UCC/UGC/ECCC
Proposal for New Course
Please attach proposed Syllabus in approved university format.
1. Course subject and number: TSM 303
2. Units:
See upper and lower division undergraduate course definitions.
3. College:
CEFNS
4. Academic Unit:
3
CSTL
5. Student Learning Outcomes of the new course. (Resources & Examples for Developing Course Learning
Outcomes)
As a result of this course, students will be able to:
1. Demonstrate understanding of relevant learning theories by discussing the relationship
between lesson plan elements and predicted effect on student learning.
2. Demonstrate a personal theory of science teaching by designing effective lessons that
utilize research-based pedagogies.
3. Demonstrate understanding of motivation by discussing the relationship between lesson
plan elements and predicted effects on student engagement in the lesson.
4. Demonstrate competence in instructional strategies through classroom rehearsals.
5. Practice professional patterns of communication including writing at an undergraduate
level.
6. Justification for new course, including how the course contributes to degree program outcomes,
or other university requirements / student learning outcomes. (Resources, Examples & Tools for Developing
Effective Program Student Learning Outcomes).
Within the NAUTeach program, TSM300 is currently taught to both mathematics and science
students. The faculty has decided to split the course along disciplinary lines. This course,
TSM 303, is the science-specific version. The mathematics-specific version is forthcoming.
This course allows students to engage at a greater depth with current understandings of
teaching and learning science.
7. Effective BEGINNING of what term and year?
See effective dates calendar.
FALL 2015
8. Long course title: KNOWING AND LEARNING IN SCIENCE
(max 100 characters including spaces)
9. Short course title: KNOWING & LEARNING IN SCIENCE
(max. 30 characters including spaces)
10. Catalog course description (max. 60 words, excluding requisites):
Effective Fall 2012
This course examines what it means to know and learn science. The course expands
prospective teachers’ understanding of current theories of learning science through
examining their own assumptions about learning as well as the needs of a diverse student
population. In addition, students explore the Next Generation Science Standards and the
ways in which they impact science teaching and learning. Additionally, the course engages
students in investigating and enacting effective instructional techniques aligned with modern
learning theories in order to meet the needs of students in middle and high school science
classrooms.
11. Will this course be part of any plan (major, minor or certificate) or sub plan (emphasis)?
Yes
If yes, include the appropriate plan proposal.
Six CEFNS Secondary Education; B.S.Ed. plans
No
12. Does this course duplicate content of existing courses?
Yes
No
If yes, list the courses with duplicate material. If the duplication is greater than 20%, explain why
NAU should establish this course.
13. Will this course impact any other academic unit’s enrollment or plan(s)?
Yes
No
If yes, describe the impact. If applicable, include evidence of notification to and/or response from
each impacted academic unit
14. Grading option:
Letter grade
Pass/Fail
Both
15. Co-convened with:
14a. UGC approval date*:
(For example: ESE 450 and ESE 550) See co-convening policy.
*Must be approved by UGC before UCC submission, and both course syllabi must be presented.
16. Cross-listed with:
(For example: ES 450 and DIS 450) See cross listing policy.
Please submit a single cross-listed syllabus that will be used for all cross-listed courses.
17. May course be repeated for additional units?
16a. If yes, maximum units allowed?
16b. If yes, may course be repeated for additional units in the same term?
Yes
No
Yes
No
18. Prerequisites:
TSM 102 with grade of “C” or better
If prerequisites, include the rationale for the prerequisites.
TSM 102 provides secondary school teaching field experiences for teacher candidates.
Teacher candidates will need preliminary experiences in teaching and instruction in the
secondary school setting prior to being able to effectively analyze instructional theories guiding
practice.
Effective Fall 2012
19. Co requisites:
If co requisites, include the rationale for the co requisites.
20. Does this course include combined lecture and lab components?
Yes
No
If yes, include the units specific to each component in the course description above.
Danielle Ross, Brooke
Whitworth, Ron Gray, Pradeep
21. Names of the current faculty qualified to teach this course: Dass
22. Classes scheduled before the regular term begins and/or after the regular term ends may require
additional action. Review “see description” and “see impacts” for “Classes Starting/Ending
Outside Regular Term” under the heading “Forms”
http://nau.edu/Registrar/Faculty-Resources/Schedule-of-Classes-Maintenance/.
Do you anticipate this course will be scheduled outside the regular term?
Yes
No
23. Is this course being proposed for Liberal Studies designation?
If yes, include a Liberal Studies proposal and syllabus with this proposal.
Yes
No
24. Is this course being proposed for Diversity designation?
If yes, include a Diversity proposal and syllabus with this proposal.
Yes
No
Answer 22-23 for UCC/ECCC only:
FLAGSTAFF MOUNTAIN CAMPUS
Scott Galland
Reviewed by Curriculum Process Associate
2/2/2015
Date
Approvals:
03/16/15
Pradeep M. Dass
Department Chair/Unit Head (if appropriate)
Date
Chair of college curriculum committee
Date
Dean of college
Date
Effective Fall 2012
For Committee use only:
UCC/UGC Approval
Date
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
EXTENDED CAMPUSES
Reviewed by Curriculum Process Associate
Date
Approvals:
Academic Unit Head
Date
Division Curriculum Committee (Yuma, Yavapai, or Personalized Learning)
Date
