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WINONA STATE UNIVERSITYREQUIRED CHECKLIST FOR ALL CURRICULAR PROPOSALS

Course or Program__RED310: S.T.E.M. in Elementary Classrooms__This checklist enables A2C2 representatives to endorse that their departments have accurately followed the Process for Accomplishing

Curricular Change. For each course or program proposal submitted to A2C2, this checklist must be completed, signed by the submitting department's A2C2 representative, and included with the proposal when forwarded for approval. Peer review of proposals is also strongly advised, e.g., departments should discuss and vote on the proposals as submitted to A2C2, rather than on just the ideas proposed or drafts of proposals.

If a proposal fails to follow or complete any aspect of the process, the Course and Program Proposal Subcommittee will postpone consideration of the proposal and return it to the department's A2C2 representative for completion and resubmission. Resubmitted proposals have the same status as newly submitted proposals.Note: This form need not be completed for notifications.

1. The appropriate forms and the “Approval Form" have been completed in full for this proposal. All necessary or relevant descriptions, rationales, and notifications have been provided.

____X____ Completed

2a. The “Financial and Staffing Data Sheet" has been completed and is enclosed in this proposal, if applicable.____X____ Completed ________ NA

2b. For departments that have claimed that “existing staff" would be teaching the course proposed, an explanation has been enclosed in this proposal as to how existing staff will do this, e.g., what enrollment limits can be accommodated by existing staff. If no such explanation is enclosed, the department's representative is prepared to address A2C2's questions on this matter._____X___ Completed ________ NA

3. Arrangements have been made so that a department representative knowledgeable of this proposal will be attending both the Course and Program Proposal Subcommittee meeting and the full A2C2 meeting at which this proposal is considered. ____X____ Completed

Name and office phone number of proposal's representative: Maggie Hoody 529-6118 & Nancy Eckerson 280-2860

4. Reasonable attempts have been made to notify and reach agreements with all university units affected by this proposal. Units still opposing a proposal must submit their objections in writing before or during the Course and Program Proposal Subcommittee meeting at which this proposal is considered.

_____X___ Completed ________ NA

5. The course name and number is listed for each prerequisite involved in this proposal.____X____ Completed ________NA

6. In this proposal for a new or revised program (major, minor, concentration, etc.), the list of prerequisites provided includes all the prerequisites of any proposed prerequisites. All such prerequisites of prerequisites are included in the total credit hour calculations. ________ Completed ____X____ NA – This is a course proposal.

7. In this proposal for a new or revised program, the following information for each required or elective course is provided:a. The course name and number.b. A brief course description.c. A brief statement explaining why the program should include the course.________ Completed _____X___ NA -- This is a course proposal.

8. This course or program revision proposal:a. Clearly identifies each proposed change.b. Displays the current requirements next to the proposed new requirements, for clear, easy comparison.____X____ Completed ________ NA

9. This course proposal provides publication dates for all works listed as course textbooks or references using a standard form of citation. Accessibility of the cited publications for use in this proposed course has been confirmed.____X____ Completed ________ NA

______Maggie Hoody __________________________________ ____3/3/11_________Department's A2C2 Representative or Alternate Date [Revised 9-05]

WINONA STATE UNIVERSITYPROPOSAL FOR NEW COURSES

Department Rochester Education _ Date __January 10, 2011_

Refer to Regulation 3-4, Policy for Changing the Curriculum, for complete information on submitting proposals for curricular changes.

_RED 310_____________________ _STEM in the Elementary Classrooms_____________________ __8___________Course No. Course Title Credits

This proposal is for a(n) _X Undergraduate Course ______ Graduate Course

Applies to: __X____ Major ______ Minor ______ University Studies* ______ Not for USP__X___ Required _____ Required_____ Elective _____ Elective

Prerequisites _ Admission to the Rochester Education Teacher Education Program _______________________________

Grading method __X____ Grade only ______ P/NC only ______ Grade and P/NC Option

Frequency of offering ______Yearly_________

*For University Studies Program course approval, the form Proposal for University Studies Courses must also be completed and submitted according to the instructions on that form.

Provide the following information:

A. Course Description

1. Catalog description.The STEM semester block investigates relationships between and amongst science, technology, engineering, and mathematics. In particular, focusing upon how to facilitate learning experiences through which students utilize mathematics to mediate a developing understanding of science, technology, and engineering concepts. Essential Questions situated within the course include:

How does STEM content knowledge impact student learning? How does Discourse Awareness impact student learning? How does Instruction impact student learning? How does Technology production impact student learning?

Guiding questions include:

What is the nature of science? What is the nature of technology? What is the nature of engineering? What is the nature of mathematics?

2. Course outline of the major topics and subtopics (minimum of two-level outline).I. Theor(ies) of Learning

A. BehaviorismB. ConstructivismC. Social ConstructivismD. Developmental TheoriesE. Self-Theories

II. Discourse(s)A. Academic Language

B. Developing Identity As:a. Scientistb. Technologistc. Engineerd. Mathematician

III. Content KnowledgeA. The Nature of Science

a. The Scientific World Viewb. Scientific Inquiryc. Scientific Enterprised. Strands of Study

i. Life Sciencesii. Physical Sciences

iii. Earth & Space SciencesB. The Nature of Technology

a. Technology and Scienceb. Design and Systemsc. Issues in Technology

C. The Nature of Engineeringa. Designb. Desirable Outcome(s)c. Engineering and Technology

D. The Nature of Mathematicsa. Patterns and Relationshipsb. Mathematics, Science, and Technologyc. Mathematical Inquiryd. Strands of Study within Elementary Math Curriculum

i. Patternsii. Problem Solving

iii. Data Investigationiv. Numerical Literacy

1. Addition and Subtraction of Whole Numbers2. Multiplication and Division of Whole Numbers3. Numeration of Common and Decimal Fractions4. Measurement, Time, Temperature, and Money

v. Geometryvi. Measurement

vii. Statisticsviii. Probability

ix. Discrete Mathx. Algebra

IV. Pedagogical Knowledge

A. STEM Processesi. Problem Solving

ii. Communicationiii. Reasoning and Proof

iv. Representationsv. Connections

B. Communication and Discoursei. The Role of Children’s Talk

ii. The Role of Questioningiii. Reflection Through Writingiv. Assessing Teacher and Student Communication

C. Concepts and Proceduresi. Conceptual/Procedural Knowledge

ii. Constructing Mental Conceptsiii. Developing Procedural Fluencyiv. Standard/Alternative Algorithms

