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REVITALIZING UNDERGRADUATE SCIENCE EDUCATION FOR FUTURE ELEMENTARY TEACHERS at SACRAMENTO STATE

Project objectives The “Revitalizing Undergraduate Science Education for Future

Elementary Teachers” project at Sacramento State has the following objectives: 1) enhance

future elementary teachers’ knowledge, confidence, and excitement about teaching science and its

integration with other subjects, 2) enhance undergraduate coursework and practicum experiences

in science, and 3) align courses and experiences with the K-12 Science Education Framework

and Next Generation Science Standards (NGSS). To accomplish these objects, we will support a

faculty work group from the Colleges of Natural Science and Mathematics, Engineering, and

Education, to implement the following project components: 1) revise hands-on project-based

assignments in the four undergraduate science courses taken by future elementary teachers, so

that the courses share common themes, integrate engineering practices, and align with the NGSS

(two are lower division General Education courses; the other two are upper division; all are

required in the Liberal Studies/Child Development future elementary teacher academic

programs), 2) develop a new science practicum field experience course for future elementary

teachers that will place them in after-school and informal science settings, and 3) align the new

elementary science practicum course with the upper division science content courses.

Project description The proposed project utilizes the three major dimensions of the

Framework for K-12 Science Education (scientific and engineering practices, crosscutting

concepts, and core ideas in science disciplinary areas) to inform curricular and instructional

redesign of the four science courses in which all future elementary teachers enroll (Liberal

Studies and Child Development elementary teaching track majors). Each of the required courses

(one each in geology, biology, chemistry and physics) already includes hands-on experiential

lab-based activities that engage future elementary teachers in scientific practices. Revisions will

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be made to include engineering practices, and incorporate crosscutting concepts and specific

core disciplinary ideas from the NGSS (see below).

Required Course

Scientific & Engineering Practices

Crosscutting Concepts

Core Disciplinary Ideas

BIOL 7 Asking questions & defining problems; developing & using models; planning & carrying out investigations, analyzing & interpreting data

Scale, proportion, quantity; Systems and system models; Structure & function

LS 1: from molecules to organisms LS 2: Ecosystems

GEOL 8/8T Asking questions & defining problems; Developing and using models

Cause and effect: Mechanism and explanation; Systems and system models

ESS 2: Earth’s systems ESS 3: Earth and human activity

CHEM 106 Asking questions & defining problems; constructing explanations & designing solutions

Energy, matter; Structure & function

PS 1: Matter and its interactions

PHYS 107 Asking questions & defining problems; planning & carrying out investigations, analyzing & interpreting data

Systems & system models; Stability & change

PS 2: Motion and stability: Forces and interactions

PS 3: Energy As each of these four courses is revised, themes and applications that are central to children’s

everyday lives will be woven into new curricular activities. The thematic strands will be water

(Sacramento is located at the confluence of the American and Sacramento Rivers) and energy

(the California Smart Grid Center is housed at Sacramento State, and area local utility companies

have educational outreach programs to K-12 schools). Attention will also be paid to integrating

the Common Core mathematics and literacy standards. The required Chemistry course (CHEM

106) already incorporates five DARTs assignments (Directed Activities Related to Text) in

which students utilize research-based activities to improve their own reading, writing,

researching, and talking about science. DARTs were developed and assessed at Sacramento

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State; they will be aligned with the new Common Core standards, and expanded across the other

courses to support further literacy development. The primary components of the new Common

Core mathematics standards that will be systematically integrated are “representing and

interpreting data”, and “modeling with mathematics (mathematical practices).”

A new 3-unit practicum course for future elementary teachers will be developed; it will be

offered concurrently with the upper division science courses (CHEM 106 and PHYS 107) that

function as capstone courses. Students will conduct inquiry-based science and engineering

activities in after school settings identified by the California STEM Learning Network STEM2

Power of Discovery effort. Future placements are planned in the Sacramento Powerhouse

Science Center, which will break ground this year in downtown Sacramento.

Identification of key faculty – Each of the four science courses to be revised has a tenured

faculty member who oversees the course. All faculty listed have committed to this project.

NAME Department Roles Dr. Adam Rechs Biological Sciences

Associate Professor Lead faculty for BIO 7; Sciences Faculty Representative on the Liberal Studies Governing Council

Dr. Judi Kusnick Geology Professor Lead faculty for GEOL 8 Dr. Barbara Munn

Geology Lecturer Lead faculty for GEOL 8T

Dr. Jeff Paradis Chemistry Professor Lead faculty for CHEM 106 Dr. Lynn Tashiro Physics Professor Lead faculty for PHYS 107 and Director,

Center for Teaching and Learning Dr. Kevan Shafizadeh

Civil Engineering Assoc. Professor & Chair

Engineering Contact; consult with sciences faculty & recruit other engineering faculty as needed

Dr. Matthew Salveson

Civil Engineering Assistant Professor

Consult with sciences faculty to assist in incorporating engineering design processes

Dr. Deidre Sessoms

Education Professor Professor, Project Director

Anticipated outcomes Revised inquiry-based lab assignments, assessments and syllabi that

incorporate engineering design principles and Common Core standards will be developed for

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each of the four science courses. An upper division practicum course will be designed and

aligned with CHEM 106 and PHYS 107. Course approval forms will be submitted by October

2013 so that the approval process can be completed and new courses offered by Fall 2014.