Division Administrator in Extended Campuses (Yuma, Yavapai, or Personalized
Learning)
Date
Faculty Chair of Extended Campuses Curriculum Committee (Yuma, Yavapai, or
Personalized Learning)
Date
Chief Academic Officer; Extended Campuses (or Designee)
Date
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
Effective Fall 2012
College of Engineering, Forestry, and Natural Science
TSM 303: Knowing and Learning in Science
Fall 2015
3 credit hours - In person
General Information:
Course Instructor
Name:
Office address:
Office Hours:
Email
Phone:
Course Prerequisites:
TSM 102 with grade of C or better
Course Description:
This course examines what it means to know and learn science. The course expands prospective
teachers’ understanding of current theories of learning science through examining their own
assumptions about learning as well as the needs of a diverse student population. In addition,
students explore the Next Generation Science Standards and the ways in which they impact
science teaching and learning. Additionally, the course engages students in investigating and
enacting effective instructional techniques aligned with modern learning theories in order to meet
the needs of students in middle and high school science classrooms. A course fee is required.
Student Learning Expectations/Outcomes: As a result of this course, students will be able to:
1. Demonstrate understanding of relevant learning theories by discussing the relationship between
lesson plan elements and predicted effect on student learning.
2. Demonstrate a personal theory of science teaching by designing effective lessons that utilize
research-based pedagogies.
3. Demonstrate understanding of motivation by discussing the relationship between lesson plan
elements and predicted effects on student engagement in the lesson.
4. Demonstrate competence in instructional strategies through classroom rehearsals.
5. Practice professional patterns of communication including writing at an undergraduate level.
Course Structure/Approach: Lecture, large and small group discussion, readings, active
participation in science activities, small group activities, use of educational technologies,
presentations and personal reflection.
Effective Fall 2012
Textbook and Required Materials:
National Research Council. Ready, Set, SCIENCE!: Putting Research to Work in K-8 Science
Classrooms. Washington, DC: The National Academies Press, 2007.
Additional readings posted on BbLearn
Identity Verified Prints (IVP) Fingerprint Clearance Card for teachers. Applications available
from the Arizona Department of Public Safety. Application packets will be distributed in class. Visit
www.azdps.gov/services/fingerprint for questions.
Recommended Materials:
Achieve, I. on behalf of the twenty-six states and partners that collaborated on the N. (2013).
Next Generation Science Standards. Achieve, Inc. on behalf of the twenty-six states
and partners that collaborated on the NGSS. Available at:
http://www.nextgenscience.org/
Arizona Department of Education. Arizona academic content standards: Science standard
articulated by grade level. Available online:
http://www.azed.gov/standards-practices/sciencestandardhttp://www.azed.gov/standards-practices/science-standard
Bransford, J., Brown, A.L. & Cocking, R.R. (2000). How people learn: Brain, mind,
experience, and school: Expanded edition. National Academy Press. ISBN: 0-309-070368. Available online at: http://www.nap.edu/catalog.php?record_id=9853
Driver, R., Squires, A., Rushworth, P., and Wood-Robinson, V. (1994). Making Sense of
Secondary Science. New York: Routledge Falmer.
National Research Council (1996). National science education standards. Washington DC:
National Academy Press. This document is available on the web at:
http://www.nap.edu/openbook.php?record_id=4962http://www.nap.edu/openbook.php?r
ecord_id=4962
National Research Council. Taking Science to School: Learning and Teaching Science in
Grades K-8. Washington, DC: The National Academies Press, 2007.
Next Generation Science Framework (2012). Washington DC: National Academy Press.
Available online: http://www.nap.edu/catalog.php?record_id=13165
COURSE EVALUATION
Basis for Evaluation: Your numeric grade for this class will be determined by your performance on
the following components:
Participation
15%
Weekly assignments
50%
Field placement
10%
Fingerprint clearance
Final
Effective Fall 2012
5%
20%
Grade Policy: Your letter grade for this class will be determined using the following
scale:
A: 90 - 100%
B: 80 - 89%
C: 70 - 79%
D: 60 - 69%
F: Below 60%
The lower bound for each grade will not be set higher than what is listed above. However, it
may be set lower depending on the class average and distribution.
COURSE POLICIES
 Signature Assessments for Pre-Service Students: This course contains signature
assessments. It is NOT possible to pass this course without passing the signature
assessments. The signature assessments are a Fieldwork Requirement and Fingerprint
Clearance. These signature assessments must meet or exceed minimum criteria in order to be
recommended for apprentice teaching. If you do not complete Field Experience, you WILL
NOT pass the class. Additionally, all students will be evaluated on their professional
dispositions.
 Attendance: Regular attendance is necessary for the successful completion of this course.
However, please be cautious about attending class if you are feeling ill. Please inform me by
phone or email if you are feeling unwell. If you are experiencing flu-like symptoms, you should
not attend class. Please take precautions not to infect others and seek medical attention if your
symptoms worsen.
 Homework: Homework will be collected regularly and will be due on a specified date. Late
homework will not be routinely accepted. You should check with the instructor to determine
if it is appropriate to submit homework after the deadline.
