€¦ · Web viewcalifornia state polytechnic university, pomona. academic senate. general education committee. report to. the academic senate. ge-016-089. sci 213/213l: life science

CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONA

ACADEMIC SENATE

GENERAL EDUCATION COMMITTEE

REPORT TO

THE ACADEMIC SENATE

GE-016-089

SCI 213/213L: Life Science for Elementary Educators

New Course Proposals (GE Area B2 & B3)

General Education Committee Date: 2-23-14

Executive Committee Received and Forwarded Date: 3-5-14

Academic Senate Date:3-12-14FIRST READING

GE-016-089, SCI 213/213L: Life Science for Elementary Educators, New Course Proposals (GE Area B2 & B3) 2

BACKGROUND:

Drs. Kristina Hartney and Nicole Wickler have proposed that SCI 213/213L (Life Sciences for Elementary Educators) be adopted as a GE area B2/B3 (Biological Sciences/Laboratory) course for the general student population.

SCI 213/L teaches Life Sciences with an emphasis on pedagogical methods for students wishing to become elementary school teachers.

Currently, students who plan to meet state requirements for elementary school teachers and for Pre-Credential and BA/Credential sub-plans in Liberal Studies and Gender, Ethnicity, and Multicultural Studies (the “Sub-plans”) may satisfy their area B1 (Physical Sciences) and B4 (Mathematical Sciences) GE requirements if they take the following classes in sequence1

MAT 194 (Mathematical Concepts for Elementary School Teachers: Number Theory);

MAT 394 (Elementary Mathematics from an Advanced Viewpoint: Algebra); MAT 395 (Elementary Geometry from an Advanced Viewpoint: Geometry); MAT 494 (Elementary Mathematics from an Advanced Viewpoint: Probability,

Statistics, and Data Analysis); SCI 210/L (Physics Concepts and Activities); SCI 211/L (Chemical Sciences); and SCI 212/L (Earth Sciences).

Currently, none of these classes satisfies any GE area requirements for students outside of the Sub-plans. Also, currently, Sub-plan students must satisfy their GE area B2 requirements from the regular B2 menu.

SCI 213/L, along with the three SCI classes listed above, also form a sequence required by the California Teaching Commission for students wanting to become K-8 science teachers.

RESOURCES RECOMMENDED:

GE B2/B3 FacultyDr. Kristine B. HartneyDr, Nicole I. Z. WicklerDr. Nancy E. Buckley

RESOURCES CONSULTED:

1 2013-2014 University Catalog.

2


Dr. Sepehr Eskandari, Chair, Biological SciencesDr. Stephen Bryant, Chair, Liberal StudiesDr. Nacy Hurlburt, Associate Dean, CEISDr. Kristine B. Hartney, Biological Sciences, Associate Dean, College of Science and Proponent

DISCUSSION

The GE Committee broke the discussion down into three separate questions:

1. Should SCI 213/L be allowed as a GE area B2/B3 course for the general student population?

2. Should Sub-plan students (as defined in the “Background” section), only, be allowed to use SCI 213/L as fulfilling their B2/B3 GE requirement? And if so, conditional upon taking all classes listed in the current Catalog for their Sub-plan exception? and

3. If Sub-plan student changes their major, should they be allowed GE B2/B3 credit for having taken SCI 213/L (provided the new major’s Department agreed)?

1. Should SCI 213/L be allowed as a GE area B2/B3 course for the general student population?

The GE Committee was initially confused as to whether the proponents were requesting that SCI 213/L be added as a GE area B2/B3 course for all students, or only for those in the Sub-plans, and why the Biological Sciences had been left out of the GE SCI-sequence for Sub-plan students.

Dr. Hartney clarified for the Committee that the proponents were indeed requesting that SCI 213/L be adopted as a GE area B2/3 course for the general student population, and not just for Sub-plan students. She was unsure as to why SCI 213/L was never part of the current GE area B exception for Sub-plan students (see question 2, below).

The GE Committee questioned whether SCI 213/L was a fit substitute for general Biology/Laboratory combinations, given that it has a seemingly large component geared towards training future professional teachers.

