Request for New Course – BIOT 503
EASTERN MICHIGAN UNIVERSITY
DIVISION OF ACADEMIC AFFAIRS
REQUEST FOR NEW COURSE
DEPARTMENT/SCHOOL: BIOLOGY
COLLEGE: ARTS AND SCIENCES
CONTACT PERSON: CHIRON W. GRAVES
CONTACT PHONE: 487-0796
CONTACT EMAIL: CGRAVES6@EMICH.EDU
REQUESTED START DATE: TERM FALL
YEAR 2011
A. Rationale/Justification for the Course
The course is will serve as the secondary science methods course for graduate students enrolled in the Master of Arts in Teaching
Program with a concentration in biology. It will be cross-listed as BIOT 403: Methods for Teaching Secondary Biology, the
undergraduate equivalent secondary science methods course. Additional requirements expected of graduate students in this course
include 1) a minimum of 15 hours of observation in a middle school and a high school science classroom and 2) design and
completion of a pre-assessment survey probing middle school and high school students’ preconceptions of the topics to be taught in
the NCATE Assessment: Inquiry Lab assignment and the NCATE Assessment: Unit Plan assignment (see sample syllabus).
B. Course Information
1. Subject Code and Course Number: BIOT 503
2. Course Title: Methods for Teaching Secondary Biology
3. Credit Hours: 3 credit hours
4. Repeatable for Credit? Yes_______
No
X
If “Yes”, how many total credits may be earned?
N/A
5. Catalog Description (Limit to approximately 50 words.):
A lecture-laboratory course providing knowledge, training and practice in the presentation of biological principles, analysis of texts,
selection of course content, effective classroom methods and preparation of classroom materials used in the teaching of biology.
6. Method of Delivery (Check all that apply.)
a. Standard (lecture/lab) X
On Campus
X
Off Campus
b. Fully Online
c. Hybrid/ Web Enhanced
7. Grading Mode:
Normal (A-E) X
Credit/No Credit
8. Prerequisites: Courses that MUST be completed before a student can take this course. (List by Subject Code, Number and Title.)
PHY 520 – Teaching of Physical Science
New Course Form
9. Concurrent Prerequisites:
Code, Number and Title.)
Courses listed in #5 that MAY also be taken at the same time as a student is taking this course. (List by Subject
There are no concurrent prerequisites for the proposed course
10. Corequisites: Courses that MUST be taken at the same time as a student in taking this course.
(List by Subject Code, Number and
Title.)
CURR 505 – Curriculum and Methods: Secondary
EDPS 627 – Designing Classroom Assessments
11. Equivalent Courses. A student may not earn credit for both a course and its equivalent. A course will count as a repeat if an equivalent
course has already been taken. (List by Subject Code, Number and Title)
BIOT 403 – Secondary Methods for Biology Teachers
12. Course Restrictions:
a. Restriction by College. Is admission to a specific College Required?
College of Business
Yes
College of Education
Yes
No
X
X
No
b. Restriction by Major/Program. Will only students in certain majors/programs be allowed to take this course?
Yes
X
No
If “Yes”, list the majors/programs
MAT-Biology Concentration
c. Restriction by Class Level Check all those who will be allowed to take the course:
Undergraduate
Graduate
All undergraduates_______
All graduate students__X_
Freshperson
Certificate
Sophomore
Masters
Junior
Specialist
Senior
Doctoral
Second Bachelor________
UG Degree Pending_____
Post-Bac. Tchr. Cert.__X__
Low GPA Admit_______
Note: If this is a 400-level course to be offered for graduate credit, attach Approval Form for 400-level Course for Graduate
Credit. Only “Approved for Graduate Credit” undergraduate courses may be included on graduate programs of study.
Note: Only 500-level graduate courses can be taken by undergraduate students. Undergraduate students may not register for
600-level courses
d. Restriction by Permission. Will Departmental Permission be required?
Yes
No
(Note: Department permission requires the department to enter authorization for every student registering.)