 Make-up Exams: Make-up exams will be given only in the case of an emergency (illness
accompanied by a doctor’s excuse, death in the immediate family, etc.) and should not be
routinely expected. The decision on whether a make-up exam is appropriate will be made on
an individual basis. It is the student’s responsibility to contact the instructor immediately upon
returning from an absence and inquire about any missed exam and the possibility of making it
up.
 Cell Phones: Please turn off cell phones upon entering the classroom.
 Academic Dishonesty: Plagiarism is considered as a willful act when a person knowingly
uses the work of others and attempts to present it as his/her own. Academic dishonesty will
not be permitted. Appropriate measures, as stated in the NAU Student Handbook, will be
applied.
EXPECTATIONS
 Students are expected to attend class and to participate in class discussions.
 Students are also expected to be respectful of others in the classroom by not causing
distractions while others are speaking.
 Class time is primarily devoted to the presentation, exploration, and discussion of new
material. Students are expected to make use of office hours to ask questions and receive
guidance on assigned work.
 It is the student’s responsibility to make the instructor aware of any content that presents
difficulties.
Effective Fall 2012
NORTHERN ARIZONA UNIVERSITY
Center for Science Teaching and Learning
UNIVERSITY AND DEPARTMENT POLICIES
Course Pre-requisites and Placement: Prior to enrollment in a course the student must have
completed the course pre-requisites or have proper placement for the course. It is the student’s
responsibility to check that they are properly enrolled in a course and to drop the course if they are
not. Failure to do so could result in not receiving credit for the course. The department may cancel
student’s registration in a course in which they are not properly enrolled. However, it is the
student’s responsibility to monitor his or her own enrollment.
Administrative Drops: An instructor may administratively drop from a course any student who is
absent one or more times from class during the first week without contacting the instructor and
receiving approval. Students who have not met all prerequisites for a course may be
administratively dropped. However, it is the student’s responsibility to monitor his or her own
enrollment.
Class Attendance: Students are expected to assume full responsibility for class attendance and are
accountable for work missed because of absences. Instructors are under no obligation to make
special arrangements for students who have been absent unless such absence has been excused
by a formal institutional excuse. Institutional excuses permit a student to be absent from classes to
represent the University in athletics and extracurricular or academic activities. Institutional excuses
must be hand-delivered to the instructor and arrangements made for the work missed prior to the
planned absence from class.
Dropping/Auditing a Course: The last day you may drop/delete a course (without the class
appearing on your transcripts) is XXXXX. The last day you may drop a course (and receive a W) is
XXXXX. Academic policy requires that a student who never attended class or stopped attending
class receive an F should the student fail to officially drop the course. The deadline to change from
credit to audit or vice versa is XXXXX. Once a student has registered and completed a class as an
auditor, the audit grade cannot be changed to a credit-earning grade. The grade of AU is awarded to
auditors for satisfactory attendance. See the most recent Academic Catalog for more information at:
http://catalog.nau.edu/. The College policies on exceptions can be found at
http://nau.edu/CEFNS/Student- Resources/Advising/ at the bottom of the page.
The Grade of Incomplete: A grade of I is given by an instructor only if a student is unable to finish a
course due to extraordinary, unforeseeable circumstances, and the deadline to drop has passed.
An incomplete is only given to a student who was passing the course with a grade of C or higher at
the time the student was forced to stop attending. Before a grade of I can be given the student and
instructor must complete the official department form indicating the work to be completed, as well
as the date(s) by which the work must be completed. A grade of I not removed within a one-year
period automatically reverts to a grade of F.
Effective Fall 2012
Final Examinations: Final examinations are required in all classes and must be given at the
scheduled times and dates indicated in the university final exam schedule. An exception to the
official final examination schedule can be made if a student is scheduled to take more than two
examinations in one day. For more information, see the schedule at:
http://nau.edu/Registrar/Important-Dates/Fall/.
NORTHERN ARIZONA UNIVERSITY
POLICY STATEMENTS FOR COURSE SYLLABI
SAFE ENVIRONMENT POLICY
NAU’s Safe Working and Learning Environment Policy prohibits sexual harassment and assault, and
discrimination and harassment on the basis of sex, race, color, age, national origin, religion, sexual
orientation, gender identity, disability, or veteran status by anyone at this university. Retaliation of any
kind as a result of making a complaint under the policy or participating in an investigation is also
prohibited. The Director of the Office of Affirmative Action & Equal Opportunity (AA/EO) serves as the
university’s compliance officer for affirmative action, civil rights, and Title IX, and is the ADA/504
Coordinator. AA/EO also assists with religious accommodations. You may obtain a copy of this policy
from the college dean’s office or from the NAU’s Affirmative Action website nau.edu/diversity/. If you
have questions or concerns about this policy, it is important that you contact the departmental chair,