D. Instructional Designi. Teaching and Learning Through Inquiry

ii. Instructional Goals1. Content Goals2. Process Goals3. Disposition Goals4. Social Goals5. Choosing Goals & Objectives

iii. Daily Lesson Plansiv. Unit Plans

E. Materialsi. Manipulatives

1. Selection2. Use

ii. Lab Equipmentiii. Technology

F. Routinesi. What are routines?

ii. Types of Routinesiii. Designing a Routine Seriesiv. Planning Routines for the Yearv. Assessing Routines

vi. Procedural Fluencyvii. Algorithms

viii. Mental Math ActivitiesG. Tasks

i. Nature of Tasksii. Outcomes of Tasks

iii. Designing Tasksiv. Assessing Tasks

H. Primary- and Second-Language Issues in STEM Learningi. Language Acquisition

ii. Irregularities with Vocabulary

iii. Explicit Teaching of Vocabularyiv. Environments that Support Language & Concept Developmentv. Discourse Structures

I. Exceptional Learnersi. Access and Equity

ii. Differentiating InstructionJ. SystemsK. Lab SafetyL. Standards

i. Minnesota Standardsii. National Council of Teachers of Mathematics Standards

iii. National Science Education Standardsiv. Project 2061: Science for All Americans

IV. AssessmentA. FormativeB. SummativeC. ValidityD. ReliabilityE. TraditionalF. Alternative

V. Learning EnvironmentA. Creating a “smart” environmentB. Classroom beyond the classroom

a. Field Studyb. Site Visits

VI. Instructional StrategiesA. Core

a. Direct Instructionb. Hands on Teachingc. Using Children’s Literature to Enhance Learningd. Cooperative Learning

B. Domain Specifica. 5E Model (Science)b. Inquiry-Based Explorationc. Getting Reading/Task/Discourse

VII. EthicsA. Environmental IssuesB. Science & SocietyC. Use of Living OrganismsD. Access and Equity

VIII. Children and Adolescents’ LiteratureA. To Facilitate Mathematical UnderstandingB. To Support Scientific InquiryC. To Facilitate Engineering ExplorationD. Through Technology

3.a Instructional delivery methods utilized: (Please check all that apply).Lecture: Auditorium ITV Online Web Enhanced Web Supplemented XLecture: Classroom X Service Learning Travel Study Laboratory Internship/PracticumOther: (Please indicate)3.b. MnSCU Course media codes: (Please check all that apply).

None: 3. Internet 6. Independent Study 9. Web Enhanced X1. Satellite 4. ITV Sending 7. Taped 10. Web Supplemented2. CD Rom 5. Broadcast TV 8. ITV Receiving

4. Course requirements (papers, lab work, projects, etc.) and means of evaluation.Teacher Candidates will address the Essential Questions, Guiding Questions, and MN Teaching Standards in the following course requirements.

Applied Field ExperienceCandidates will be expected to complete a minimum of 5 hours of Field Experience associated with each semester credit; 75 hours/semester for full-time students and 35-40 hours/semester for part-time students. Field Experiences are planned to include the full-range of potential placements related to the licensure. Students will be expected to demonstrate and document experience and competencies as follows:

o Field placements will include at least 35-40 hours with each of these grade levels; Kindergarten, Primary (grades 1-3), Intermediate (grades 4-6), and Middle (grades 7-8).

o Field placements will include at least 20-35 hours in a Special Education program and 20-35 hours with children/a child at-risk for underachieving.

Program coursework includes planned field experience applications where teacher candidates demonstrate their knowledge and understanding in a clinical setting. In some instances, candidates may be required to go beyond their minimum Field Experience placement or hours in order to complete an applied experience.

For this course, candidates will complete the following Field Experience Application:

Critical Consumer of ResearchAssignments within the Critical Consumer of Research domain challenge students to develop the ability to read, critique, and make meaning out of educational research. Within each course, students will read and dialogically process research topically linked to the semester theme. Assignments will progressively address the following skills: reading research, summarizing research findings, identifying types of research, critiquing research, and utilizing research to inform pedagogical practice. For this course, candidates will demonstrate the following critical consumer of research skill(s):

STEM Clinical Practice: Critical Content Conversations Assess Mathematical Knowledge and Learning Effective Lesson Design and Delivery

STEM Application in a K – 6 Classroom

Teacher candidates will read Carol Dweck’s essays on self-theories and their role in motivation, personality and development.

Teacher candidates will summarize Dweck’s findings, and apply the notion of performance goals and learning goals to situated experience within a STEM investigation.

Teacher candidates will compose an analysis of how Dweck’s theories of effort and performance relate to their personal experiences during a STEM Investigation during which they are situated as learners.

Teacher candidates will discuss how their experiences, as informed by Dweck’s research, can inform their teaching practice.

Self-AnalysisEllsworth states, “It is from an understanding of our historical selves that meaningful futures can be constructed” (1994, p. 104). Self-analysis assignments will challenge students to reflect upon the social, cultural, and historical forces that shape the people that they are, then utilize such knowledge to inform their thinking about teaching and learning. Such work will be threaded throughout each course within the program. As students transition to student-teaching, self-analysis assignments will take the form of critiquing knowledge gained through reflective practice.

For this course, candidates will complete the following self-analysis experiences:

STEM Autobiography (pre) STEM Philosophy Statement (post)

Strategy Showcase

a). This assignment aligns with 8710.2000 STANDARDS OF EFFECTIVE PRACTICE: Subpart 5. Standard 4, Instructional Strategies: A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.

