Assessment Report July 1, 2007 - June 30, 2008 PROGRAM(S) ASSESSED _Interdisciplinary MST ASSESSMENT COORDINATOR Beth Basista YEAR __1________ of a __4________YEAR CYCLE 1. ASSESSMENT MEASURES EMPLOYED Briefly describe the assessment measures employed during the year. A. Pre/posttest content and pedagogical content assessment in courses SM645, PHY645, PHY646, PHY647, MTH699 All students participating in these courses took these assessments and faculty recorded results. B. Presentation of graduate projects. Science and mathematics educators, science, math and education faculty, regional teachers, graduate and undergraduate students attended the presentations. Three of four graduates presented results in this forum. The other student presented to a smaller group of science and mathematics educators. C. Review of graduate projects for content and pedagogy. Science and mathematics educators serving as advisors for students reviewed projects. D. Graduate Survey- Emailed to graduates as they complete their projects and returned to Barb O'brien in Physics 2. ASSESSMENT FINDINGS List the objectives and outcomes assessed during the year, and briefly describe the findings for each. Objective 1 (enhancing content knowledge) All students demonstrated normalized gains of 0.5 or greater in courses in which pre/posttests were employed (see above for courses). All students demonstrated content knowledge attainment through course grades of B or better in their graduate courses. No students took Praxis II content exams required to qualify for Ohio licensure in science or mathematics passed the tests by Ohio standards. Objective 2 (enhancing pedagogical knowledge) All students demonstrated normalized gains of 0.5 or greater in courses in which pre/post tests were employed (see above for course list All students demonstrated pedagogical knowledge attainment through course grades of B or better in their graduate courses Graduate Project Review. all projects demonstrated accurate science and mathematics content, teaching practices congruent with national and state standards, and for those projects that gathered K-12 student data, enhanced student content knowledge and attitudes (three of four graduates gathered K-12 student data) Presentation of Graduate Projects- all students presented projects and results publicly to faculty, teachers, and students. Graduate surveys were emailed to program graduates within one week of project completion and results are compiled in the attachment. Generally, graduates found the program met their needs. 3. PROGRAM IMPROVEMENTS List planned or actual changes (if any) to curriculum, teaching methods, facilities, or services that are in response to the assessment findings. Improved scheduling of courses. In the past, some courses were not available to the program population who needed evening (after 4 pm) scheduling. Currently, all courses will be offered at least one time each year after 4 pm and/or in the summer. Improved advising. With recent hires in science education, two new advisors have been added to the program, which will result in better student advising. New assessment plan developed to support CEHS accreditation needs. CEHS conceptual framework and core assessments incorporated into new assessment plan and portfolio requirements (see attached). New plan requires students to purchase and utilize TK20. All information about program will be on TK20 for students to access. Inclusion of TK20 and revision of assessment plan should help with student advising, one aspect of the program that needed improvement. 4. ASSESSMENT PLAN COMPLIANCE Explain deviations from the plan (if any). Math track graduates did not submit content pre and post scores or gains. 5. NEW ASSESSMENT DEVELOPMENTS Describe developments (if any) regarding assessment measures, communication, faculty or staff involvement, benchmarking, or other assessment variables. New assessment plan developed congruent with CEHS accreditation requirements and with conceptual framework. Project has been interwoven with portfolio plans that will be submitted by students and reviewed by faculty on TK20. See attached for information to be posted for students, portfolio plans, assignments and rubrics, and program report submitted to CEHS in October 2008 by B. Basista. Wright State University College of Education and Human Services Summary of Program Review of Assessment Data Academic Year _2007-2008 _May 18, 2008 Date of Program Meeting Interdisciplinary MST Program Number of graduates in 07-08: 1 Science; 2 integrated math and science; 2 math (no data available) Strengths of program that evolved from review of data: Key Assessments (Program) Content Knowledge Changes - all students indicated significant content knowledge gains in course pre/post content assessments Teacher content knowledge gains Graduate Av. Pretest% Av. Posttest Av. % gain Av. Norm. of minimum % of of minimum gain of of 3 content minimum of of 3 content minimum of tests from 3 content tests from 3 content courses tests from courses tests from courses courses A 50 95 45 0.90 B 30 99 69 0.99 C 28 90 62 0.86 N=3 36 95 59 0.92 A goal of the Interdisciplinary Master of Science in Teaching program is to enhance teacher content knowledge through the 36 quarter hours of science and math courses required. Teachers often enter the program lacking the depth of content knowledge needed to increase pedagogical content knowledge and to enhance teaching and learning. This is particularly true of K-8 certified teachers who often have had just a