13. Will the course be offered as part of the General Education Program?
Request for New Course – BIOT 503
Yes
No
X
X
Page 2 of 12
New Course Form
If “Yes”, attach Request for Inclusion of a Course in the General Education Program: Education for Participation in the Global Community
form. Note: All new courses proposed for inclusion in this program will be reviewed by the General Education Advisory Committee. If this
course is NOT approved for inclusion in the General Education program, will it still be offered? Yes
No
C. Relationship to Existing Courses
Within the Department:
14. Will this course will be a requirement or restricted elective in any existing program(s)? Yes X
No
If “Yes”, list the programs and attach a copy of the programs that clearly shows the place the new course will have in the curriculum.
Program
Master of Arts in Teaching – Biology Concentration
Program
15. Will this course replace an existing course? Yes
No
Required
X Restricted Elective
Required
Restricted Elective
X
16. (Complete only if the answer to #15 is “Yes.”)
a. Subject Code, Number and Title of course to be replaced:
b. Will the course to be replaced be deleted?
Yes
No
17. (Complete only if the answer #16b is “Yes.”) If the replaced course is to be deleted, it is not necessary to submit a Request for
Graduate and Undergraduate Course Deletion.
a. When is the last time it will be offered?
Term
Year
b. Is the course to be deleted required by programs in other departments?
Contact the Course and Program Development Office if necessary.
Yes
No
c. If “Yes”, do the affected departments support this change?
Yes
No
If “Yes”, attach letters of support. If “No”, attach letters from the affected department explaining the lack of support, if available.
Outside the Department: The following information must be provided. Contact the Course and Program Development office for
assistance if necessary.
18. Are there similar courses offered in other University Departments?
If “Yes”, list courses by Subject Code, Number and Title
Yes
No
No
19. If similar courses exist, do the departments in which they are offered support the proposed course?
Yes
No
If “Yes”, attach letters of support from the affected departments. If “No”, attach letters from the affected department explaining the lack of
support, if available.
Request for New Course – BIOT 503
Page 3 of 12
New Course Form
D. Course Requirements
20. Attach a detailed Sample Course Syllabus including:
a.
b.
c.
d.
e.
f.
g.
h.
Course goals, objectives and/or student learning outcomes
Outline of the content to be covered
Student assignments including presentations, research papers, exams, etc.
Method of evaluation
Grading scale (if a graduate course, include graduate grading scale)
Special requirements
Bibliography, supplemental reading list
Other pertinent information.
NOTE: COURSES BEING PROPOSED FOR INCLUSION IN THE EDUCATION FOR PARTICIPATION IN THE GLOBAL
COMMUNITY PROGRAM MUST USE THE SYLLABUS TEMPLATE PROVIDED BY THE GENERAL EDUCATION
ADVISORY COMMITTEE. THE TEMPLATE IS ATTACHED TO THE REQUEST FOR INCLUSION OF A COURSE IN THE
GENERAL EDUCATION PROGRAM: EDUCATION FOR PARTICIPATION IN THE GLOBAL COMMUNITY FORM.
E. Cost Analysis (Complete only if the course will require additional University resources.
Fill in Estimated Resources for the
sponsoring department(s). Attach separate estimates for other affected departments.)
Estimated Resources:
Year One
Year Two
Year Three
Faculty / Staff
$_________
$_________
$_________
SS&M
$_________
$_________
$_________
Equipment
$_________
$_________
$_________
Total
$_________
$_________
$_________
F. Action of the Department/School and College
1. Department/School
Vote of faculty: For ____14______
Against _____0_____
Abstentions ____1______
(Enter the number of votes cast in each category.)
Department Head/School Director Signature
Date
2. College/Graduate School
A. College
College Dean Signature
Date
B. Graduate School (if Graduate Course)
Graduate Dean Signature
Date
G. Approval
Associate Vice-President for Academic Programming Signature
Request for New Course – BIOT 503
Date
Page 4 of 12
New Course Form
BIOT 403/BIOT 503: SECONDARY METHODS FOR BIOLOGY TEACHERS
FALL 2011
Course description: BIOT 403/BIOT 503: A lecture-laboratory course providing knowledge, training and practice in the
presentation of biological principles, analysis of texts, selection of course content, effective classroom methods and
preparation of classroom materials used in teaching of biology.