Candidates will be expected to develop a repertoire of instructional strategies. As learners, candidates will experience a wide-range of strategies throughout their coursework. These strategies will be unpacked and discussed. Both generic and discipline specific strategies will be studied and practiced. Candidates will develop their personal repertoires as demonstrated in field experiences and student teaching. Finally, candidates will showcase a variety of instructional strategies each semester. For this course, candidates will showcase at least the following strategies:

Direct Instruction Cooperative Learning

Hands on Teaching

Portfolio Entries:A performance-based assessment tool that stretches across all aspects of this program will be the candidate’s development of a professional development portfolio aligned with 8710.2000 Standards of Effective Practice and 8710.3200 Teachers of Elementary Education with a Specialty. Portfolio Entries will be planned and developed during the candidate’s program coursework, field experience placements, and two student teaching placements. Candidates, with guidance, will individually plan and select portfolio entries that best demonstrate their knowledge, understanding, and/or performance of the standards and benchmarks. Candidates will design and maintain an electronic

portfolio available for review by program faculty each semester. Detailed Portfolio Guidelines will be given to candidates during their first Seminar class.For this course, candidates may consider the following entries:

Teacher’s Inquiry Project STEM Module

Math Mini-Unit

Capstone Experience(s)At the end of each semester, students will be expected to demonstrate an integrated understanding of the theories, topics, skills, concepts, and strategies explored throughout the theme-based coursework. Each capstone assignment will feature required elements in addition to a menu of optional elements (of which a minimum number will be identified), allowing students to individualize their learning. Capstone projects may take on a variety of forms, though consultation with the instructor is required. For this course, candidates will engage in the following capstone experience:

Design a STEM Module1. Quick Write

On some evenings, I will put a question or comment on the board or a slip of paper and you will have approximately 15 minutes to write a response. Topics for these short writing connections will span course readings, in-class tasks, and issues identified in class discussions. Responses will be recorded in your notebook. Each will be evaluated on a 3-point scale as follows:

0 No attempt to answer the question, or answer is not relevant to the question asked.1 Provides brief response to question. Aspects of the response are unclear and no specific

evidence or examples are provided.2 Provides a clear response to the question. No evidence or specific examples are offered.3 Provides a clear response to the question, supported by specific evidence (from readings) or

examples (from class discussions, classroom experiences, or field experience).

2. Lab Activities and Problem Sets Throughout the course, you will be immersed in STEM lab opportunities, initially as students of STEM and later as teachers of STEM. Each lab experience will require one or more of the following: STEM Journal entries, written reflections, pre- and post-assessments, mathematical problem sets. You will be expected to complete each lab activity and/or problem set by the designated due date. Journals will be collected and reviewed every three weeks. Problem sets will be collected and reviewed regularly.

3. STEM Autobiography The purpose of this assignment is to ground yourself as a future STEM teacher by revisiting your own experiences as a student of science, technology, engineering and mathematics. Research shows that teachers (and all people) tend to teach in the manner that they were taught. In some cases this can be beneficial, while in others it is less than ideal. Grounding ourselves in the realities that contributed to our own successes, fears, or frustrations within the STEM disciplines enables us to explicitly examine the instructional methods we with to (re)use or (re)construct in an effort to benefit our students’

mathematical learning. As Ellsworth states, “It is from an understanding of our historical selves that meaningful futures can be constructed” (1994, p. 104).

See handout for full description of assignment.

4. STEM Philosophy Statement As a teacher of the STEM disciplines, it is important that to know, understand, and reflect upon your own philosophy about how children learn, how you want to teach, what you expect from children, what you expect from yourself, and how you will advocate for these things. To that end, the STEM Philosophy Statement assignment is intended to guide you to some of those answers. The purpose of this assignment is to document your philosophy of STEM teaching & learning. An initial draft of your philosophy statement will be written early in the semester (following completion of the STEM Autobiography assignment). At the end of the semester you will revisit the initial draft, reflect upon how your philosophy has grown or changed, and submit a final draft.

See handout for full description of assignment and criteria by which each philosophy statement will be evaluated.

5. Evaluation of the Mathematical Teaching Process

One of the easiest ways to begin to think like a teacher is to observe the teaching process in action. In this assignment, you are asked to observe a math lesson in your practicum placement and write a 2-3 page paper describing the lesson and reflecting upon its effect. Your paper should answer these questions:

What were the goals of the lesson? Did the goals seem clear to the students? Explain your rationale. Did the students seem engaged? If they were, what captured their interest? If not, what seemed

to be preventing them from engaging? In what ways were manipulatives used to aid understanding (if they were)? In what ways did the teacher use classroom discussion to further learning and to assess students'

skills and understanding? In your observation of the students, were you able to see them acquiring new concepts or skills

or changes in their thinking about the math being covered? What did you perceive to be the strengths of this lesson? Describe an activity you could add for enrichment or further practice with the concepts.

*See handout for specific assignment guidelines.

6. Teacher’s Inquiry into Children’s Knowledge and Learning

The purpose of this assignment is to develop a deep understanding of how a child thinks about a particular mathematical topic and how you, as a teacher, can provide opportunities for him/her to stretch and strengthen his/her mathematical understanding. There are five phases of the assignment:

A. Sustained observationB. Interview

C. Instructional InterventionD. AnalysisE. Instructional Recommendations

Depending on the developmental level of the student you select, your inquiry will be focused upon one of the following topics:

Beginning Number Concept Place Value Fractions Multiplication

*A separate assignment guide will articulate the specifications of this project.

7. Lesson Design & Delivery

Throughout the course we will work to develop your ability to write lesson plans for STEM-based learning in K – 6 classrooms. A series of lesson plan assignments will stretch across the duration of the semester. Assignments will be sequenced in a manner that works first to scaffold, and later to stretch, your proficiency in this area. Assignments include:

1. Patterns Lesson Plan2. Geometry Lesson Plan3. Math Mini-Unit (3 consecutive math lesson plans)4. Safety Lesson Plan (Science-based)5. STEM Module

*A separate assignment guide will specify the expectations for each lesson design assignment listed above.

8. STEM Journal

The STEM Journal will be created and maintained throughout RED 310: STEM in Elementary Classrooms. During early stages of the semester, you will complete entries as a STEM learner. During later stages of the semester, you will complete entries as a teacher of STEM lessons.

The purpose of the STEM journal is:

1. To build science content and process skills,2. To increase student participation and practice in the STEM disciplines,3. To formatively assess student achievement.

See assignment guide for specific journal requirements.

9. STEM Module

In addition to inquiry-based lab explorations completed as a class, you will be invited to select a STEM topic that you will explore both as learner and as teacher throughout the last three weeks of the semester. The purpose of your exploration will be:

□ To develop a deep understanding of the STEM topic/concept yourself, and

□ To develop a 5E-based instructional plan by which you would facilitate a guided inquiry experience for students.

Expectations that scaffold this assignment will be distributed as a separate hand-out during class. The culminating project will involve a presentation of your 5E STEM Module to your colleagues at which time they will offer you constructive peer review.

Wild Card Option: This option is available as an opportunity for students to present an idea for a project/activity that could be substituted for one of the graded projects outlined in the syllabus. See the instructor for more details.

5. Course materials (textbook(s), articles, etc.).Bahr, D., & deGarcia, L. (2010). Elementary mathematics is anything but elementary: Content and

methods from a developmental perspective. Belmont, CA: Wadsworth.