Dr. Stephen Bryant supported the proponents request to certify SCI 213/L as a GE area B2/3 option for all students, but noting that

“… [he] would not object to having it restricted as long as a student who subsequently changes majors (and the new major doesn't object), the student would retain the B3 [should read B2]/B3 credit. “

Dr. Bryant goes on to note that

“The SCI 213/L [courses] [have] essentially the same content as a typical Bio 110/111L [sequence] [omitted side note], but SCI 213/L instructors would use a variety of pedagogies and point out how these

3


could be used in elementary teaching as well as college teaching. -- so the course [uses] explicit instruction (that is, not only explaining the content to the students, but also explaining the pedagogy). “

and, on the question of SCI 213/L suitability as a general student GE area B2/B3 substitute, that

“Just because the course has educational aspects does NOT mean it should be restricted, however -- it still fully fulfills B2/B3 Chancellor's Office GE EO guidelines. “

and that

“The reason to restrict, if any, is so pre-teachers can actually take the course and not be out-competed for seats in the class by non-pre-teachers. “

The GE Committee discussed the proposal and (1) agreed that it would not be useful for Education students to compete for seats with the general student population, but (2) disagreed with Dr. Bryant on the one-to-one match of B2 content with SCI 213/L. The Committee concluded that the significant pedagogical component in SCI 213/L (intended for professional teachers) does diminish its B2 content relative to a corresponding general B2/B3 GE course. To illustrate, the Committee notes that the proposal emphasizes, for example:

“The curriculum for this course incorporates active, collaborative, and inquiry-based instructional approaches known to positively influence learning and exemplify good K-8 teaching”

and that it builds “on experiences/knowledge that students bring into the classroom and examine topics students are most likely to confront in their professional lives as K-8 teachers.” [emphasis added]

and that a major component of the expected course outcomes be that students will be able to “Participate in a variety of learning experiences that model effective curriculum practices (including the use of technology), instructional strategies (including EL) and assessment techniques, including many described in the California State Curriculum Frameworks and Standards (www.cde.ca.gov/re/pn/fd/)”,

EO 1065 requires 4 quarter units of B2 (or 3 if a laboratory unit is added) material, which does not include a professional pedagogical component. By necessity, a significant pedagogical learning outcome would compromise the Biological Sciences content relative to 4 units of, say, BIO 110/111L.

Lastly, the proposal does not make a case for SCI 213/L as a general GE area B2/B3 class.

2. Should Sub-plan students (as defined in the “Background” section of this report), only, be allowed to use SCI 213/L as fulfilling their B2/B3 GE

4


requirement? Conditional upon taking all classes listed in the current Catalog for their Sub-plan exception?

The Committee notes that the current GE B1, B3 and B4 exception for Sub-plan majors compensates for any potential shortfall of GE subject matter by requiring 12 units in B1 (as opposed to only 4 in the general GE requirement) and 16 units in B4 (as opposed to only 4). This would not be true for B2: Substituting SCI 213 for a general B2 class potentially shortchanges Biological Sciences. After some discussion, the Committee felt that this would not represent a material impact, provided that all classes currently listed in the Sub-plan exception (see “Background” section) were also required.

3. If Sub-plan student changes their major, should they still be allowed GE B2/B3 credit for having taken SCI 213/L (provided the new major’s Department agreed)?

The Committee discussed this question, and concluded that if a student was not planning to become a professional teacher, SCI 213/L would not suffice as a standalone B2/B3 area GE requirement.

5


RECOMMENDATION:

The General Education Committee unanimously recommends that SCI 213/213L be allowed as fulfillment of the GE area B2/B3 requirement, but only for students in the Sub-plans,2 and provided all other classes listed for the Sub-plans’ exception in the 2013-2014 Catalog3 were also taken.

The General Education Committee unanimously recommends that SCI 213/213L not be allowed as a B2/B3 GE course for students outside of the Sub-plans.

The General Education Committee unanimously recommends that Sub-plan students that change their major not be allowed to use SCI 213/213L in lieu of the current B2/B3 GE requirements for the general student population.