Objectives & Outcomes: The major goal of this course is to provide pre-service science teachers with practical learning
experiences to help prepare them for their future careers as secondary science teachers. There are two main aspects of
this course that allow for this goal to be accomplished. First, the course consists of designing and teaching a lesson plan
for middle school and high school students. The second consists of an Academic Service Learning (AS-L) project that will
be conducted in conjunction with Bright Futures. Additionally, ALL of the assignments are designed to enhance your
understanding of major aspects involved in science teaching. This includes understanding the cultural identities of the
students you teach, planning instructional activities to help your students understand key science concepts, and reflecting
on your experiences as a means for improvement. The major pedagogical approach analyzed in this course is inquiry-based
science instruction so we will spend most of our time discussing what inquiry-based teaching is and how inquiry-based
teaching is planned and assessed. You will have an opportunity to work with middle school and high school students in a
classroom setting as you present your lessons and in an after-school setting through your AS-L project.
Professor:
Office:
Office hrs:
Contact:
Lecture:
Dr. Chiron Graves
Mark Jefferson 401R
Mon. & Wed 10 to noon. You may also set up an appointment with me.
487-0796
email:
cgraves6@emich.edu
Rackham 205
WHAT IS ACADEMIC SERVICE LEARNING?
Academic Service Learning or AS-L is a pedagogical approach that provides an opportunity to connect theory to
practice through community engagement. Multiple studies have highlighted the benefits of community engagement on
student learning and information transfer. Your AS-L project will involve collaboration with EMU 21st CCLC Bright Futures
(http://emubrightfutures.org/). This program consists of after-school programs at three local school districts: 1) WayneWestland, 2) Willow Run, and 3) Ypsilanti. Our collaboration with Bright Futures provides the extracurricular component
necessary to accomplish two of the 5 student learning outcomes for this course (see below). Additionally, your AS-L
projects will allow you to accomplish Standard 7 of the National Science Teacher Association’s Standards for Science
Teacher Preparation (Science in the Community - http://www.nsta.org/preservice?lid=tnavhp).
STUDENT LEARNING OUTCOMES FOR THIS COURSE
In keeping with the major goal of this course, pre-service teachers who complete this course will:
1. develop an increased understanding of culturally diverse student identities and how these identities impact
teaching and learning. (AS-L)
2. be able to identify the characteristics that define inquiry-based instruction.
3. understand how to develop an instructional plan aimed at teaching for understanding.
4. understand how to “unpack” the content in order to teach for understanding.
5. be able to apply scientific understanding in an extracurricular context. (AS-L)
The following materials are REQUIRED:
1. The Biology Teacher’s Handbook 4th Edition. BSCS (2009). NSTA Press, USA. ISBN 978-0-87355-244-8
2. National Science Education Standards. National Research Council (1996). Free access to this text is available at
http://www.nap.edu/openbook.php?record_id=4962
3. Science Grade Level Content Expectations. Michigan Department of Education. This document can be found at
http://www.michigan.gov/documents/mde/Complete_Science_GLCE_12-12-07_218314_7.pdf
Request for New Course – BIOT 503
Page 5 of 12
New Course Form
4. High School Science Content Expectations for Biology. Michigan Department of Education. This document can be
found at http://www.michigan.gov/documents/BIOMMC_168213_7.pdf
COURSE EVALUATION
There are 3 main components that determine your grade for BIOT 403/592:
1) Lesson Planning component (worth 60% of your grade)
a. Middle School Planning Assignments and Reflection
b. High School Planning Assignments and Reflection
2) After School Science component (worth 20% of your grade)
a. ASL Project Presentations
b. ASL Project Reflections
3) Student Engagement (worth 20% of your grade)
Course grades will be assigned according to a straight scale with the upper and lower 3% of each range receiving + or –
grades (however, A+ is not awarded).
A
930 – 1000 pts
A900 – 929.9 pts
B+
870 – 899.9 pts
B
830 – 869.9 pts
B-
800 – 829.9 pts
C+
770 – 799.9 pts
C
730 – 769.9 pts
C-
700 – 729.9 pts
D+
670 – 699.9 pts
D
630 – 669.9 pts
D-
600 – 629.9 pts
F
599.9 pts or less
Note to undergrads: You must earn a grade of C or better (>729.9 points) to receive undergraduate credit for taking
BIOT 403.