Bloom, J. (2006). Creating a classroom community of young scientists. NY: Routledge.

Thornton, C., & Lowe-Parrino, G. (2004). Hands-on Teaching Strategies for Using Math Manipulatives. Vernon Hills, IL: ETA/Cuisenaire.

http://edtech.tph.wku.edu/~ppetty/dwoodsstatisticswebquest.html

SciMath MN K – 12 Mathematics Framework

SciMath MN K – 12 Science Framework

6. Assessment of OutcomesMidterm and final exam of course content, clinical practice, instructor and student demonstrations, small group/large

group activities, discussion, textbook and journal readings, essays, videos, projects, portfolio entries, and informal assignments. Also see description of course requirements. See section B.1. of this document for specific assessment plans.

7. List of references.Ashlock, R. (2010). Error patterns in computation: Using error patterns to help each student learn. NY: Allyn &

Bacon.Atlas of science literacy: Project 2061 volume 1. American Association for the Advancement of Science.

Atlas of science literacy: Project 2061 volume 2. American Association for the Advancement of Science.

Bers, M. (2008). Blocks to robots: Learning with technology in the early childhood classroom. NY: Teachers College Press.

Benchmarks for science literacy. American Association for the Advancement of Science. NY: Oxford Press.

Bloom, J. (2006). Creating a classroom community of young scientists. NY: Routledge.

Bowers, C.A. (2001). Educating for eco-justice and community. Athens, GA: The University of Georgia Press.

Brooks, J. & Brooks, M. (1999). In search of understanding: The case for constructivist classrooms. Alexandria, VA: ASCD.

Bruna, K., & Gomez, K. (2009). The work of language in multicultural classrooms: Talking science, writing science. NY: Routledge.

Burns, M. (1992). Math and literature (K – 3). Sausalito, CA: Math Solutions Publications.

Burns, M. (2007). About teaching mathematics: A K – 8 resource. Sausalito, CA: Math Solutions Publications.

Burns, M. (2010). Snapshots of student misunderstanding. Educational leadership. p. 18 – 22.

Cejka, E., Rogers, C., & Portsmore, M. (2006). Kindergarten robotics: Using robotics to motivate math, science, and engineering literacy in elementary schools. International Journal of Engineering Education, 22(4), 711 – 722.

Clark, E. (2001). Designing & implementing an integrated curriculum. Brandon, VT: Holistic Education Press.

Coskie, T., & Davis, K. (2008). Encouraging visual literacy. Science and Children. 46(3), 56 – 58.

deRomero, N., Slater, P., & DeCristofano, C. (2006). Design challenges are ELL-ementary. Science and Children. 43(4), 34 – 37.

Dewey, J. (1938). Experience and education. NY: Simon & Schuster.

Dorris, E. (1991). Doing what scientists do: Children learn to investigate their world. Portsmouth, NH: Heinemann.

B. Rationale

1. Statement of the major focus and objectives of the course.

H. A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental concepts of mathematics and the connections between them. The teacher must know and apply;(1)concepts of mathematical patterns, relations, and functions, including the importance of number and the importance of the educational link between primary school activities with patterns and the later conceptual development of important ideas related to functions and be able to: (a) identify and justify observed patterns; MTED

125

RED 310 Reading: Bahr & Garcia Chapter 8: Fluency

through Meaningful Practice: Mathematical Routines and Algebraic Thinking – Patterns and

Functions; Growing Patterns and Functions; Making Conjectures and Generalizations.

Experience: Hands On Teaching Strategies (Pattern Blocks)

Assignment: Math lesson plan that facilitates developmental understanding of patterns across grades K – 6 level. [Students will be in groups and assigned a specific grade level (K – 6) for their lesson.]

Assessment: Evaluation of math lesson plans; students will receive feedback and have the opportunity to revise lesson plans based on instructor and peer-review.

(b) generate patterns to demonstrate a variety of relationships; and

MTED 125

RED 310 Reading: Bahr & Garcia Chapter 8: Fluency

through Meaningful Practice: Mathematical Routines and Algebraic Thinking – Patterns and Functions; Growing Patterns and Functions; Making Conjectures and Generalizations.

Experience: Hands On Teaching Strategies (Pattern Blocks) “Investigating Growing Patterns”

Assignment: Math Lesson Plan Design

Assessment: Evaluation of math lesson plan; students will receive feedback and have the opportunity to revise lesson plans based on instructor and peer-review.

(c) relate patterns in one strand of mathematics to patterns across the discipline;

MATH 1060

RED 310

(2) concepts and techniques of discrete mathematics and how to use them to solve problems from areas including graph theory, combinatorics, and recursion and know how to:

(a) help students investigate situations that involve counting finite sets, calculating probabilities, tracing paths in network graphs, and analyzing iterative procedures; and

MATH 1050

(b) apply these ideas and methods in settings as diverse as the mathematics of finance, population dynamics, and optimal planning;

MATH 1050 and 1060

(3) concepts of numerical literacy:

(a) possess number sense and be able to use numbers to quantify concepts in the students’ world;

MTED 125

RED 310 Reading: Bahr Chapter 2 “The Foundation of All

Math Learning: Representations of Early Number Concepts” – number sense, developmental phases for numbers, emergent phase, matching phase, quantifying phase, assessments.

Instruction/Experience:

1. Hands-On Teaching Activities that model the use of learning tools to support developmental growth in students from emergent through matching, quantifying, partitioning, factoring, and operating phases of number concept.

2. Role Play of Teacher’s Inquiry Assessment Tasks (beginning number concept, place value, addition, multiplication, fractional parts)

Assessment: Teacher’s Inquiry Project – assessment tasks are conducted within clinical practice classroom.

(b) understand a variety of computational procedures and how to use them in examining the reasonableness of the students’ answers;

MTED 125

RED 310 Reading: Bahr Chapter5 “Learning with

Understanding: Concepts and Procedures and Multidigit Addition and Subtraction”, Chapter 6 “Instructional Models: Inquiry-Based Teaching with Single-Digit Multiplication and Division, Chapter 7 “Lesson Design: How to Create Inquiry

Lessons Using Multidigit Multiplication and Division”; Burns: Snapshots of Student Misunderstanding.

Instruction: Presentation on traditional and alternative algorithms.

Experiences:

1. Multiple Pathways to Understanding: traditional and alternative algorithms. Applied practice across addition, subtraction, multiplication, and division; fractions, decimals, percents.

