Graduate Course Proposal Form Submission Detail - OCE6949C
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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 II
Comments: for grad cert; needs acct #, obj need rev; emailed 3/5/14, 5/20/14. Acct # red 5/22; Obj still need revision. 9/19/14. updated. To gc 11/14/14. Appd 2/10/15. To USF Sys 2/27/15. Nmbr 6045 appd as 6949C. Eff 4/1/15
- Department and Contact Information
Tracking Number Date & Time Submitted 4751 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 6949C Developing and Teaching a STEM Course 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) Developing a STEM Course Course Online? Percentage Online C - Face-to-face (0% online) 0
Designed to to enhance participants’ science teaching and science communication skills. The course will provide students with the opportunity to develop the modules necessary to teach their first formal STEM Course.
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?
To keep pace with current national trends in STEM education. Prospective STEM educators require hands-on practical training programs that demonstrate how science concepts can be integrated to address real world problems and questions within the classroom. These prospective educators also require training by and exposure to marine science educators who can lead them in developing classroom based research projects as scientific inquiries that incorporate near real-time data streams, fieldtrips, and other tools of science, and design problem based learning modules. Prospective educators also require relevant practicum training, which will be provided via opportunities to serve as a science resource expert in K-12 classrooms during this course.
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. To learn STEM specific strategies and resources to teach an ocean sciences course at postsecondary level
2. To learn the general requirements for developing an ocean sciences course in the context of STEM education
3. To learn the basics of writing the content for a course, including syllabus, purpose, course content, objectives, student outcomes, schedule, grading policy
4. To develop an ocean sciences course that includes lab and field based components
5. To practice implementing a module of an ocean sciences course as a guest for an existing course
B. Learning Outcomes
Students will be able to:
1) Design and deliver learning opportunities for post-secondary audiences that facilitate STEM knowledge transference
2) Practice developing course modules and teaching as inquiry using the 5E instructional model, virtual tools and online teaching research
3) Develop lectures, in-class demos, simulations and team challenges that address relevant environmental issues by designing problem based learning modules
C. Major Topics
Topics to be covered include: Identification of tools and strategies to educate target audience. Establish course goals and objectives. Establish concurrency between course goals and objectives and national science standards. Create course syllabus. Tools and strategies to develop STEM course content and learning modules. Choose suitable course textbooks and readings. Create in-classroom STEM course content material.
Texts related to experiential learning and course development in STEM fields, journal articles and case studies recommended by the instructor.
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.
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.
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 formal classroom visits (structure, content, teaching strategies, resources, etc.)
- Visits to several formal education settings for K-12 and post secondary learners
- Develop, design, and implement course modules 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
G. Assignments, Exams and Tests
Develop lectures incorporating in-class demos, simulations and team challenges:60%
Create a CD of course materials (including syllabus, content modules, supporting activities):15%
Deliver formal STEM 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