few science or math content courses in their preparation programs. However, even high school teachers enrolled in the program to enhance their abilities to teach middle school students (grades 7-9) often find that their content knowledge, particularly conceptual understanding, lacks depth. Teachers, like many students, often harbor misconceptions and one purpose of this program is to address these misconceptions so that they are not propagated to another generation of students. Normalized gain is the fraction of content that a student did learn compared to what they could have learned. It is calculated by taking the student percent gain (posttest % - pretest%) divided by the student possible gain (100%-pretest%). For example, a student with a pretest score of 20% can gain a maximum of 80% to achieve a 100% on the posttest. If the student gets a 90% on their posttest, their actual gain is 70% and their normalized gain is 70/80 or 0.88, indicating that they learned 88% of what they could have, as measured by the pre and posttest. Physics education research indicates that in traditionally taught (lecture/ lab) classes, students typically learn only between 20-40% of what they could have, with normalized gains between 0.2 and 0.4. As the level of interaction increases in the course, the normalized gains increase, showing that students learn more of what they could have. In WSU's inquiry based science and math courses, the goal is to deepen teacher content understanding and we aim for the highest normalized gains possible. In many highly interactive content courses for teachers, normalized gains of classes are typically 0.70 and higher. We teach students to calculate their normalized gains and track their progress in gaining content understanding. Acceptable student content normalized gains are 0.30 and higher, but we expect that students in our program will be significantly higher because of the kinds of highly interactive courses we have. The results above are the average content pretest, posttest, % gain, and normalized gains for three content tests that each of our graduating students took during their program. The results indicate that our graduates are gaining much content knowledge through our courses. Student reflections indicate that they are rightfully proud of their results and feel more confident teaching because of their enhanced content knowledge. Pedagogical Content Knowledge Changes - all students indicated growth in pedagogical content knowledge through 1) understanding of literature base relevant to their project; 2) project design, implementation and analysis Professionalism: Students presented their project and results in seminars or conferences. Many of the results and/or units developed have been shared with other teachers during workshops. Project- Impact on Student Learning Another goal of the Int. MST program is to enhance student learning, whether our graduate is a K-12 teacher or a community college teacher. As part of the required Masters project, students complete pedagogical research, and this often takes the form of identifying some learning need, designing a research-based intervention, implementing the intervention, and analyzing the results. In this year, the one science emphasis student and the two integrated math and science emphasis students chose to design curriculum to address a specific learning need of their students, implement the curriculum, and analyze student understanding gains. Two graduates chose to work with their own classes of students (N=33 and N=23) and one graduate chose to work with an entire grade level (N=104), since her project involved developing a year long contextualize math curriculum. All curriculum developed were inquiry and problem-based. One of the curriculum was a nationally recognized curriculum, but two were originally developed curricula. The contextualized math curricula was a tremendous amount of work since it is used as an entire grade level math curricula. All projects demonstrated positive gains in student learning. Two projects utilized comparison samples, and in one project, the curriculum utilized resulted in significantly higher content gains than the comparison group. In the 9th grade project, comparison of data of the comparison group and the intervention group was inconclusive due to confounding factors. Although these students did not utilize the CEHS "Impact on Student" form, their entire projects indicate that they have had significant impact on at least their class of students. The following is a sample of the data available in the student projects, which are kept in the WeEXCEL offices - 172 Brehm lab. From Mary Lynn Butcher's project "As previously discussed, my class made significant gains in all four of the concept areas addressed in the assessment. The table below shows the average pre and post test scores, actual gain, and normalized gain for both my class and the comparison group. Test Data Concept Area Analysis Area My Class: Pre Test Score My Class: Post Test Score My Class: Actual Gain My Class: Normalized Gain Comparison Group: Pre Test Score Perimeter Polygons Angles 18.68% 22.08% 53.63% 41.76% 85.82% 87.58% 88.80% 96.54% 67.14% 65.50% 35.17% 54.78% 0.825 0.841 0.758 0.941 29.74% 30.10% 48.67% 33.60% Comparison Group: Post Test Score Comparison Group: Actual Gain Comparison Group: Normalized Gain 45.34% 50.36% 59.06% 73.92% 15.60% 20.26% 10.39% 40.32% 0.222 0.289 0.202 0.607 Students from both groups gained the most in the concept area of angles—my class’s normalized gain in this area was 0.941 and the comparison group’s 0. 