Graduate Course Proposal Form Submission Detail - SCE6735
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Approved by SCNS
Campus: St Petersburg
Submission Type: New
Course Change Information (for course changes only): Replacing Selected Topics with Permanent number
Comments: Approved by USFSP. To USF Sys 8/14/14. To SCNS after 8/21. Approved eff 11/1/14
- Department and Contact Information
Tracking Number Date & Time Submitted 4862 2013-12-12 Department College Budget Account Number EP USFO1STP 511724 10000 000000000000 Contact Person Phone Lyman Dukes 7278734991 email@example.com
- Course Information
Prefix Number Full Title SCE 6735 Trends in Math and Science Education for Elementary Teachers Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? N If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 C - Class Lecture (Primarily) - Abbreviated Title (30 characters maximum) EL Math/Science Trends Course Online? Percentage Online C - Face-to-face (0% online) 0
This course will help students to develop an understanding of the theoretical frameworks and familiarity with literature on the multiple perspectives underpinning mathematics and science education.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Replacing Selected Topics with Permanent number; already listed in program
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 is part of the required sequence in the approved Elementary Education Math/Science graduate degree program.
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.)
A Doctoral degree and at least 18 credit hours in the discipline are required.
- Other Course Information
(*) be able to demonstrate knowledge of the interrelatedness of issues of
multicultural mathematics and/or science education at the local, global and international levels.
(*) be able to develop a global multiple-perspective analysis of an issue that impacts mathematics and/or science education.
(*) be able to demonstrate willingness to develop multicultural mathematics or science education lesson plans that address the needs of diverse learners.
(*) read about, discuss, and research issues of importance to teaching and learning mathematics or science from multiple perspectives developing knowledge of strategies for continuous improvement.
(*) learn to use data from classroom environments for exploring and reflecting on the teaching and learning in mathematics and science classes from multiple perspectives.
(*) discuss and examine the teaching and learning of mathematics or science among diverse populations and identify ways that educational research informs expert teaching practice.
(*) develop a mathematics or science lesson from a multicultural/social justice perspective.
(*) read and analyze research pertinent to issues of teaching and learning of mathematics or science among diverse populations.
(*) compare and contrast different approaches to teaching and learning mathematics or science and describe impacts of instruction on students with social, cultural, ethnic, cognitive, gender, and physical differences.
(*) compare and contrast systems education and traditional education
(*) develop a lesson that reflects systems thinking
(*) reflect on and discuss their own perspectives on mathematics or science education with respect to the issues discussed in the literature and in class.
B. Learning Outcomes
Florida Educator Accomplished Practices: The Florida Educator Accomplished Practices (FEAPs) assessed in this course include:
FEAPS: INSTRUCTIONAL DESIGN AND LESSON PLANNING
f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies.
FEAPS: CONTINUOUS PROFESSIONAL IMPROVEMENT
a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs.
b. Examines and uses data-informed research to improve instruction and student achievement.
c. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of the lessons.
d. Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement.
e. Engages in targeted professional growth opportunities and reflective practices.
f. Implements knowledge and skills learned in professional development in the teaching and learning process.
FEAPS: THE LEARNING ENVIORNMENT
d. Respects students’ cultural linguistic and family background.
e. Models clear, acceptable oral and written communication skills.
f. Maintains a climate of openness, inquiry, fairness and support.
g. Integrates current information and communication technologies.
h. Adapts the learning environment to accommodate the differing needs and diversity of students.
C. Major Topics
1. foundations of systems thinking; systems thinking as it pertains to elementary education
2. Expectations. International and national or regional assessments in mathematics and science (e.g., TIMSS, NAEP, FCAT) in 4-5th grade
3. Paradigms in Math/Science, Nature of Math/Science as starting place
4. Progressive Education from a global multicultural perspective - elementary education world wide
5. Sociocultural perspective in science/math education and related classroom discourse
6. Constructivism; it's place in the elementary classroom
7. Conceptual change; Preconceptions and Misconceptions in elementary math and science
No textbook is currently required for this course
E. Course Readings, Online Resources, and Other Purchases
readings will be provided by faculty on line, example readings include excerpts from:
Systems Thinking in Math and Science Education
1. Sweeney, L. B., & Sterman, J. D. (2000). Bathtub dynamics: initial results of a systems thinking inventory. System Dynamics Review, 16(4), 249-286.
2. Wilensky, U., & Resnick, M. (1999). Thinking in levels: A dynamic systems approach to making sense of the world. Journal of Science Education and Technology, 8(1), 3-19.
3. Glaser, R. (1984). Education and thinking: The role of knowledge. American psychologist, 39(2), 93.
4. Carey, S. (1986). Cognitive science and science education. American Psychologist, 41(10), 1123.
5. Emery, F. E. (Ed.). (1969). Systems thinking (No. 71). Harmondsworth: Penguin Books.
6. McGuinness, C. (1999). From thinking skills to thinking classrooms.
7. Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35.
