Stem2syllabus.17
Download as DOCX, PDF1 like1,011 views
This document provides the syllabus for the STEM 352: STEM 2 course offered at Teachers College of San Joaquin. The syllabus outlines the dates, times, instructor contact information, course description, learning outcomes, assignments, grading policy, schedule, and expectations for the course. The course focuses on examining STEM curriculum, active learning strategies, and student assessment. Students will learn STEM education pedagogy and make connections between STEM education and Common Core and NGSS standards. The syllabus provides the framework and requirements for students to develop skills in STEM curriculum design and instruction.
Stem2syllabus.17
- 1. 2857 Transworld Drive Stockton, CA 95206 www.teacherscollegesj.edu (209) 468-9116 Teachers College of San Joaquin Syllabus Course Code and Title STEM 352: STEM 2 Dates and Times of Course: 8/08/2017 (4:30-8:30pm), 8/15/2017 (4:30-8:30pm), 8/17/2017 (4:30-8:30pm), 8/22/2017 (4:30- 8:30pm), 8/29/2017 (4:30-8:30pm), 9/05/2017 (4:30-8:30pm), 9/14/2017 (4:30-8:30pm), 9/30/2017 (9:00-4:00pm), 10/10/2017 (4:30-8:30pm), 10/14/2017 (9:00am-3:30pm) Instructors Contact Information: Tim Welsh (209) 603-9985 timwelsh@sjcoe.net tjwelsh09@gmail.com tjwelsh@mgrmi.org Missionof Teachers College of San Joaquin (TCSJ) To develop a workforce of teachers and school leaders that are comfortable with collaboration, understand the need to prepare students for both work and higher education, and have the skills to develop, implement and sustain innovative educational ideas. TCSJ’s Program Learning Outcomes TCSJ exemplifies the notion of learning opportunities that are rigorous, provide relevance, are relationship-driven and incorporate reflection for professional growth. TCSJ’s Core Learning Outcomes 1. TCSJ graduates have expertise in developing relevant and rigorous curriculum. Graduates design systems for effective leadership in the classroom, campus, and educational community to ensure the success of all students. 2. TCSJ graduates have expertise in the implementation of relevant and rigorous curriculum. Graduates implement systems for effective leadership in the classroom, campus, and educational community to ensure the success of all students. 3. TCSJ graduates sustain a practice of innovation and reform. 4. TCSJ graduates understand the power of research. They critically analyze and synthesize findings to support the development and implementation of rigorous and relevant curriculum and plans. Graduates develop and implement research to contribute to the wider body of knowledge as well as to reflect on and inform personal practice. 5. TCSJ graduates are collaborative, reflective practitioners who are committed to providing rigorous, relevant, and innovative educational experiences for all students. Course Description Students will examine and experience samples of STEM curriculum, active learning strategies, and student learning assessment in STEM courses. The course will highlight pedagogical
- 2. Teachers College of San Joaquin Page 2 of 5 Syllabus practices for teaching and learning within introductory STEM courses and connections to the Common Core and Next Generation Science Standards. Student Learning Outcomes (Course Objectives): 1. Students will be able to describe STEM education pedagogy essentials, curriculum design and supporting teaching practices. 2. Students will be able to identify and support connections between STEM education and the Common Core Standards and the Next Generation Science Standards. 3. Students will be able to identify the Science, Technology, Engineering and Mathematics learning outcomes within STEM classroom lessons. 4. Students will be able to synthesize current research regarding STEM Education to identify the benefits as well as the challenges that are involved. 5. Students will be able to construct and assess a STEM experience given a simple set of academic standards. Attendance and Tardy Policy: Students are expected to be on time and remain for each class session in entirety. Arriving late or leaving early will result in a 5% grade reduction for each occurrence. Absence of 4 hours or more will result in inability to pass the course. In the case of unforeseen emergency, please contact the instructor for alternate assignments and/or make-up hours. Student Responsibilities and Expectations Be an active listener and participant Complete required readings and assignments Be prepared to participate in class discussions and activities Self-monitor participation in group discussions, including using the Norms of Collaboration (pausing, paraphrasing, probing, putting ideas on the table, paying attention to self and others, presuming positive intentions, pursuing a balance between advocacy and inquiry) Cell phones should be silenced during class. Electronics will be used to access materials needed for course content only Notify instructor if you will be absent from class Assignments & Grading Policies Title of Assignment Points Possible Attendance and Participation 20 Lab Write-Up(s) 20 Field Trip Reflection 10 Course Project 50 Total Course Points 100
- 3. Teachers College of San Joaquin Page 3 of 5 Syllabus Grading Scale and Description Grades Minimum Score Grade-Point Equivalent A 93% 4.0 A- 90% 3.7 B+ 87% 3.3 B 83% 3.0 B- 80% 2.7 C+ 77% 2.3 C 73% 2.0 C- 70% 1.7 D+ 67% 1.3 D 63% 1.0 D- 60% 0.7 F 0% 0.0 Special Considerations Policy Any student in this course who has a disability that prevents the fullest expression of his/her abilities should contact the instructor as soon as possible so that reasonable accommodations can be made. Professional Conduct Students and staff agree to treat one another with mutual trust and respect, promote the success of the individual and the group as a whole, and refrain from behavior that is disruptive, offensive or reflects bias of any kind. All members of this learning community agree to maintain personal and academic integrity including refraining from plagiarism.