2. “Snapshots of Student Misunderstanding” – read and discuss article followed by analysis of student work.

Assessment: Multiple Pathways to Understanding (teacher candidate as learner) and Snapshot of Student Misunderstanding (teacher candidate as teacher) will be evaluated. Teacher candidates will need to earn an 85% to pass the assessment.

(c) understand the concepts of number theory including divisibility, factors, multiples, and prime numbers, and know how to provide a basis for exploring number relationships; and

MTED 125

RED 310 Reading: Bahr Chapter 9: “Instructional Goals,

Number Theory, and Integers” – odd and even numbers, rounding numbers, square numbers, exponents, prime and composite numbers, prime factorization, divisibility rules,

Experience: Candy Boxes Lab Activity. Students work to design candy boxes for specified number of candies. They are to create as many different boxes as possible with their number. Leads to discussion of prime and composite numbers.

Assessment: Written Explanation of Prime and Composite Numbers based on Candy Box experience.

(d) understand the relationships of integers and their properties that can be explored and generalized to other mathematical domains;

MTED 125

RED 310

Reading: Bahr Chapter 9 “ Instructional Goals, Number Theory, and Integers”

Instruction/Experience: Presentation on introducing and modeling integers including zero pairs, addition/subtraction of integers, multiplication/division of integers, discovering square numbers.

Assessment: Completion of student work-mats that accompany activities listed above.

(4) concepts of space and shape:

(a) understand the properties and relationships of geometric figures;

MATH 1060

RED 310 Reading: Bahr Chapter 13: “Exceptional

Learners and Geometric and Spatial Reasoning”

Assignment: Students will design lesson plans that address math standards (focused on geometry) at designated grade levels. Assignment will focus on academic standards and their role in the development of lesson goals, objectives, design and delivery. Resources include: ETA Kit, Marilyn Burns texts, www.nctm.org, and GEMS guides.

Assessment: Math Lesson Design & Micro-Teach; The second in a series of lesson plan design experiences. Lessons will follow a “getting ready, task, discourse” format and be taught to teams of peers. Peer-review and instructor-review will be utilized to revise lesson plans to enhance effectiveness of design and/or delivery.

(b) understand geometry and measurement from both abstract and concrete perspectives and identify real world applications; and

MATH 1060

RED 310

Reading: Bahr Chapter 14: “Teaching Measurement in a Meaning-Centered Classroom”

Experience: Using Inquiry to Teach Measurement Lab (differentiated tasks assigned to teams of students: “exploring capacity using milliliters and liters,” “using nonstandard units to measure length,” “finding the volume of rectangular prisms,” “deriving the area of a quadrilateral”)

Assessment: Completion of Lab Activity with presentation of lab findings to rest of the class. Rubric evaluates mathematical understanding, pedagogical analysis/understanding, and presentation of understanding.

(c) know how to use geometric learning tools such as geoboards, compass and straight edge, ruler and protractor, patty paper, reflection tools, spheres, and platonic solids;

MATH 1060

(5) data investigations:

(a) use a variety of conceptual and procedural tools for collecting, organizing, and reasoning about data;

MATH 1060

RED 310 Reading: Bahr Chapter 14: Technology

Integrations and Data Analysis and Probability – Data Collection, Data Representation, Data Distribution; Excerpts from Investigating Real Data in the Classroom: Examining Children’s Understanding of Math and Science.

Experience: STEM Investigation “The Impact of Chemicals” – investigate the effect of ethanol alcohol on embryo development of zebrafish. Multiple tools will be used for data collection, organization, and analysis.

Assessment: STEM Journal: data collection, organization, presentation, and analysis (written

and oral presentation).

(b) apply numerical and graphical techniques for representing and summarizing data;

MATH 1060


Integrations and Data Analysis and Probability – Data Collection, Data Representation, Data Distribution.

Experience: STEM Investigation “The Impact of Chemicals” – investigate the effect of ethanol alcohol on embryo development of zebrafish. Multiple tools will be used for data collection, organization, and analysis.

Assessment: STEM Journal: data collection, organization, presentation, and analysis (written and oral presentation).

(c) interpret and draw inferences from data and make decisions in a wide range of applied problem situations; and

MATH 1060

RED 310 Experience: 1. STEM Investigation, 2. Sports

Night Webquest

Assessment: 1.Presentation of STEM Investigation experiment results, 2. Students will write a sports column analyzing three players' statistics over the last five years and determining which player should be named team MVP.

(d) help students understand quantitative and qualitative approaches to answering questions and develop students’ abilities to communicate mathematically;

MATH 1060

RED 310 Reading: Bahr Chapter 4 “Deepening

Understanding Through Communication and

Numeration”

Experience: Using Children’s Literature to Facilitate Mathematical Thinking and Conceptual Understanding (situated learning opportunity)

Assessment: Completed Student Work, Presentation, and Final Reflection (Discourse Analysis).

(6) concepts of randomness and uncertainty:

(a) probability as a way of describing chance in simple and compound events; and

MATH 1050

(b) the role of randomness and sampling in experimental studies;

MATH 1050


Integrations and Data Analysis and Probability – Chance, Probability, Simple Events, Independent and Dependent Events, Fair-Not Fair Games, Connecting Probability to Fractions, Decimals, Percentages, and Graphing.

Experience:

Hershey’s Mini Bars: Random Draw Dice Tossing

Assessment: Students will record chart of experimental and theoretical probability for draw of each type of Hershey’s mini-bars. Students will record experimental and theoretical probability for each number on the dice.

(7) mathematical processes:

(a) know how to reason mathematically, solve problems, and communicate mathematics effectively at different levels of formality;

MATH 1050

RED 310 Instruction: Marilyn Burns Video “Teaching For

Understanding”

Experience: Using Children’s Literature to Facilitate Mathematical Thinking and Conceptual Understanding (situated learning opportunity)

Assessment: Completed Student Work, Presentation of Findings, and Final Reflection (Discourse Analysis)

(b) understand the connections among mathematical concepts and procedures, as well as their application to the real world;

MATH 1050

RED 310 Reading: SciMath MN K – 12 Mathematics

Framework; Chapter 2 “Best Practices” and Chapter 4 “Connections”

Experience: Situated Learning Opportunity: Using Children’s Literature to Facilitate Mathematical Thinking and Conceptual Understanding (developing understanding of fractions as applied to “real world” measurement tasks)

Assessment: Completed Student Work, Presentation of Findings, and Final Reflection

(c) understand the relationship between mathematics and other fields; and

MATH 1050

RED 310 Reading: SciMath MN Mathematics Framework

Chapter 4: Connections – Interrelationships with Mathematics Connections between Mathematics and Other Discplines.