Assignment
Middle School
Main Idea, Learning Outcomes, Key Concepts,
Lesson Planning
and Plan for Assessment
Assignments and
Reflection
300 points total
Total Points
Possible
50 points
Middle School Lesson Plan 1st Draft
50 points
Final Draft
100 points
Your final draft must be submitted into
LiveText in order to receive credit for this
assignment.
Note: Students enrolled in the BIOT 592
must complete and submit a brief review of
the literature regarding student learning as
it relates to the topic of your inquiry lab.
Request for New Course – BIOT 503
Page 6 of 12
New Course Form
Reflection on the Middle School
100 points
Planning/Teaching Experience
High School
You must teach your lesson in order to
complete the Middle School Reflection
assignment.
Main Idea, Learning Outcomes, Key Concepts,
Lesson Planning
and Plan for Assessment
Assignments and
Reflection
300 points total
50 points
High School Lesson Plan 1st Draft
50 points
Final Draft
100 points
Your final draft must be submitted into
LiveText in order to receive credit for this
assignment.
Note: Students enrolled in the BIOT 592
must complete and submit a brief review of
the literature regarding student learning as
it relates to the topic of your lesson plan.
Reflection on the High School
100 points
Planning/Teaching Experience
After School
Science
Component
You must teach your lesson in order to
complete the High School Reflection
assignment.
ASL Project Presentations
100 points
ASL Project Reflections
100 points
200 points total
Request for New Course – BIOT 503
(2 reflections @ 50
points each)
Page 7 of 12
New Course Form
Student
Engagement in Classroom Assignments and
Engagement
Team Lesson Planning
200 points total
Everyone can earn 4 points per class
session (not including the days we
meet at YMS or YHS). You must be
actively involved and completely
engaged in class to receive all 4
points.
• Because absence from class prevents
you from being actively involved in a
class session, absence results in a loss
of points for that day.
• Late arrival (more than 10 min. late)
or early departure from class
prevents complete engagement class
activities. Therefore, late arrivals or
early departures result in a loss of
engagement points for that day.
Engagement in ASL Project
•
•
TOTAL POINTS
Request for New Course – BIOT 503
100 points
100 points
You must complete at least twenty
hours working with the Bright
Futures Program to receive all 100
points. Students who complete at
least 15 hours will receive a
percentage of the 100 points. No
points will be awarded for less the 15
hours.
1000 POINTS
Page 8 of 12
New Course Form
COURSE TOPICS
Date
Topic
Sept. 6
Sept. 8
Introductions
Overview of the course
Team Building
*Introduction to
Academic Service
Learning
*What makes an effective
science teacher?
*What makes an effective
science lesson?
Reading for class
None
Required: National Science
Education Standards – Chapter 3
Recommended:
*Hard-to-Teach Concepts Chapter 1
*NSTA Standards for Science
Teacher Preparation
Required:
*The Biology Teacher’s Handbook –
Chapter 5
*Bell et al (2005) Simplifying
inquiry instruction
*Eick et al (2005) Breaking into
inquiry
Recommended: Science For All
Americans Chapter 1
Required:
*NSES – Chapter 6 (p115-119;
143-148)
*Science Grade Level Content
Expectations (p2-6)
*High School Content Expectations
for Biology (p8-14; 22-24)
Recommended: Science For All
Americans Chapter 11
Sept. 13
Characterizing the Nature
of Science and InquiryBased Instruction
Sept. 15
* Unifying Concepts,
Common Themes, and
Science Process
Standards
Sept. 20
Characterizing the 5E
learning cycle
The Biology Teacher’s Handbook –
Chapter 14
Sept. 22
Introduction to Project
WILD
Recommended: Hard-to-Teach Biology
Concepts Chapter 3
Sept. 27
Project WILD lesson
planning
None
Sept. 29
Project WILD Lessons
Teams 1-3
None
Oct. 4
Project WILD Lessons
Teams 4-6
None
Request for New Course – BIOT 503
Assignments Due
Page 9 of 12
New Course Form
Oct. 6
Discussion of Lesson Plan
Activities
NSES – Chapter 6 (p155-158; 181187)
*Science Grade Level Content
Expectations (p59-63;73-75)