dean’s office, the Office of Student Life (928-523-5181), or NAU’s Office of Affirmative Action (928)
523-3312 (voice), (928) 523-9977 (fax), (928) 523-1006 (TTD) or aaeo@nau.edu.
STUDENTS WITH DISABILITIES
If you have a documented disability, you can arrange for accommodations by contacting Disability
Resources (DR) at 523-8773 (voice) or 523-6906 (TTY), dr@nau.edu (e-mail) or 928-523-8747 (fax).
Students needing academic accommodations are required to register with DR and provide required
disability related documentation. Although you may request an accommodation at any time, in order
for DR to best meet your individual needs, you are urged to register and submit necessary
documentation (http://www.nau.edu/dr) 8 weeks prior to the time you wish to receive
accommodations. DR is strongly committed to the needs of student with disabilities and the promotion
of Universal Design. Concerns or questions related to the accessibility of programs and facilities at
NAU may be brought to the attention of DR or the Office of Affirmative Action and Equal Opportunity
(523-3312).
ACADEMIC CONTACT HOUR POLICY
Based on the Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-224), for
every unit of credit, a student should expect, on average, to do a minimum of three hours of work per
week, including but not limited to class time, preparation, homework, studying.
ACADEMIC INTEGRITY
Integrity is expected of every member of the NAU community in all academic undertakings. Integrity
entails a firm adherence to a set of values, and the values most essential to an academic community
are grounded in honesty with respect to all intellectual efforts of oneself and others. Academic
integrity is expected not only in formal coursework situations, but in all University relationships and
interactions connected to the educational process, including the use of University resources. An NAU
student’s submission of work is an implicit declaration that the work is the student’s own. All outside
assistance should be acknowledged, and the student’s academic contribution truthfully reported at all
times. In addition, NAU students have a right to expect academic integrity from each of their peers.
Effective Fall 2012
Individual students and faculty members are responsible for identifying potential violations of the
university’s academic integrity policy. Instances of potential violations are adjudicated using the
process found in the university Academic Integrity Policy.
RESEARCH INTEGRITY
The Responsible Conduct of Research policy is intended to ensure that NAU personnel including
NAU students engaged in research are adequately trained in the basic principles of ethics in
research. Additionally, this policy assists NAU in meeting the RCR training and compliance
requirements of the National Science Foundation (NSF)-The America COMPETES Act (Creating
Opportunities to Meaningfully Promote Excellence in Technology, Education and Science); 42 U.S.C
18620-1, Section 7009, and the National Institutes of Health (NIH) policy on the instruction of the
RCR (NOT-OD-10-019; “Update on the Requirement for Instruction in the Responsible Conduct of
Research”). For more information on the policy and the training activities required for personnel and
students conducting research, at NAU, visit: http://nau.edu/Research/Compliance/Research-Integrity/
SENSITIVE COURSE MATERIALS
University education aims to expand student understanding and awareness. Thus, it necessarily
involves engagement with a wide range of information, ideas, and creative representations. In the
course of college studies, students can expect to encounter—and critically appraise—materials that
may differ from and perhaps challenge familiar understandings, ideas, and beliefs. Students are
encouraged to discuss these matters with faculty.
CLASSROOM DISRUPTION POLICY
Membership in the academic community places a special obligation on all participants to preserve an
atmosphere conducive to a safe and positive learning environment. Part of that obligation implies the
responsibility of each member of the NAU community to maintain an environment in which the
behavior of any individual is not disruptive. Instructors have the authority and the responsibility to
manage their classes in accordance with University regulations. Instructors have the right and
obligation to confront disruptive behavior thereby promoting and enforcing standards of behavior
necessary for maintaining an atmosphere conducive to teaching and learning. Instructors are
responsible for establishing, communicating, and enforcing reasonable expectations and rules of
classroom behavior. These expectations are to be communicated to students in the syllabus and in
class discussions and activities at the outset of the course. Each student is responsible for behaving
in a manner that supports a positive learning environment and that does not interrupt nor disrupt the
delivery of education by instructors or receipt of education by students, within or outside a class. The
complete classroom disruption policy is in Appendices of NAU’s Student Handbook.
Effective Summer 2014
Approved UCC – 1/28/14
Approved UGC – 2/12/14
Department Policy on Use of Portable Electronic Devices: Cell phones, mp3 players and portable
electronic communication devices, including but not limited to smart phones, cameras and recording
devices, must be turned off and inaccessible during in-class tests. Any violation of this policy will be
treated as academic dishonesty.
Rev 8/5/14
Other Information
Effective Fall 2012
NAU has an Emergency Textbook Loan Program. Eligible students can apply for assistance
with acquisition of textbooks for the semester. More information at: http://nau.edu/LEADSCenter/Textbook-Loan-Program/
The Student Learning Centers, TRIO Outreach programs, and Educational Support Services main
office are back in the University Union, second floor. Specific room locations are below:
Student Learning Centers

