Graduate Course Proposal Form Submission Detail - OCE6950
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Approved by SCNS
Submission Type: New
Course Change Information (for course changes only): Note: this course material has been taught 3 or more times at the College of Marine Science under the title: Teaching Marine Science I
Comments: for grad cert. to chair. APPROVED PENDING acct #. Emailed 3/5/14. 5/20/14; Appd 5/22/14. To USF Sys 5/23/14; to SCNS 6/2/14. Nmbr 6043 appd as 6950. Eff 11/1/14
- Department and Contact Information
Tracking Number Date & Time Submitted 4750 2013-05-03 Department College Budget Account Number Marine Science MS USF01TPA25000010000 CMS0000000000 Contact Person Phone Teresa Greely 7275533921 email@example.com
- Course Information
Prefix Number Full Title OCE 6950 Teaching the Broader Impacts of Ocean Sciences Is the course title variable? N Is a permit required for registration? Y Are the credit hours variable? Y Is this course repeatable? N If repeatable, how many times? 0 Credit Hours Section Type Grading Option 1-4 S - Supervised Teaching R - Regular Abbreviated Title (30 characters maximum) Teaching Ocean Sciences Course Online? Percentage Online C - Face-to-face (0% online) 0
This experiential learning course is designed to teach graduate students how to prepare research grants, develop lab, field-based, and in classroom lesson modules to effectively translate science concepts to their students.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed for new program/concentration/certificate
B. 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?
This course provides students with the opportunity to strengthen both science teaching and communication skills by developing unique marine science learning environments that focus on real world problems with local relevance and global impact. This course will also provide students with real world, situational experience required to bridge the gap between learning science and teaching science to others.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
Yes, 3 or more times
D. 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
- Other Course Information
1. Demonstrate an appreciation and understanding of teaching science as inquiry
2. Demonstrate knowledge of the ideas, and models that scientists use to translate research from technical terminology into plain, conversational relatable English
3. Demonstrate how the ideas and models of the 5E instructional model can facilitate knowledge transference to a non-science audience
B. Learning Outcomes
Students will be able to:
1) Design and deliver learning opportunities for non-science audiences that facilitate science as inquiry and effectively translate scientific research into plain language that can be understood by the general public
2) Practice teaching strategies as inquiry using the 5E instructional model
3) Develop lectures that address relevant environmental issues by designing problem based learning modules
C. Major Topics
Topics to be covered include strategies to develop classroom based research projects, manipulate and source reliable scientific data streams, national science standards and their implementation, educational assessment techniques and cooperative learning techniques.
Topics to be covered include:
How people learn, learning mechanisms and science teaching strategies. National science standards and their implementation. Tools and strategies to include national science standards into learning modules, cooperative learning techniques. Tools and strategies to translate scientific research into conversational relatable English.
Tools and strategies to create learning modules from research projects. Tools and strategies to incorporate near real time data (using datasets the general public can easily access) into the teaching modules created from research projects.
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)
E. Course Readings, Online Resources, and Other Purchases
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.
Other collections of texts, journal articles, science resources, media products, models, etc. will be required as
the course progresses
F. 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 informal teaching visits (structure, content, teaching strategies, resources, etc.);
- Visits to several informal education settings including science cafes, aquariums, science fairs
- Utilization of social media and creation of science blogs
- Develop, design, and implement a 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
- 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
G. Assignments, Exams and Tests
Weekly reflective journals, online blogs, social media posts:40%
Three completed lesson plans within your science discipline:30%
Create a CD of teaching toolbox (including lesson modules):5%
Deliver community marine science lecture (include pre and post survey data):25%
H. 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: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
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.
I. 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.
J. Program This Course Supports
Graduate Certificate in Ocean Sciences Education
- Course Concurrence Information
MSc Marine Science
PhD Marine Science