Experience: Students will create a concept map that explores thematic connections between

disciplines as applied to a topic of study at a particular grade level. A particular focus on mathematical application & integration.

Assignment/Assessment: Written and oral presentation of concept map.

(d) understand and apply problem solving, reasoning, communication, and connections; and

MATH 1050

RED 310 Experience: Using Children’s Literature to

Facilitate Mathematical Thinking and Conceptual Understanding (situated learning opportunity)

Assessment: Completed Student Work, Presentation, and Final Reflection (Discourse Analysis)

(8) mathematical perspectives:

(a) understand the history of mathematics and the interaction between different cultures and mathematics; and

RED 310

"The Story of 1": VIDEO: Class discussion following video

Play & Discuss Gluckhaus

Play & Discuss Kansu

Play & Discuss Igba-ita

Play & Discuss Nyout

Play & Discuss Totolospi

Play & Discuss Toma Todo

Play & Discuss Lulu

Assessment: Written Reflection on use of Multicultural Activities in the Math Class

(b) know how to integrate technological and nontechnological tools with mathematics.

RED 310

Reading: Bahr Chapter 15: “Technology Integrations and Data Analysis and Probability” -- Technology Integrations, Technologically Supported Tasks, Using Technological Tools to Summarize, Web-Quests ETA Tool-Kit

Assessment: Math Lesson Design & Micro-Teach – integration of technological and

nontechnological tools is a required element.

J. A teacher of children in kindergarten through grade 6 must demonstrate a fundamental knowledge of scientific perspectives, scientific connections, science in personal and social perspectives, the domains of science, and the methods and materials for teaching science and scientific inquiry. The teacher must:(1) understand science as a human endeavor, the nature of scientific knowledge, and the historical perspective of science;

RED 310

Readings: Bloom Textbook Chapter 3 “The Nature of Science” – The nature of science; View of Science: Scientists and Thinkers about Science; Benchmarks for Science Literacy Chapter 1 “The Nature of Science” – The Scientific Worldview; Scientific Inquiry; The Scientific Enterprise.

Experience: Mystery Boxes: Examining the Nature of Science.

Instruction: Presentation that unpacks the nature of science as applied to the “Mystery Boxes” activity.

Assignments/Assessments: Mystery Boxes, : STEM Journal entry: 1. Describe the scientific processes that were used by your group, and 2. What aspects of the natural world (or universe) are most like a mystery box? Course Pre-Assessment: Concept Map that addresses the question: What is Science?

(2) know and apply the understandings and abilities of scientific inquiry including the ability to:(a) identify questions and concepts that can be explored through scientific inquiry;

RED 310

Readings: Bloom Textbook Chapter 6 “Teaching and Learning Through Inquiry – Types of questions and inquiry; Patterns of inquiry in the classroom; A cycle of inquiry; Observational studies; Experimental studies; inquiry and learning.

Instruction: Presentation that fosters understanding of the kinds of questions and concepts that can be explored through scientific inquiry.

Experience: Activity that challenges students to classify reading passages as science or non-science based on CONPTT criteria: Consistency,

Observability, Natural, Predictability, Testability, and Tentativeness.

Assignments/Assessments: STEM Investigation and : STEM Journal

(b) design and conduct scientific investigations; SCIE 1100 and 1200

Throughout SCIE 1100 and 1200

(c) use appropriate scientific instrumentation and equipment and mathematics as tools to improve scientific investigations and communications;

SCIE 1100 and 1200

RED 310

Readings: Bloom “Data Collection and Analysis Techniques” (383 – 404)

Experience: STEM Investigation “The Impact of Chemicals”; requires use of stereomicroscopes, digital cameras, MOTIC software.

Assessment: STEM Journal entries tied to “The Impact of Chemicals” Investigation; Demonstrated ability to use stereomicroscopes, digital cameras, and software during STEM Investigation.

(d) compare the use of multiple types of inquiry for answering questions;

RED 310

Readings: Bloom Textbook Chapter 6: “Teaching and Learning Through Inquiry” – Types of Questions and Inquiry; Patterns of inquiry in the classroom; A cycle of inquiry; Experimental Studies; Observational Studies; Inquiry and Learning.

Experience: STEM Investigation

Assignment: Activity that requires students to identify the type of inquiry best-suited for a particular scientific study across grades K – 6.

Assessment: Working in groups, students will analyze MN Science standards at a particular grade level and determine what type of inquiry would best facilitate student learning of the

concepts/topics of study situated at that grade level. Each group will present their completed assignment to the class as a whole.

(e) evaluate alternative explanations and models based on evidence, current scientific understanding, and logic; and

SCIE 1100 and 1200

(f) communicate and defend a scientific argument; SCIE 1100 and 1200

(3) know how to make connections across the domains of science, between science and technology, and between science and other school subjects;

RED 310

Reading: SciMath MN Frameworks Chapter 4 “Connections”

Experience: STEM Investigations (applied experience with horizontal integration: language arts, science, technology, mathematics)

Assignment/Assessment: Design a STEM Module (horizontal integration requirement – see rurbric)

(4) use scientific understandings and abilities when making decisions about personal and societal issues;

RED 310

Reading: The Broken Cord (excerpt)

Experience/Assignment: STEM Investigation: The Impact of Chemicals: Examining the Implications of Fetal Alcohol Syndrome

Assessment: STEM Journal Entries as applied to The Impact of Chemicals and the issue of fetal alcohol syndrome.

