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2857 Transworld DriveStockton, CA 95206
www.teacherscollegesj.edu (209) 468-9116
Course Code and TitleSTEM 352: STEM 2
Dates and Times of Course: 8/11/2015 (4:30-8:30pm), 8/20/2015 (4:30-8:30pm), 8/25/2015 (4:30-8:30pm), 9/01/2015 (4:30-8:30pm), 9/10/2015 (4:30-8:30pm), 9/15/2015 (4:30-8:30pm), 9/24/2015 (4:30-8:30pm), 10/03/2015 (9:00am-3:30pm), 10/8/2015 (4:30-8:30pm), 10/24/2015 (9:00am-3:30pm)
Instructors Contact Information:Tim Welsh(209)[email protected]@[email protected]
Mission of 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 Outcomes1. 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 DescriptionStudents will examine and experience samples of STEM curriculum, active learning strategies, and student learning assessment in STEM courses. The course will highlight pedagogical
Teachers College of San Joaquin 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 20Lab Write-Up(s) 20Field Trip Reflection 10Course Project 50
Total Course Points 100
Teachers College of San Joaquin Page 2 of 5 Syllabus
Grading Scale and Description
Grades Minimum Score Grade-Point Equivalent
A 93% 4.0A- 90% 3.7B+ 87% 3.3B 83% 3.0B- 80% 2.7C+ 77% 2.3C 73% 2.0C- 70% 1.7D+ 67% 1.3D 63% 1.0D- 60% 0.7F 0% 0.0
Special Considerations PolicyAny 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 ConductStudents 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.
Teachers College of San Joaquin Page 3 of 5 Syllabus
Course Schedule
Day Date Topic(s) Covered Homework
T Aug 11
SyllabusIntro to Design Thinking as a ModelWallet Project
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
Record on Template Provided
Th Aug 20
Focus: Ideation
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
T Aug 25
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 an a lesson that would build students’ requisite background knowledge for the topic.
T Sep 1
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 suppliesTest the following daily:• temperature• Nitrates• PH• MoistureOrganize data for use in the next class meeting
ANDComplete the Prototype planning step for your course project.Due by the beginning of the next classRecord on Template Provided
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Th Sep 10
Focus: Learn Sylvia TurnerData as a method for evaluating prototype –Collection, organization, interpretation, presentationLearn• 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 classRecord on Template Provided
T Sep 15
Infusing NGSS:Lab related to topic and resulting in data collection/analysis
Homework:Lab Write-Up
Th Sep 24
Lab completion with presentations Homework:Research Puentes Boggs Tract Community Farm
Write a paper summarizing their mission, vision and projects.Reflect on the needs and motivations of the end users.
Sat Oct 3
Field Trip:Meet at Boggs Tract Community Farm9-12:00
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?
Th Oct 8
Work on Course Projects Homework:Finish course projectBe prepared to share project next class.Presentations must include design thinking stages, standards alignment, and how you incorporated 21st Century skills.
Sat Oct 24
Evaluation of class design
Presentations of individual course projects
Homework:Individual course projects due
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