ATTACHMENTS

Referral GE-016-089, SCI 213/213L ECO.

2 That is, students who plan to meet state requirements for elementary school teachers and for Pre-Credential and BA/Credential sub-plans in Liberal Studies and Gender, Ethnicity, and Multicultural Studies.3 Namely: MAT 194 (Mathematical Concepts for Elementary School Teachers: Number Theory); MAT 394 (Elementary Mathematics from an Advanced Viewpoint: Algebra); MAT 395 (Elementary Geometry from an Advanced Viewpoint: Geometry); MAT 494 (Elementary Mathematics from an Advanced Viewpoint: Probability, Statistics, and Data Analysis); SCI 210/L (Physics Concepts and Activities); SCI 211/L (Chemical Sciences); and SCI 212/L (Earth Sciences).

6


CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONAACADEMIC SENATE

DATE: February 18, 2009

TO: GE Committee

FROM: Academic Senate Executive Committee

SUBJECT: Academic Senate Referral

1. CLASSIFICATION: GE-016-089

2. TITLE OF REFERRAL: SCI 213/213L “Life Science for Elementary Educators” - New Course Proposals (GE Area B2 & B3)

3. BACKGROUND: See attached referral request form. Additional background provided by the EC: None, S. Bryant

4. RECOMMENDED RESOURCES: See attached referral request form and supporting documentation. Additional resources recommended by the EC: Faculty teaching in GE Area B2 and B3

For the Committee’s Report on this referral, please list only the resources that were actually consulted.

5. REVIEW AND RECOMMEND: Review and recommend as appropriate.

6. DATE REQUIRED FOR PRESENTING COMMITTEE REPORT TO

EXECUTIVE COMMITTEE: April 7, 2009

7


CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONAACADEMIC SENATE

REFERRAL REQUEST FORM

Please provide all information requested in this form. Incomplete referrals will be returned. Referrals must be submitted in electronic form to: [email protected]

Date: 12/01/08

Names and titles of proponents:Dr. Kristine B. Hartney, Assoc ProfessorDr. Nicole I. Z. Wickler, Asst Prof Science Ed

KEYWORDS: (list at least 3 keywords to facilitate referral access through database) Life, Science, Elementary, Educators, General, Education, Course, B2, B3

TITLE OF REFERRAL: SCI 213/213L “Life Science for Elementary Educators” - New Course Proposals (GE Area B2 & B3)

BACKGROUND: (Provide background on the need for this referral and how it will benefit the University. Clearly state the expected outcome(s) or action(s) requested)

Justification: This course is part of a sequence of science content courses required by the California Teaching Commission of students who wish to be K-8 teachers. These students must be competent in their basic understanding of science ideas. Each science department (Physics-SCI 210, Chemistry-SCI 211 and Geology-SCI 212) has created a service SCI course to meet this demand. The SCI 213/213L course will complete the series of science content courses already in the catalog for prospective elementary educators. The content, as described in the California Science Content Standards (www.cde.ca.gov/re/pn/fd/) is what K-8 teachers will be expected to teach their students in any public elementary school in California.

RECOMMENDED RESOURCES: (Provide a list of persons and documents that could be consulted for additional information on this topic)

Dr. Kristine B. Hartney, Biological Sciences DepartmentDr. Nicole I. Z. Wickler, CEEMaSTDr. Nancy E. Buckley, Biological Sciences Department

The Executive Committee (EC) forwards the referrals to a standing committee that researches the proposal, contacts resources, and submits a report. The EC reviews the report, forwards it to the Senate or returns it to the standing committee for additional information, clarification, or review. After the EC accepts the report it is placed on the agenda of the next Academic Senate meeting for a first reading and

8


a month later for a second reading where voting takes place. The referral is then sent to the President for approval. Depending on the topic the process may take from 1 to 3 quarters. A motion to waive the first reading, if approved by the Senate, would reduce the wait time by one month.Is there a deadline by when this referral needs to be considered by the Academic Senate? No Yes, by (date). Justification for deadline:

9


CATALOG YEAR: 2008-2009

Curricular Proposal for New Course:SCI 213/213L Life Science for Elementary Educators (3/1)

Prepared by: Kristina B. Hartney / Nicole I Z Wickler

I. Catalog Description

SCI 213/213L Life Science for Elementary Educators (3/1)

This course is an introduction to life science including: basic physiology, cell biology, ecology, genetics and evolution. The role of science in modern society and the impact of human civilization on other organisms considered. Modeling of effective K-8 curriculum, teaching and assessment practices as described in the California State Curriculum Frameworks and Standards. Designed to satisfy the general education requirement of life science for prospective elementary educators. Lecture and lab are integrated in a way which more closely models elementary science teaching. Concurrent enrollment in SCI 213 and SCI 213L is required.

II. Require Background or Experience

Recommended prerequisites:SCI 210 and SCI 211

III.Expected Outcomes

The curriculum for this course incorporates active, collaborative, and inquiry-based instructional approaches known to positively influence learning and exemplify good K-8 teaching. This course will not isolate lecture from laboratory but integrate smaller chunks of lecture with inquiry based, hands-on activities. We will build on experiences/knowledge that students bring into the classroom and examine topics students are most likely to confront in their professional lives as K-8 teachers.

Both during and outside of class students will be working in groups and doing activities that will help them organize and learn the material. Peer teaching and cooperative learning are extremely effective strategies for improving learning. To experience how these strategies work, as well as benefit from these approaches, each class member will be assigned to a study group. As an active member of the group students will on occasion find themselves teaching while at all times will recognize that they are learning more and retaining it longer.

By the conclusion of the course, students will be able to

10


Define biological terms correctly, Communicate biological concepts clearly and accurately, Analyze biological phenomena using a scientific approach, and Participate in a variety of learning experiences that model effective curriculum practices

(including the use of technology), instructional strategies (including EL) and assessment techniques, including many described in the California State Curriculum Frameworks and Standards (www.cde.ca.gov/re/pn/fd/)

IV. Justification

This course is part of a sequence of science content courses required by the California Teaching Commission of students who wish to be K-8 teachers. These students must be competent in their basic understanding of science ideas. Each science department (Physics-SCI 210, Chemistry-SCI 211 and Geology-SCI 212) has created a service SCI course to meet this demand. The SCI 213/213L course will complete the series of science content courses already in the catalog for prospective elementary educators. The content, as described in the California Science Content Standards (www.cde.ca.gov/re/pn/fd/) is what K-8 teachers will be expected to teach their students in any public elementary school in California.

V. Instructional Material

Students will be required to purchase a textbook (Campbell, Reece and Simon, 2007. Essential Biology with Physiology. Second Edition. Published by Benjamin Cummings) and an i-clicker. Both items are available through the Bronco Bookstore. Students are also asked to bring a writing instrument and two 3x5 lined index cards to each class meeting. A copy of the Science Content Standards for California Public Schools accessed at: http://www.cde.ca.gov/re/pn/fd/. The type of examination form students need to buy will be announced.

VI. Minimum Student Materials

Course textbook, laboratory handouts, paper, writing instrument, 3x5 lined index cards, Microsoft Word, Excel, and PowerPoint, and access to the Internet from on-campus or off-campus facilities. Course materials for both lecture and the laboratory will be posted at a Blackboard site established for this class.

VII. Minimum College Facilities

A furnished instructional laboratory with whiteboard, computer, and projection systems, seating for 24-30 students; if possible tables should be arranged so students can form small study groups. Space for storage of materials used during the activities including small aquarium, grow lights with trays for plants and glassware should be available. The room should have at least one sink

11

http://www.cde.ca.gov/re/pn/fd/


with hot and cold running water, and electrical outlets and computer hookups at each student study station.

12

VII. SCI 213/213L Detailed Course Outline

*C(=Chapter) in Campbell, Reece, and Simon. Week Topic Emphasis Activity/Lab Homework/Readings*Part 1: Investigating Life – System Interactions

1 How is new knowledge acquired?

Scientific method

Scientific investigation – testing for differences among treatment groups (factors affecting heart rate – whole class practice; variation among paper towel brands – group practice)

Homework 1: Observing and asking questions.