(5) know and apply the fundamental concepts and principles of physical science concerning properties of and changes in matter; position, motion, and force; light, heat, electricity, and magnetism; and kinds of and ways to transfer energy;

SCIE 1100

(6) know and apply the fundamental concepts and principles of life science concerning the characteristics of organisms, the life cycle of organisms, the interrelationships of organisms and environments, structure and function in living systems, reproduction and heredity, regulation and behavior, populations and ecosystems and their interrelationships, and diversity and adaptations of organisms;

SCIE 1100

(7) know and apply the fundamental concepts and principles of earth and space science concerning properties of earth materials; objects in the sky; changes in earth and sky; structure of the earth system, including hydrosphere, biosphere, atmosphere, and lithosphere; history of the earth; and earth in the solar system; and

SCIE 1200

(8) know and apply pedagogy and classroom management in science and scientific inquiry including understanding:

RED 310

Readings: Bloom Chapter 9 “The Classroom as a Community of Young Scientists”

(a) content standards under chapter 3501 for recommendations regarding curriculum, instruction, assessment, professional development, and program development;

RED 310

Readings: Bloom Chapter 7 “Assessing Children’s Thinking, Learning and Talk,” Chapter 8 “Planning and Implementing Instruction,” Chapter 9 “The Classroom as a Community of Young Scientists,” Chapter 10 “Reflective Practice,” and Chapter 11 “Where to Go From Here: Participating in the Professional Community”

Experience: 1. STEM Investigation (curricular structure follows expectations set forth in STEM Module assignment). 2. Analysis of “The Impact of Chemicals” module using the module rubric.

Assignment/Assessment: Design STEM Module.

(b) how to teach scientific inquiry in a developmentally appropriate manner;

RED 310

Readings: Bloom Chapter 4 “Children’s Learning and Sense Making,” Chapter 5 “Children’s Talk,” Chapter 6 “Teaching and Learning Through Inquiry”

Experience: Sink/Float STEM Investigation

Instruction: Guided analysis of Sink/Float

Investigation as applied to 3 different developmental spans: concrete, transitional, and abstract.

Assessment: Design STEM Module – modules will be evaluated on the alignment between planned instruction and developmental abilities of students the module is targeted for.

(c) common student misconceptions in science and developmentally appropriate strategies to elicit students’ misconceptions and help them move to accepted scientific understandings; and

Reading: Sampler of Common Misconceptions in Children’s Thinking About Science

Experience: Sink/Float STEM Investigation

Assignment: Analysis of student-thinking as applied to Sink/Float investigation. Teacher candidates will analyze K – 6 student work samples and discuss their written interpretation of why objects sink or float. Working with a partner, teacher candidates will generate written “teacher talk” to guide K – 6 students toward the construction of accurate (and developmentally appropriate) conceptual understanding.

Assignment/Assessment: Design STEM Module.

(d) how to implement safe environments for learning science through knowing:

RED 310

(i) state and national legal responsibilities and safely guidelines for teaching science;

RED 310

Readings: Bloom Text Appendix A: “Safety”

Assignment/Assessment: Lab Safety Lesson Plan

(ii) how to establish and enforce recognize safety procedures during the science learning experience;

RED 310

Readings: Hayes, L., Smith, M., & Eick, C. (2005). Habits of Mind for the Science Laboratory. The Science Teacher. 72(6), 24 -29.


(iii) how to use required safety equipment for classroom, field, and laboratory settings including goggles, fire extinguisher, fire blanket, eye wash, and chemical shower;

RED 310

Readings: Bloom Text Appendix A: “Safety”;


(iv) how to manage, maintain, and utilize science supplies and equipment;

RED 310


(v) state and national guidelines and plan for the care, storage, use, and disposal of chemicals and equipment used to teach science;

RED 310

Readings: Bloom Text Appendix A: “Safety”;


(vi) the ethics of and restrictions on making and maintaining collections of scientific specimens and

RED Assignment/Assessment: Lab Safety Lesson Plan

data; and 310

(vii) the ethics of and restrictions on the use of live organisms, and how tot acquire, care, handle, and dispose of organisms.

RED 310

NSTA Position Statement: Responsible Use of Live Animals and Dissection in the Science Classroom.


8710.2000 Standards of Effective Practice

Subpart 1. Standards. A candidate for teacher licensure shall show verification of completing the standards in subparts 2 to 11 in a teacher preparation program approved under part 8700.7600.

Subpart 5. Standard 4, Instructional Strategies: A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.

4A. Understand Minnesota’s graduation standards and how to implement them;

RED 310, 311, 312

Reading: MN Graduation Standards

Instruction: Series of discipline-based presentations on standards-based education – purpose, planning, and implementation.

Experiences/Activities/Assessments:

1. Math Mini-Unit

2. STEM Module

3. Literacy Block I

4. Literacy Block II

4B. Understand the cognitive processes associated with various kinds of learning and how these processes can be stimulated;

RED 310, 311, 312

Reading: Bloom Creating a Classroom Community of Young Scientists Chapter 4; Bahr Elementary Mathematics in Anything but Elementary Chapter 5, 11; Gunning Chapter 1, 4 (cognitively challenging talk), 12 (cognitive processes and writing development).


1. Teacher’s Inquiry Project

2. Math Mini-Unit

3. STEM Module

4. Literacy Block I


4C. Understand principles and techniques, along with advantages and limitations, associated with various instructional strategies;

RED 310, 311, 312

Reading: Gunning Chapter 5 – 11 (literacy strategies); Bloom Chapter 6 (types of scientific inquiry) and 8 (planning & implementing instruction); ETA Math Kit; Bahr Chapter 1 – 15 (explicit attention to instructional strategies is embedded within each chapter).


1. Math Mini-Unit

2. STEM Module

3. Literacy Block I


4D. Enhance learning through the use of a wide variety of materials and human and technological resources;

RED 310, 311, 312

Reading: Gunning Chapter 11; Bloom Chapter 8 Planning and Implementing Instruction and Technology tools and uses; Bahr Chapter 2 (tools to teach math)


1. Math Mini-Unit

2. STEM Module

3. Literacy Block I


Subpart 7. Standard 6, communication. A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. The teacher must:

6J. know how to ask questions and stimulate discussion in different ways for particular purposes, including probing for learner understanding, helping students articulate their ideas and thinking processes, promoting productive risk-taking and problem-solving, facilitating factual recall, encouraging convergent and divergent thinking, stimulating curiosity, and helping students to question;

RED 310, 311, 312

RED 410 - 413

Reading: Bloom Creating a Classroom of Young Scientists Chapter 5, 6, 7; Bahr Elementary Mathematics is Anything but Elementary Chapter 4,

Activities/Assessments:

1. Teacher’s Inquiry

2. Math Mini-Unit

3. STEM Module

4. Literacy Block I


6K. use a variety of media communication tools, including audiovisual aids and computers, including educational technology, to enrich learning opportunities.