Pedagogy, social class and changes in the nature of work.
1. Meadows, D. (2008). Thinking in systems: A primer. VT: Chelsea Green Publishing. (pp. 1-34, Introduction; Ch. 1, The basics)
3. Sugrue, T.J. (1993). The structures of urban poverty: The reorganization of space and work in three periods of American history. In Katz, M. (ed.), The underclass debate: Views from history (pp. 85-118). Princeton: Princeton University Press.
4. Wilson, W.J. (1996) “From Institutional to Jobless Ghettos” In The City Reader, 3rd Edition (pp. 127-135) edited by R.T. LeGates & F. Stout. New York, NY: Routledge.
5. Anyon, J. (1980). Social class and the hidden curriculum of work. Journal of Education, 162(1).
6. Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. New York: Teachers College Press. (pp. 1-62, Ch. 1 & 2)
7. Massey, D. & Denton, N. (1993). American Apartheid: Segregation and the Making of the Underclass. Massachusetts: Harvard University Press. (Ch 2 & 5).
Identity, opportunity structure, and folk theories of success
1. Ogbu, J. (1987). Variability in minority school performance: A problem in search of an explanation. Anthropology and Education Quarterly, 18, 312-334.
2. Erickson, F. (1987). Transformation and school success: The politics and culture of educational achievement. Anthropology and Education Quarterly. 18, 335-356.
Race, Classroom management and the school to prison pipeline
1. Meadows, D. (2008). Thinking in systems: A primer. VT: Chelsea Green Publishing. (pp. 86-144, Ch. 4 & 5).
2. Gregory, A., Skiba, R.J., Noguera, P.A. (2010). The achievement gap and the discipline gap: Two sides of the same coin? Educational researcher, 39(1), 59-68.
3. Anderson, E. (1994, May). The code of the streets. Atlantic Monthly, 80-94.
4. Brown, E.R. (2011). Freedom for some, discipline for “others”: The structure of inequity in education. In K.J. Saltman & D.A. Gabbard (Eds.), Education as enforcement: The militarization and corporatization of schools, pp. 127-151: New York: Routledge.
F. Student Expectations/Requirements and Grading Policy
Homework (weekly) 20%
Issues Position Paper 30%
Lesson and Reflection 20%
Grades based on following:
A 100%-93% A- 93%-90%
B+ 90%-88% B 88%-83% B- 83%-80%
C+ 80%-78% C 78%-73% C- 73%-70%
D+ 70%-68% D 68%-65% F 64%
G. Assignments, Exams and Tests
This document represents a new kind of radical syllabus type known as the Process or Negotiated syllabus which is totally different from other syllabi in that it allows full learner participation in the selection of content, mode of working, schedule and route of working, assessment, and so on. It embodies the central principle that the learner's needs are of paramount importance and that the learner brings much to the process of the course. It also respects Knowles’ research on adult learning theory which describes the characteristics of adult learners: who are autonomous and self directed, have accumulated a foundation of life experiences and knowledge, are goal oriented, expect relevancy, are practical and need to be shown respect (Knowles, 1990). Our syllabus can take many forms before we have it completed and your input is necessary for its success. [Borrowed in full from Cynthia McDermott - http://www.antiochla.edu/expert/j-cynthia-mcdermott-edd/]
Actual reading will depend on student selection and direction of course as noted above, but selections can be made from the list of readings shown above.
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
Reference: USF Regulation USF 3.027 - The following is the portion of the Regulation pertaining to graduate students. To read the entire regulation, go to: http://generalcounsel.usf.edu/regulations/pdfs/regulation-usf3.027.pdf
1. Fundamental Principles
Academic integrity is the foundation of the University of South Florida system’s (University/USF) commitment to the academic honesty and personal integrity of its University community. Academic integrity is grounded in certain fundamental values, which include honesty, respect and fairness. Broadly defined, academic honesty is the completion of all academic endeavors and claims of scholarly knowledge as representative of one’s own efforts. Knowledge and maintenance of the academic standards of honesty and integrity as set forth by the University are the responsibility of the entire academic community, including the instructional faculty, staff and students.
2. General Policies
The following policies and procedures apply to all students, instructional faculty and staff who participate in administration of academic classes, programs and research at the University of South Florida St. Petersburg and the USF system. This regulation asserts fairness in that it requires notice to any student accused of a violation of academic integrity and provides a directive for discussion between the instructor and student to seek a fair and equitable resolution. If a fair resolution is not accomplished in this discussion, this regulation allows the student continued rights of due process under the academic grievance procedures based upon the preponderance of the evidence. The policies described below are the only policies and procedures that govern violations of academic integrity at the University and supersede any previous policies or regulations.
J. Program This Course Supports
Elemenary Education Math/Science degree program
- Course Concurrence Information
This course is unique to the Elementary Education Math/Science master degree program.