Read C1, C14 (p 290-292), C15 (p 296-298; 303, 306-309 bacteria; 310 protists), C16 (p 324-325 plants; 334-338 fungi), C17 (p 343-344 animals)

What distinguishes life from non-life?

Macroview: Characterizing and organizing life by type (taxa) or scale (biological hierarchies)

Report out on observation and question homework. Distinguish among living and non-living things; categorize and develop dichotomous keys for different life forms (bacteria, protists, plants, fungi, animals).

Read C4 (p 55-69), C15 (p 303-306 bacteria; 311-313 protists), C28 (p 624-625 plants)

Learning Strategies 1: Matrices

Homework 2: Critiquing scientific investigations reported in the popular literature.

2 How & why is life compart-mentalized?

Microview: Cell structure and function

Seeing images using stereoscopes and compound light microscopes (magnification and resolution). Microscopic investigation of prokaryotes (the good and the bad), plant & animal cells.

Read C5 (pages 80-83), C21 (all)

GE-016-089, SCI 213/213L: Life Science for Elementary Educators New Course Proposals (GE Area B2 & B3) 14

How is balance achieved?

Homeostasis and diffusion

Scientific investigation – the effect of concentration gradients (salinity) on the rate of transport (potato). Demonstrations - The effects of transport on plant cells (red onion) and animal cells (horse blood)

Read C23 (all)

Learning Strategies 2: Empty Outlines

3 How does a transport system link various animal systems?

System transport in animals (pumps, pipes, and vessels)

Bulk transport and system interactions in animals (hearts/lungs). Measurement of cardiovascular function (stethoscopes; sphygmo-manometers). Design of independent investigations of factors affecting plant growth.

Read C2 (p 28-29), C28 (p 626-627), C29 (p 646-648)

Homework 3: Description of independent research project.

How do transport systems link various plant parts?

System transport in plants (pumps, pipes, and vessels)

Bulk transport and system interactions in plants (xylem/phloem). Observing behaviors of water and its movement in celery. Set-up independent investigations of factors affecting plant growth.

Read C2 (p 21-27)

Be sure to study for the exam!!

14


Part 2: Energy, Matter, and Life4 Exam 1 What is matter?

Atoms, bonds, molecules. Building molecules from atoms (mini-marshmallow atoms and toothpick bonds).

Read C2 (p 31-32), C3 (p 36-38), C5 (p 73-76)

What is energy? Why eat?

Ions, energy forms and laws; organic compounds and food

Differentiating among energy forms and between food and non-food.

Read C3 (p 38-48), C22 (p 496-501)

Homework 4: Food log and dietary analysis

5 Is what you eat important?

Carbohydrates, fats, proteins

Interpreting nutrition facts. Testing for organic compounds in food.

Read C22 (p 486-495), C5 (p 78-79)

How is food processed by animals?

Digestion Organs – order, continuity, relative sizes; teeth and skulls; human tooth patterns; enzyme demos

Read C7 (p 103-109; 114-116), C5 (p 76-77)

6 How are energy and matter initially captured?

Photosynthesis Plants structures (roots, stems, leaves – pigments; stomata); investigating effects of light on photosynthesis (using acid/base indicators and Elodea).

C6 (p 89-100)

Learning Strategies 3: Concept Mapping

How are energy and matter released?

Cellular Respiration

Measuring respiration rates in plants (germinating seeds) and animals (crustacea, insects, snails)

Read C18 (p 379-382), C19 (p 416-425), C20 (446-449)

Homework 5: Species as predators and prey

15


7 How are energy and matter utilized and transferred?

Energy flow and nutrient cycling; trophic relationships (chains/webs)

Diminishing energy activity - demonstrating 10% rule with ribbon/tape. Building food webs.

Read C8 (p 121-125), C26 (p 560-562), C28 (p 619)


Part 3: Reproduction and Change7 Exam 2 Can organisms

reproduce without partners? Demo of asexual reproductive methods in plants (living) and animals (slides of Hydra budding and Paramecium fission).

