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Viewing: ELM 539 : Special Problems in Elementary School Science

Last approved: Sat, 29 Apr 2017 08:02:15 GMT

Last edit: Sat, 29 Apr 2017 08:02:15 GMT

Change Type
Major
ELM (Elementary Education)
539
024050
Dual-Level Course
No
Cross-listed Course
No
Special Problems in Elementary School Science
SP Pb Element Schl Sci
College of Education
Elementary Education (13ELM)
Term Offering
Spring Only
Offered Every Year
Fall 2017
Previously taught as Special Topics?
No
 
Course Delivery
Distance Education (DELTA)
Hybrid (Online/Face to Face)
Remote Location/Site Based
Delta approved site
Grading Method
Graded/Audit
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3.0
Course Attribute(s)


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

Course Is Repeatable for Credit
Yes
1
 
 
3.00
Dr. Sarah Carrier
Associate Professor
Full

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture00Nono on campus
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Delivery FormatPer SemesterPer SectionMultiple Sections?Comments
LEC2525Nohybrid course
None.
Is the course required or an elective for a Curriculum?
No
In this course teachers build their science content knowledge in life, physical, and Earth/space science, examine strategies for effective science instruction to provide students with 21st Century skills with applications to young children's cognitive and affective learning.

In March 2016, the NC Board of Education approved the Department of Teaching and Learning Science's elementary education program's blueprint application to offer Master's degrees that will earn "science specialist" designations to NC teaching licenses. The proposed revisions honor the blueprint approved by state.


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.
 

Faculty will be teaching this course as part of their regular course load.

1. Students will fully examine use of evidence in 21st century guidelines and standards


2. Students will design assessments of use of evidence.


3. Students will connect state and national standards with students' use of evidence.


4. Students will analyze research on use of evidence in elementary life, physical, and Earth science.


Student Learning Outcomes

1. Teachers' analysis of standards connect with 21st century guidelines and use of evidence.


2. Teachers' review of research identifies examples of using evidence as part of student assessments.


3. Teachers' full literature review of issue of using evidence in elementary science classrooms provide full analysis of practice and goals for improvements including policy evaluations.


4. Teachers will apply research on use of evidence to lesson plan design and identify areas for future research.


Evaluation MethodWeighting/Points for EachDetails
Participation10participation and attendance
Written Assignment2021st century + standards
Forum_post20Chapter postings from textbook What's Your Evidence?
Project20Literature review of research on use of evidence in elementary classrooms and policies.
Written Assignment30Lesson plan applications and adaptations incorporating use of evidence.
TopicTime Devoted to Each TopicActivity
See syllabussee syllabus
mlnosbis 3/22/2017:
1) Include price of text on syllabus.
2) Include course objectives/goals.
3) Breakdown of evaluation methods on CIM form should match the assignments/projects listed on the syllabus.

perhaps this is for cohort reasons, but it seems a bit strange to offer a course in three semesters every other year. I also don't understand how you can be allowed to take the course twice, but only get three credits - that sounds as if you can only take it once to me. Also, #3 in the course objectives is unclear to me - should it just be 'adapt'? Missing objectives, and the outcomes read more like a lesson plan of things students 'will' do - also the second one should be rephrased for clarity. Given that all the weightings are multiples of 10, why not just normalize it to 100 - maybe it's just me, but that seems overly indirect

ABGS Reviewer Comments:
-None
mmmartin (Tue, 21 Mar 2017 18:12:37 GMT): Rollback: Update title change on syllabus
Key: 5982