Evaluation – The Project Director will oversee all project activities, and will work with the

Associate Deans in Natural Sciences and Education to insure that all outcomes are achieved; they

will also write all required project reports. Faculty revised the General Education learning

outcomes for sciences courses last year (Area B: The Physical Universe and its Life Forms). The

Project Director and sciences faculty will utilize the campus process for determining how and to

what degree learning outcomes were achieved by students enrolled in the revised courses. This

information will be included in project reports, and will be used to inform future course

revisions. Enrollment of future elementary teachers in the sciences concentration will be tracked

to determine if project activities have resulted in increased numbers of students choosing this

concentration.

Dissemination – The Project Director will collect all revised syllabi, assignments,

assessments and curricular materials and upload these to the Teaching Commons project website,

and to MERLOT learning materials. Faculty will be supported to attend next year’s CSU Annual

Teaching Symposia to share teaching and learning innovations with sister campuses.

Sustainability – The revised curriculum is sustainable through codifying changes in syllabi

and course descriptions; professional development with all faculty who teach the revised courses

will insure alignment across course sections. In addition, the Dean of Natural Sciences and

Mathematics will institute a Council on Elementary STEM Teaching that will meet four times

per year with faculty from science, mathematics, engineering, education, liberal studies, and

child development.

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PLAN FOR UNDERGRADUATE SCIENCE PREPARATION FOR FUTURE ELEMENTARY TEACHERS

COURSES: PLEASE IDENTIFY THE MAJOR ACTIVITIES OF YOUR PROJECT AND THE ANTICIPATED OUTCOME(S) ASSOCIATED WITH EACH. DUPLICATE AS REQUIRED. USE IF YOU PLAN NEW COURSES OR COURSE REVISIONS IN YOUR PROJECT. I. Undergraduate Science Course(s) – Projected Impact: Indicate the number of students projected to be enrolled in revised or new courses in 2014-15 and 2015-16

Biology: 2014-15_150_ 2015-16_150_ Chemistry: 2014-15_175_ 2015-16_175_ Integrative: 2014-15______ 2015-16_____ Earth Sciences: 2014-15_450_ 2015-16_450_ Physics: 2014-15_175_ 2015-16_175_ Engineering: 2014-15______ 2015-16_____

II. Indicate below the target population(s) the component is directed toward. (a) Students in Liberal Studies Teacher Education pathways (b) Additional future elementary teachers (Please specify all relevant groups): Liberal Studies & Child Development Elementary Teaching Emphasis (future elementary teachers) in addition to General Education students

Project Activities/Outcomes Start and End Dates

Target Populations

ACTIVITY: Series of brainstorming sessions with faculty from biology, geology, chemistry, physics, engineering, education. OUTCOME: Plan of action for course revisions in summer 2013

4/13 – 5/13

Revision of BIO 7: Introduction to the Science of Biology (4 units; 3 hours lecture and 3 hours lab per week) by biology, engineering and education faculty

6/13-8/13 LIBS, CHDV, GE

Revision of GEOL 8: Earth Science (3 units lecture) and GEOL 8T: Earth Science Lab for Teachers (1 unit; 3 hours lab per week) by earth science, engineering and education faculty

6/13-8/13 LIBS, CHDV, GE

Revision of CHEM 106: Chemical Concepts (3 units; lecture 1 hour and discussion/activity 4 hours per week) by chemistry, engineering and education faculty

6/13-8/13 LIBS, CHDV

Revision of PHYS 107: Conceptual Physics and Scientific Inquiry (4 units; 2 hours discussion, 3.5 hours activity per week) by physics, engineering and education faculty

6/13-8/13 LIBS, CHDV

Integration/coordination amongst all faculty doing course revisions 6/13-8/13

Completion of Form A’s (course forms) and catalog copy for all courses listed above; submission to department, college and campus curriculum committees for approval

8/13-3/14

Piloting of revised course activities in sections of each science course 9/13-5/14 LIBS, CHDV, GE

Piloting of revised course activities with in-service elementary teachers through California Science Project Professional Development activities (Science in the River City PD series, Sac State’s Center for Math and Science Education)

9/13-5/14 In-service elementary teachers

ALL sections of all courses listed above taught using approved revised syllabi Fall 2014 LIBS, CHDV, GE

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PLAN FOR UNDERGRADUATE SCIENCE PREPARATION FOR FUTURE ELEMENTARY TEACHERS

PRACTICUM EXPERIENCES: PLEASE IDENTIFY YOUR MAJOR PROJECT ACTIVITIES AND THE ANTICIPATED OUTCOME(S) ASSOCIATED WITH EACH. DUPLICATE AS REQUIRED. USE IF YOU PLAN PRACTICUM EXPERIENCES IN YOUR PROJECT. Undergraduate Science Practicums – Projected Impact: Indicate the number of students projected to be enrolled in revised or new practicums in 2014-15 and 2015-16