RED 310, 311, 312

Reading: Bloom Creating a Classroom of Young Scientists Chapter 5; Bahr Elementary Mathematics is Anything but Elementary Chapter 2, 4, 15

Activities/Assessments

1. STEM Module

2. Math Mini-Unit

3. Literacy Block I


Subpart 8. Standard 7, planning instruction. A teacher must be able to plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals. The teacher must:

7A. understand learning theory, subject matter, curriculum development, and student development and know how to use this knowledge in planning instruction to meet curriculum goals;

RED 310, 311, 312

RED 410 - 413

Reading: Bloom Creating a Classroom Community of Young Scientists; Bahr Elementary Mathematics is Anything but Elementary; Gunning Creating Literacy Instruction for All Students

Activity/Assessment:


2. STEM Module

3. Math Mini-Unit

4. Literacy Block I


7B. plan instruction using contextual considerations that bridge curriculum and student experiences;

RED 310, 311, 312

RED 410 - 413


Activities/Assessment:


2. STEM Module

3. Math Mini-Unit

4. Literacy Block I


7C. plan instructional programs that accommodate individual student learning styles and performance modes;

RED 310, 311, 312

RED 410 - 413

Reading: Bloom Creating a Classroom Community of Young Scientists Chapter 8 and Appendix E; Bahr Elementary Mathematics is Anything but Elementary; Gunning Creating Literacy Instruction for All Students



2. STEM Module

3. Math Mini-Unit

4. Literacy Block I


7D. create short-range and long-range plans that are linked to student needs and performance;

RED 310, 311, 312

RED 410 - 413

Reading: Bloom Creating a Classroom Community of Young Scientists; Bahr Elementary Mathematics is Anything but Elementary; Gunning Creating Literacy Instruction for All Students; Diller Making the Most of Small Groups: Differentiated Instruction for All



2. STEM Module

3. Math Mini-Unit

4. Literacy Block I


7E. plan instructional programs that accommodate individual student learning styles and performance modes;

RED 310, 311, 312

RED 410 - 413

Reading: Bloom Creating a Classroom Community of Young Scientists; Bahr Elementary Mathematics is Anything but Elementary; Gunning Creating Literacy Instruction for All Students; Diller Making the Most of Small Groups: Differentiated Instruction for All.



2. STEM Module

3. Math Mini-Unit

4. Literacy Block I


7F. design lessons and activities that operate at multiple levels to meet the developmental and individual needs of students and to help all progress;

RED 310, 311, 312

RED 410 - 413

Reading: Bloom Creating a Classroom Community of Young Scientists; Bahr Elementary Mathematics is Anything but Elementary; Gunning Creating Literacy Instruction for All Students; Diller Making the Most of Small Groups: Differentiated Instruction for All.


1. Literacy Block I


7G. implement learning experiences that are appropriate for curriculum goals, relevant to learners, and based on principles of effective instruction including activating student prior knowledge, anticipating preconceptions, encouraging exploration and problem solving, and building new skills on those previously acquired; and

RED 310311312

RED 410 - 413



1. Math Mini-Unit

2. Literacy Block I


7H. evaluate plans in relation to short-range and long-range goals, and systematically adjust plans to meet student needs and enhance learning.

RED 310311312

RED 410 - 413

Reading: Gunning Creating Literacy Instruction for All Students; Diller Making the Most of Small Groups: Differentiated Instruction for All.


1. Literacy Block I


2. Specify how this new course contributes to the departmental curriculum.This course partially meets the Minnesota Board of Teaching licensure requirements for the 8710.3200 Teachers of Elementary

Education.3. Indicate any course(s) which may be dropped if this course is approved. None

C. Impact of this Course on other Departments, Programs, Majors, or Minors

1. Does this course increase or decrease the total credits required by a major or minor of any other department? If so, which department(s)? NO

2. Attach letter(s) of understanding from impacted department(s).

Attach a Financial and Staffing Data Sheet.

Attach an Approval Form with appropriate signatures.

Department Contact Person for this Proposal:

___Maggie Hoody______________________________ _529-6118 ______ [email protected] ______ Name (please print) Phone e-mail address

[Revised 9-1-10]

WSU Regulation 3-4WINONA STATE UNIVERSITY

FINANCIAL AND STAFFING DATA SHEET

Course or Program__RED310: S.T.E.M.in Elementary Classrooms __________

Include a Financial and Staffing Data Sheet with any proposal for a new course, new program, or revised program.

Please answer the following questions completely. Provide supporting data.

1. Would this course or program be taught with existing staff or with new or additional staff? If this course would be taught by adjunct faculty, include a rationale.

This course will be taught using existing staff.

If an adjunct faculty is needed to teach this course, selection will be based on expertise and currency in the field of Elementary Education.

2. What impact would approval of this course/program have on current course offerings? Please discuss number of sections of current offerings, dropping of courses, etc.

Approval of this course/program will replace the existing Elementary Education program coursework offered on the Rochester campus. This change will not impact the enrollment in Rochester of up to 30 teacher candidates admitted each Fall as a cohort.

The existing Elementary Education program coursework will continue intact on the Winona campus.

3. What effect would approval of this course/program have on the department supplies? Include data to support expenditures for staffing, equipment, supplies, instructional resources, etc.

This course will have minimal to no impact on department supplies and resources.

[Revised 9-05]

WINONA STATE UNIVERSITYNEW AND REVISED COURSE AND PROGRAM APPROVAL FORM

Routing form for new and revised courses and programs. Course or Program__RED310: S.T.E.M.in Elementary Classrooms

Department Recommendation

_________________________________ ___3/3/11 ___ [email protected] __ Department Chair Date e-mail address

Dean’s Recommendation _____ Yes _____ No*

_________________________________ ________________Dean of College Date

*The dean shall forward their recommendation to the chair of the department, the chair of A2C2, and the Vice Presdient for Academic Affairs.

A2C2 Recommendation _____ Approved _____ Disapproved

_________________________________ ________________Chair of A2C2 Date

Graduate Council Recommendation _____ Approved _____ Disapproved(if applicable)

_________________________________ ________________Chair of Graduate Council Date

_________________________________ ________________Director of Graduate Studies Date

Faculty Senate Recommendation _____ Approved _____ Disapproved

_________________________________ ________________President of Faculty Senate Date

Academic Vice President Recommendation _____ Approved _____ Disapproved

________________________________ ________________Academic Vice President Date

Decision of President _____ Approved _____ Disapproved

_________________________________ ________________President Date

Please forward to Registrar.

Registrar _________________ Please notify department chair via e-mail that curricular change has been recorded. Date entered

[Revised 9-1-10]

mailto:[email protected]

· web viewrequired checklist for all curricular proposals. course or program__red310: s.t.e.m. in...

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