*High School Content Expectations
for Biology (p15 -21; 24-41)
Oct. 11
Visit Ypsilanti Middle
School for interaction
with students
None
Oct. 13
Middle School Inquiry Lab
Planning (Main Idea,
Alignment Table, and
Evaluation Plan)
None
Oct. 18
Middle School Inquiry Lab
Planning (1st Draft)
None
Oct. 20
Inquiry Lab “WalkThroughs”
Teams 1-3
None
1st Draft due by
midnight 10/19
Oct. 25
Inquiry Lab “WalkThroughs”
Teams 4-6
None
Submit final
drafts to
LiveText Oct. 26
Oct. 27
Teach Inquiry Labs at
Ypsilanti Middle School
None
Nov. 1
*Middle School Teaching
Reflections
*ASL Project Updates
Nov. 3
Visit Ypsilanti High School
for interaction with
students
None
Nov. 8
High School Lesson
Planning (Main Idea,
Alignment Table, and
Evaluation Plan)
None
Nov. 10
High School Lesson
Planning (1st Draft)
None
Nov. 15
High School Lesson
“Walk-Throughs” - Teams
1-3
None
1st Draft due by
midnight 11/14
Nov. 22
High School Lesson
“Walk-Throughs” - Teams
4-6
None
Submit final
drafts to
LiveText Nov. 23
Nov. 24
********************Thanksgiving Recess************************
Request for New Course – BIOT 503
None
Main Idea,
Alignment Table,
and Evaluation
Plan due by
midnight 10/18
*Middle School
Teaching
Reflection due by
midnight 11/2
*ASL Project
Reflection #1 due
11/3 by midnight
Main Idea,
Alignment Table,
and Evaluation
Plan due by
midnight 11/9
Page 10 of 12
New Course Form
Nov. 29
Teach at Ypsilanti High School
None
Dec. 1
*High School Teaching
Reflections
*Begin working on ASL Project
Presentations
None
Dec. 6
Work on ASL Project
Presentations
None
Dec. 8
ASL Project Presentations
Teams 1-3
None
Dec. 14
ASL Project Presentations
Teams 4-6
None
*High School
Teaching Reflection
due by midnight
12/2
ASL Reflection #2
STUDENT EXPECTATIONS
1. I expect everyone to be in class ON TIME and REMAIN THE ENTIRE TIME. We do a number of class and team
activities and discussions designed to provide a valuable learning experience. If you are not here for these
activities and discussions, you cannot take full advantage of the experience. Also, we all benefit from everyone’s
involvement in class because it provides diverse perspectives that enrich the overall learning experience. You
cannot receive class participation points on days when you are not present. Additionally, you cannot receive the
total class participation points for days when you come to class more than 10 minutes late or leave class early.
2. I expect everyone to READ the assigned readings and comment on them during the following class discussion.
Again, full participation by all students enriches the overall learning experience.
3. I expect everyone to turn in all assignments ON TIME. If assignments are turned in late, 10% of the total
point value possible will be deducted prior to evaluation of the assignment for every calendar day the
assignment is late. No assignments will be accepted more than 5 calendar days after the assignment’s due date.
Please note that journal entries will not be accepted late.
4. I expect everyone to PARTICIPATE in class every class period. I expect you to contribute to class discussions,
work closely and respectfully with your teammates, ask questions you have and answer questions posed to you or
the class as a whole.
5. I expect you to do your best! I am confident that everyone in the course is intelligent and creative and the class as
a whole benefits when you put forth your best effort.
6. I expect ACADEMIC HONESTY. YOUR work should be YOUR work. All forms of academic dishonesty (e.g.
cheating, falsification, and/or plagiarism) will not be tolerated in this course. Penalties for an act of academic
dishonesty may range from receiving a failing grade for a particular assignment to receiving a failing grade for the
entire course. In addition, you may be referred to the Office of Student Conduct and Community Standards for
discipline that can result in either a suspension or permanent dismissal. You may access the EMU Student Code of
Conduct online at www.emich.edu/policies/chapter8/8-1.html for a detailed list of what is not permissible.
