. 262p. (Selected Chapters)


    National Research Council. Inquiry and the National Science Education Standards: A Guide for Teaching and

    Learning. 2000. Washington, D.C. National Acad. Press. Washington, D.C. 200p.


    Pellegrino, J.W., N. Chudowsky, and R. Glaser, eds. Knowing What Students Know: The Science of

    Design of Educational Assessment. National Acad. Press. Washington, D.C. 366p. AVAILABLE ON-LINE

    Other collections of texts, journal articles, science resources, media products, models, etc. will be required as

    the course progresses

  34. Student Expectations/Requirements and Grading Policy: - Attend all classes and fully participate in discussions and reviews

    - Weekly Electronic Journal entries of a) observations, learning, and reflections about the course, emerging ideas about science teaching, comparisons and contrasts of classroom visits (structure, content, teaching strategies, resources, etc.); b) Scientific Discourse-- students must respond to at least one other classmates journal postings

    - Visits to several formal education settings for K-12 learners

    - Develop, design, and implement a classroom learning experience in some area of marine science— activity must incorporate the 5 E’s model, science as inquiry, and an assessment technique (interview, KWL, etc.)

    - Self-assessment of learning experience using concept maps

    - Conduct and present results from an interview with science education professional

    - Design and present a PPP to introduce yourself and your research to a general audience

    - Design and present a PPP of ‘My Philosophy of Science Teaching’

    - Science Autobiography

    - Review of Science Education research article and presentation

  35. Assignments, Exams and Tests: Participation in class discussions, development of education and outreach research grant:20%

    Electronic Journal entries including individual reflections and responses to classmates:20%

    Presentation of science learning module to a K-12/post secondary classroom (two sessions):20%

    Completion of self evaluation including concept maps and instructor-designed tools:20%

    Two Power Point Presentations, ‘Myself & My Science’ & ‘My Philosophy of Science Teaching: 10%

    Science Autobiography and Review of Science Education research article:10%

  36. Attendance Policy: Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

  37. Policy on Make-up Work: Students must notify scheduled absences (for approved reasons as per USF policy) at the beginning of each academic term. Students should highlight any potential conflicts with scheduled field trips or class meetings. In the event of an emergency unscheduled absence (as described in USF policies), students must contact the instructors as soon as possible and provide documentation if required.

    If an excused absence coincides with a field trip or class activity, the student (1) will be given a reasonable opportunity to review the material covered to complete pre and post surveys (2) will not have that work averaged into the student’s grade, as agreed to between the student

    and the instructor.

    If an excused absence coincides with other graded work (e.g., homework

    collection, quizzes, presentations, activities, etc.), the student shall be given a reasonable opportunity to make up such work or shall not have that work averaged into the student’s grade, at the discretion of the instructor.

    As noted in USF policy, the instructor may determine that excessive absences (whether excused or not) may threaten or preclude a student’s successful completion of the course. Making up work for unexcused absences may be allowed or declined entirely at the discretion of the instructor.

  38. Program This Course Supports: Graduate Certificate in Ocean Sciences Education
  39. Course Concurrence Information: MSc Marine Science

    PhD Marine Science

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