Tutoring-room 201

Transfer and Commuter Connections office/lounge-Room 247

Peer Jacks lounge and staff-room 201
TRIO Outreach programs

Educational Talent Search (ETS)/Educational Opportunity Center (EOC)/Nizhoni-Room 241

Upward Bound and Upward Bound Math Science-room 201
Educational Support Services

Main office – Room 260
Course Outline: (subject to change)
Week
1
7


Topic
Course Introduction
Introduction to learning theories
Survey of learning theories
Critique of learning styles & multiple intelligences
Constructivism
Identifying student alternative conceptions
Conceptual change
Social constructivism
Role of language in learning science
Role of motivation in science learning
Introduction to the Next Generation Science Standards
Science & engineering practices, crosscutting concepts, disciplinary core
ideas
Next Generation Science Standards
Crosscutting concepts
8
9










Scientific inquiry and the practices of science
High cognitive demand science tasks
Modifying science tasks
Engaging students in classroom discussions
Engaging students in classroom discussions
Introduction to argument driven inquiry
Argument driven inquiry
Teaching rehearsals
Teaching rehearsals
Final
2
3
4
5
6
10
11
12
13
14
15
Finals












Assessment
Fingerprint Clearance
Final
The instructor reserves the right to revise the syllabus, assignments and course evaluation criteria.
Students will be immediately notified of any of these changes in advance of any changes taking
effect.
Effective Fall 2012
Effective Fall 2012