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Viewing: EMS 791 : Contemporary Research and Critical Issues in STEM Education

Last approved: Mon, 12 Mar 2018 08:00:25 GMT

Last edit: Wed, 07 Mar 2018 15:07:20 GMT

Change Type
Major
EMS (Math & Science Education)
791
032565
Dual-Level Course
Cross-listed Course
No
Contemporary Research and Critical Issues in STEM Education
Topics and Issues in STEM
College of Education
Math, Science, and Technology Education (13EMS)
Term Offering
Spring Only
Offered Every Year
Spring 2018
Previously taught as Special Topics?
Yes
1
 
Course Prefix/NumberSemester/Term OfferedEnrollment
EMS 794Spring, 201717
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded/Audit
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Soonhye Park
Associate Professor
full

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture2020NoThis course will be one of the new department mandatory course for doctoral students in the department of STEM education.
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote


Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
13LTSPHDLearning and Teaching In STEMRequired
This course is designed to provide disciplinary and interdisciplinary overviews of STEM issues and trends that will help graduate students construct their own theoretical foundations and practical understanding of STEM education. In the course, students will discuss a wide range of current issues, movements, and research-supported practices in STEM education not only in K-16 classrooms but also informal education settings. Students will also have opportunities to conceptualize their own framework for quality STEM education connecting research and practice in the field. A main course activity will be reading, analysis, and discussion of selected readings in each topic area. Students will share the responsibility of guiding class discussions, write up reflection and conceptualization, and conduct individual project that relates directly to the main topics explored in the course.

This course will be one of two new doctoral courses created to provide an interdisciplinary focus for all doctoral students in the Learning and Teaching in STEM education program.  This course is a study of current issues, movements, and research-supported practices in STEM education not only in K-16 classrooms but also informal education settings. To support our doctoral students to be more highly qualified for research, employment, and leadership positions in STEM education fields, this course will provide a truly interdisciplinary overview that will give our students exposure to a wider range of STEM issues and trends. 


No

Is this a GEP Course?
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

This course will be counted toward regular two-course teaching load for the instructor.

This course aims to:



  1. Support graduate students to develop theoretical foundations and practical understanding of STEM education through engaging in critical discussions about contemporary research on and critical issues in STEM education.

  2. Support graduate students to conceptualize their own framework for quality STEM education connecting research and practice in the field.

  3. Support graduate students to better understand the impact of STEM funding and policy on STEM education from pre-school through higher education and workforce. 


Student Learning Outcomes

At the end of this course, students will be able to: 


1. Students can define research-supported best practices of STEM integration in K-16 classrooms.


2. Students can compare pros and cons of each of the diverse conceptualizations of STEM education.


3. Students can apply characteristics of effective professional development programs into designing a professional development program for STEM educators.


4. Students can analyze how STEM funding and policy impact STEM education from pre-school through higher education and workforce.


5. Students can critique issues and challenges associated with diversity and equity in STEM education and STEM workforce.


6. Students can synthesize a logical position paper to argue a current STEM education issue of their choice.


Evaluation MethodWeighting/Points for EachDetails
Participation30 pointsThe participation portion of the total grade will be determined by:
 Completion of reading assignments,
 Courteous and meaningful contributions to class discussions. and
 Active participation in classroom activities.
Attendance30 pointsBecause of the interactive nature of this course, all students are expected to attend all class meetings on time and actively participate in every class.
Readings assignments90 pointsThe purpose of class discussions is to help students as individuals and as a group to develop meaningful interpretations of class readings. Every student is expected to carefully read reading assignments and to participate in class discussions of the readings each week. Each student is required to post a short reflection on each assigned reading each week in 250 to 400 words on Moodle prior to class.
Discussion15 pointsEach student will be asked to generate two or three guiding questions for one reading assigned to her or him and lead the discussion about the reading.
Written Assignment45 pointsStudents will be asked to complete several short written assignments during the semester. These assignments may include conceptualization of key ideas, posts on Moodle, activity or demonstration write-ups, short reports, etc.
Project75 pointsStudents will select one of the two options for their final project: write a position paper or write a paper about an influential scholar in STEM education.
presentation15 pointsStudents will be asked to present their final projects at the end of the semester. Each presentation will be 10 minutes at maximum that will be followed by 5 minutes Q & A.
TopicTime Devoted to Each TopicActivity
 Conceptualization of STEM education2 weeksReading assignments, discussions, & writing a conceptual paper.
 National standards in STEM education1 weekCritical analysis of reform documents.
 Research-based practices for STEM integration in K-16 S.T.E.M. classrooms and informal education settings. 7 weeksGuest speakers, small group & whole class discussion, written reflections, and searching for online resources.
 Equity and diversity in STEM education and STEM workforce. 2-3 weeksReading assignments, discussions, & analysis of statistics in STEM education.
 Policy and funding in STEM education 2 weeksGuest speakers, small group & whole class discussion, written reflections, and analysis of STEM policy documents.
mlnosbis 1/26/2018: (Soonhye: I made changes in CIM form and course syllabus addressing all the comments.)

1) Suggest removing "topics" from the title so as to not be confused with a special topics course since this will be a required course and has more defined content than a special topics.
2) Prerequisite clarification: is this restricted to only the LTS PHD students? If so, you can put "current 13LTDPHD student." Once a student is admitted to the program, they will be able to enroll. They will not be considered a graduate student in the program if they are "pending admission," but the department can approve and add them as NDS before admission.
3) Course goals should be broad, over-arching goals for the course. Yours read like additional Student Learning Outcomes. Update Goals.
4) Student Learning Outcomes should be measurable, and introduced with, "At the end of this course, students will be able to...". Update Student Learning Outcomes using the Learning Outcomes Guidelines attached under additional documentation.
5) Student Evaluation Methods- you do not need to provide both point value and percentages. Since you seem to use point values in describing the assignments on the syllabus, you can update the CIM form and syllabus to remove the percentage weights. Use the same breakdown of grades on the CIM form that you use on the syllabus- do not divide the sections in CIM that are combined in the syllabus.
6) Topical outline/course schedule should be listed in the syllabus.
7) Required textbooks and other material should be listed on the syllabus with the price of the text. If there is not a required text for purchase and all readings are available in Moodle or online, that should be noted on the syllabus.

cohen 1/28/2018:
How is this course related to EMS 730? Will it replace 730? If not, are there plans to develop analogues of 730 for other program areas of study within the PhD program (and will those become prereqs or coreqs for 791)? --> Soonhye: EMS 791 will replace EMS 730.

ABGS Reviewer Comments 2/5/2018:
- Clarify the consultation field. If no consultation, remove this item.
- Typo- Under student objectives: 1. "Students can define research-supported best practices of SEM integration in K-16 classrooms" - i think this should be STEM not SEM?
Key: 17625