Read C8 (p126-140), C28 (p 632-636), C29 (p 653)

8 Why sex? Mechanics of cell division. Flowering plant life cycle: sexual reproduction & development.

Stages of mitosis and meiosis (role playing, finger dances, manipulatives, prepared slides). Flowering plant life cycles: flower dissection; pollinators; seed dispersal mechanism.

Read C26 (p 562-580), C18 (p 388-394, C17 (p 344 – sea star life cycle)

Learning Strategies 4: Sentence Frames

What are the consequences?

Animal life cycles: human reproduction & development. Population growth & limiting factors.

Animal life cycles: fertilization and development in sea urchins and humans (video); STD simulation

Read C9 (p 144-160; 164-167)

16


9 How is genetic information inherited?

Genes, chromosomes, alleles, Mendelian genetics

Small group practice with genetic problems; inheritance simulation (determine individual phenotypes and produce offspring)

Read C3 (p 49-51), C10 (172-189), C11 (p 200-202; 208-211)

Homework 6: Practice solving genetic problems.

What makes you you?

DNA replication, protein synthesis (gene expression)

DNA/Protein simulation (recipes); effects of mutation.

Read C19 (p 426-434), C13 (p 244-256)

10 Why so many different species?

Mutations, selection, and biodiversity.

Biotrek visit (biomes; plant and animal adaptations)


Exam 3

IX. Instructional Methods

This course is offered to those students who wish to be elementary teachers, with a maximum of 30. Various instructional methods will be used to help students achieve the expected outcomes. These include:

Power Point presentations and open outline handouts of lecture material to facilitate the discussion and model appropriate ways to help students in grades 3 – 8 to learn to take notes.

Laboratory handouts to provide outlines of the goals of each exercise. Guidance/suggestions for repeating the laboratories in a modified format in K-8 will be discussed.

Written laboratory reports in which students will analyze data obtained during laboratory exercises and discuss their results.

Guidance and modeling of appropriate methods when working with students in a K-8 setting. Methods include matrices, empty outlines, concept maps (or other graphic organizer), guided essays, problem sets, laboratory/field write-ups, and formative and summative assessments. Suggestions for working with K-8 students who’s primary language is other than English will be provided.

Peer teaching and cooperative learning as a strategy for improving learning through study groups. Quarter projects written up in manuscript format appropriate for upper elementary

students

17


Quarter projects presented orally with visual aids (i.e., PowerPoint presentation.)

X. Outcomes Assessment

Students are evaluated with respect to:

1. Exams 150 pointso There will be three exams, each worth 50 points. Exams may include both

objective (multiple choice, true/false, matching) and subjective types of questions (short answer, definition, interpretation, explanation) that emphasize problem solving, connections, and synthesis.

2. Scientific Investigation 25 points

All students will be provided with the opportunity to conduct a scientific investigation of their own. However to create a “common” experience to report on and discuss, we will define an area of study: the impact of various factors on plant growth, a phenomenon that many students may have observed firsthand, even if it’s not been an area of intense focus for them.

Over the course of several weeks, students will conduct an experiment to test their ideas about the conditions necessary for plant growth. They will need to identify a question they’d like to pursue in this investigation, determine the process they will follow, gather data, and report on their findings. While this investigation may seem overly simple, students will be using it to reflect on a variety of content and methodology issues. Students will have specific opportunities to discuss the experiment prior to their presentation.

3. Participation/Homework 200 points

Throughout the quarter students will be asked to complete both individual and group writing activities. Activities may be completed in class or outside of class and may include matrices, empty outlines, concept maps (or other graphic organizer), guided essays, problem sets, laboratory/field write-ups, and formative and summative assessments.

4. On-line Journaling up to 100 points

Following each class meeting, students will identify those California State Standards that were addressed on that day and describe how each standard was exemplified by a particular activity. Entries for a particular day must be entered on-line prior to the next class meeting.

18

Documents

€¦ · Web viewcalifornia state polytechnic university, pomona. academic senate. general education committee. report to. the academic senate. ge-016-089. sci 213/213l: life science