7. I expect you to be courteous to me and your classmates. All students are expected to abide by the Student
Conduct Code and assist in creating an environment that is conducive to learning. Incivility and disruptive behavior
of any nature will not be tolerated and may result in a request for you to leave class as well as the involvement of
the Department of Public Safety and the Office of Student Conduct and Community Standards. Examples of
inappropriate classroom conduct are repeatedly arriving late to class, using a cellular telephone in class, or talking
while others are speaking. A more complete explanation can be found by accessing the EMU Student Code of
Conduct online at www.emich.edu/sjs/conductcode.html.
8. I expect any computer use in class to be directly related to class. You may use a computer to take notes during
class. If you are observed using your computer for purposes not directly related to BIOT 403/592, you will be
Request for New Course – BIOT 503
Page 11 of 12
New Course Form
asked to shut down your computer. Repeat offenses will result in deduction in class participation points and loss of
computer use privileges in future classes.
ANNOUNCED CHANGES: Readings may change or additional readings may be assigned as the semester progresses.
Class schedules, exam dates, and policies are subject to change. Students are responsible for any changes announced
in class or communicated by email.
STUDENTS WITH DISABILITIES: If you wish to be accommodated for your disability, policy #8.3 of the EMU
Board of Regents requires that you must first be registered with the Students with Disabilities Office (SWD) in room
240-K Student Center (telephone 734.487.2470). Accommodations for students with disabilities can only granted
after the SWD provides Dr. Eisenbach official notification. No retroactive accommodations are made.
ACADEMIC DISHOHESTY: Academic dishonesty, including all forms of cheating, falsification, and/or plagiarism, will
not be tolerated in this course. Penalties for an act of academic dishonesty may range from receiving a failing grade
for a particular assignment to receiving a failing grade for the entire course. In addition, you may be referred to the
Office of Student Conduct and Community Standards for discipline that can result in either a suspension or permanent
dismissal. You may access the EMU Student Code of Conduct online at www.emich.edu/sjs/conductcode.html for
detailed list of what is not permissible.
F and J VISA STUDENTS: The Student Exchange Visitor Information System (SEVIS) requires F and J students to
report the following to the Office of International Students (OIS), 244 Student Center within ten (10) days of the
event:
• Changes in your name, local address, major field of study, or source of funding;
• Changes in your degree-completion date;
• Changes in your degree-level (ex. Bachelors to Masters)
• Intent to transfer to another school
Prior permission from OIS is needed for the following:
• Dropping all courses as well as carrying r dropping below minimum credit hours;
• Employment on or off campus
• Registering for more than one online course per term (F visa only)
• Endorsing I-20 or DS-2019 for re-entry into the USA
Failure to report may result in the termination of your SEVIS record and even arrest and deportation. If you have
questions or concerns, contact the Office of International Students at 734.487.3116, do not contact Dr. Graves.
BIBLIOGRAPHY - additional readings may be assigned from this list
American Association for the Advancement of Science. (1990). Science for All Americans. New York: Oxford University
Press.
Bell, R. L., Smetana, L. and Binns, I. (2005). Simplifying inquiry instruction: Assessing the inquiry level of classroom
activities. The Science Teacher. 72 (7). 30-33.
Biological Science Curriculum Study (2009) The Biology Teacher’s Handbook: 4th Edition. USA: NSTA press.
Burton, S. R. and Dobson, C. (2009). Spork & beans: Addressing evolutionary misconceptions. The American Biology
Teacher. 71 (2). 89=91.
Eick, C., Meadows, L. and Balkcom, R. (2005). Breaking into inquiry. The Science Teacher. 72 (7). 49-53.
Koba, S. and Tweed, A. (2009). Hard-to-Teach Biology Concepts: A Framework to Deepen Student Understanding. USA.
NSTA press.
McComas, W. F. (1998). The principle elements of the nature of science: Dispelling the myths. In
W.F. McComas (ed.) The Nature of Science in Science Education, 53-70. Netherlands: Kluwer Academic Publishers.
National Research Council (1996). National science education standards. Washington, DC: National Academic Press.
Wilder, M. and Shuttleworth, P. (2005). Cell inquiry: A 5e learning cycle lesson. Science Activities. 41 (4). 37- 43.
Woods, B. (2005). Lecture-free teaching in seven steps. The American Biology Teacher. 67 (6). 334-342.
Request for New Course – BIOT 503
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