- 4. Teachers College of San Joaquin Page 4 of 5 Syllabus Course Schedule Day Date Topic(s) Covered Homework T Aug 08 Syllabus Intro to Design Thinking as a Model Focus: Define Define • Decide what issue you are trying to resolve. • Agree on who the audience is. • Prioritize this project in terms of urgency. • Determine what will make this project successful. • Establish a glossary of terms. Homework: Decide on an issue you are going to try to resolve as your course project Complete all of the “Define” steps for your issue Due by the beginning of the next class on Haiku Record on Template Provided T Aug 15 Focus: Can Sat Lab Ideation • Identify the needs and motivations of your end- users (individual, societally, globally) • Generate as many ideas as possible to serve these identified needs. • Log your brainstorming session. • Do not judge or debate ideas. • During brainstorming, have one conversation at a time. Homework: For your course project, list the needs and motivations of your end users Organize your brainstorming log Due by the beginning of the next class Record on Template Provided Th Aug 17 Soda Bottle Bio- Reactor Lab (background knowledge to influence prototype) including: How do we find the moisture content of materials? How do we find the nitrogen content of materials? How do we find the Carbon content of materials? How do we find the ratio of Carbon: Nitrogen of a mix of materials? Homework: For your course project, plan a lesson that would build students’ requisite background knowledge for the topic. T Aug 22 Focus: Prototype Design & Implementation - Build Bioreactors Prototype • Combine, expand, and refine ideas. • Create multiple drafts. • Seek feedback from a diverse group of people, include your end users. • Present a selection of ideas to the client. • Reserve judgment and maintain neutrality. • Create and present actual working prototype(s) Build Prototype Homework: Take home bioreactor and soil analysis supplies Test the following daily: • temperature • Nitrates • PH • Moisture Organize data for use in the next class meeting AND Complete the Prototype planning step for your course project. Due by the beginning of the next class Record on Template Provided
- 5. Teachers College of San Joaquin Page 5 of 5 Syllabus T Aug 29 Focus: Data as a method for evaluating prototype – Collection, organization, interpretation, presentation Learn • Collect data & analyze product • Gather feedback from the consumer. • Determine if the solution met its goals. • Discuss what could be improved. • Measure success Homework: Make a plan for how you would do each of the “Learn” steps for your course project. (You do not have to actually carry out the plan.) Due by the beginning of the next class Record on Template Provided T Sep 5 Infusing NGSS: Lab related to topic and resulting in data collection/analysis Homework: Lab Write-Up Th Sep 14 Water Quality lab: Water quality assessment pH, conductivity, dissolved oxygen, temperature Homework: Online discussion:How can the water quality assessment be linked to NGSS and be used as a prototype for community involvement? S Sep 30 Field Trip: Meet at Boggs Tract Community Farm 9-12:00 How does project connect to community? How does the experience influence rethinking your prototype? Build a refined prototype Homework: Write about how you would redefine the class prototypes based on your experience at the community farm. How do you view the project differently? How do the new views effect your rethinking the prototype? T Oct 10 Work on Course Projects Homework: Finish course project Be prepared to share project next class. Presentations must include design thinking stages, standards alignment, and how you incorporated 21st Century skills. Sat Oct 14 Evaluation of class design Presentations of individual course projects Homework: Individual course projects due