Biology: 2014-15_____ 2015-16_____ Chemistry: 2014-15_____ 2015-16_____ Integrative Practicum: 2014-15__50 2015-16__75_ Earth Sciences: 2014-15_____ 2015-16_____ Physics: 2014-15_____ 2015-16_____ Engineering Practicum: 2014-15______ 2015-16_____

II. Indicate below the target population(s) the component is directed toward. (a) Students in Liberal Studies Teacher Education pathways (b) Additional future elementary teachers (Please specify all relevant groups): Child Development “teaching track” majors

Project Activities/Outcomes Start and End Dates

Target Populations

ACTIVITY: Discussions with Sacramento County Office of Education (STEM2: Power of Discovery regional liaisons) regarding logistics for new after school practicum experiences

4/13-12/13

OUTCOME: Creation of new EDTE 3 unit upper division practicum experience course, with syllabus, assignments, assessments

6/13-8/13 LIBS, CHDV

Completion of Form A (course approval form) and catalog copy for new practicum course; submission to department, college and campus curriculum committees for approval

8/13-3/14

Discussions with Sac State Community Engagement Center and continued discussions with SCOE and local schools to assist in coordinating fall practicum placements

2/14-5/14 LIBS, CHDV, GE

ALL sections of new practicum course offered at local after-school sites Fall 2014 LIBS, CHDV, GE

Discussions with Sac State Community Engagement Center and Powerhouse Science Center to plan and assist in coordinating fall 2015 practicum placements (Center planned opening in 2015)

8/15-5/15

Sections of practicum course offered at Powerhouse Science Center Fall 2015 LIBS, CHDV,

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Sacramento State

Undergraduate Science Preparation for Future Elementary Teachers

Faculty Participants 2013-14

All Faculty With Major Involvement and Fiscal Contact Should Be Identified Campus Name: California State University, Sacramento

Date: 3/1/13

Dean—College or School: Name(s): Dr. Jill Trainer

Title: Dean

College or School: College of Natural Sciences and Mathematics Street Address and Campus Mail Code: 6000 J Street, CSUS, Mail code 6123 City and Zip Code: Sacramento CA 95819-6123 Campus Phone: 916-278-4655

Fax: 916-278-5787

E-mail Address: [email protected]

Faculty—Discipline: Name(s): Dr. Deidre Sessoms

Title: Professor

Department: College of Education Street Address and Campus Mail Code: 6000 J Street CSUS, mail code 6079 City and Zip Code: Sacramento CA 95819-6079 Campus Phone: 916-278-4267

Fax: 916-278-6643

E-mail Address: [email protected]

Faculty—Discipline: Name(s): Dr. Adam Rechs

Title: Associate Professor

Department: Biological Sciences Street Address and Campus Mail Code: 6000 J Street, CSUS, mail code 6077 City and Zip Code: Sacramento CA 95819-6077 Campus Phone: 916-278-6535

Fax: 961-278-6993

E-mail Address: [email protected]

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Sacramento State

Faculty—Discipline: Name(s): Dr. Jeff Paradis

Title: Professor

Department: Chemistry Street Address and Campus Mail Code: 6000 J Street, CSUS, mail code 6057 City and Zip Code: Sacramento CA 95819-6057 Campus Phone: 916-278-6987

Fax: 916-278-4986

E-mail Address: [email protected]

Faculty—Discipline: Name(s): Dr. Lynn Tashiro

Title: Professor and Director, Center for Teaching and Learning

Department: Physics Street Address and Campus Mail Code: 6000 J Street, CSUS, mail code 6041 City and Zip Code: Sacramento CA 95819-6041 Campus Phone: 916-278-7687

Fax: 916-278-7686

E-mail Address: [email protected]

Faculty-Discipline: Name(s): Dr. Barbara Munn

Title: Lecturer

Department: Geology Street Address and Campus Mail Code: 6000 J Street, CSUS, mail code 6043 City and Zip Code: Sacramento CA 95819-6043 Campus Phone: 916-278-6811

Fax: 916-278-4650

E-mail Address: [email protected]

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Sacramento State

Faculty-Discipline: Name(s): Dr. Kevan Shafizadeh

Title: Associate Professor and Chair

Department: Civil Engineering Street Address and Campus Mail Code: 6000 J Street, CSUS, mail code 6029 City and Zip Code: Sacramento CA 95819-6029 Campus Phone: 916-278-5348

Fax: 916-278-7957

E-mail Address: [email protected]

Fiscal Contact: Name(s): Donna Gillott Monsoor

Title: Division Resource Analyst

Department: Academic Affairs Street Address and Campus Mail Code: Office of the Provost and Vice President for Academic Affairs, 6000 J Street City and Zip Code: Sacramento, CA 95819-6016 Campus Phone: 916-278-5292

Fax: 916-278-7648

E-mail Address: [email protected]