607. This data indicates that perhaps both the CMP and traditional curriculum have a strong focus on learning how to measure, draw, and identify angles. In each of the other concept areas, the normalized gains of the comparison group were similar (area – 0.22, perimeter – 0.28, polygons – 0.20). The normalized gains of my class were also numerically comparable on questions related to area (0.83) and perimeter (0.84) However, students in my class had a slighter higher normalized gain on questions related to polygons (0.94). Both classes scored the highest on the pre test questions related to polygons, reflecting stronger background knowledge in this area. This could be expected because elementary level curriculum typically emphasizes naming and identifying the properties of polygons. Students probably had more experience in this area than in the other concept areas, therefore scoring higher on those test items. " Student Program Satisfaction Exit surveys indicate that the program meets the needs of the teacher participants and that the teachers would recommend the programs to other teachers. See attached summary of the exit survey. Key Assessments (Unit) See above Survey Data Exit Questionnaire- overall program and class satisfaction and applicability to teaching. See summary attached. Areas of improvement/concerns that evolved from review of data: Key Assessments (Program) Diversity: although students addressed diversity through their projects, it was not an explicit key assessment until August. Emotional Intelligence: although students enhanced and/or indicated emotional intelligence through their projects, it was not an explicit key assessment until August. Key Assessments (Unit) See above Survey Data Exit Questionnaire- advising part time students has been difficult on the director, since up until 2008, no load was given for advising students. Dept. of Physics has rectified this by providing course release for directing the Int. MST program and advising students. Utilizing TK20 will also make advising more efficient. Proposed changes/modifications: A clearer assessment plan has been developed that aligns the program and unit assessments with clear indicators of student progress. TK20 will be used as a tool for gathering the assessment data while students complete their program. Entry, midpoint and end progress checks with advisors will enable better advising. Program Advisor’s Signature/Date ______________________ (B. Basista, Depts. of Physics and Teacher Education) Dept. Chair’s Signature/Date______________________________________________ Please attach: (1) Minutes from your program meeting(s) addressing last year’s data See attached minutes, draft of plan and final version of Portfolio Request. (2) Compiled data from key assessments/measures from the 2006- 2007 year, not found in your retreat notebook See attached assessment report to COSM filed in October 2007. (3) Proposed program/ key assessment modifications for 20082009 (4) Proposed program changes due to survey-related data See Improvements section above (4) The date you will be meeting with your Stakeholder/Advisory group to share this information December 3, 2008meeting with Ann Farrell, Susann Mathews, Nephi Thompson and Jim Tomlin Return to Donna Hanby by Monday, Oct. 13, 2008. Minutes May 18, 2008 Program Meeting with Beth Basista, Bill Slattery, Donna Hanby and Ann Farrell. The program and unit assessments were discussed and finalized. Utilizing TK20 within the program structures was discussed. Interdisciplinary MST decided to use one credit of required four research credits as the midpoint checkpoint for the program and to develop the project proposal. The assessments for each key area were discussed, with Ann Farrell and Beth Basista agreeing on the kinds of assessments. The annual COSM assessment report and its alignment with the CEHS assessment plan and the current data were discussed. A plan to enroll current students in TK20 was developed. Assessment Report July 1, 2006 - June 30, 2007 PROGRAM(S) ASSESSED _Interdisciplinary MST ASSESSMENT COORDINATOR Beth Basista YEAR __3________ of a __4________YEAR CYCLE 2. ASSESSMENT MEASURES EMPLOYED Briefly describe the assessment measures employed during the year. A. Pre/posttest content and pedagogical content assessment in courses SM645, PHY645, PHY646, PHY647, MTH699 All students participating in these courses took these assessments and faculty recorded results. B. Presentation of graduate projects. Science and mathematics educators, science, math and education faculty, regional teachers, graduate and undergraduate students attended the presentations. Three of four graduates presented results in this forum. The other student presented to a smaller group of science and mathematics educators. C. Review of graduate projects for content and pedagogy. Science and mathematics educators serving as advisors for students reviewed projects. D. Graduate Survey- Emailed Fall, 2006 to graduates 2. ASSESSMENT FINDINGS List the objectives and outcomes assessed during the year, and briefly describe the findings for each. Objective 1 (enhancing content knowledge) All students demonstrated normalized gains of 0.5 or greater in courses in which pre/posttests were employed (see above for courses). All students demonstrated content knowledge attainment through course grades of B or better in their graduate courses. No students took Praxis II content exams required to qualify for Ohio licensure in science or mathematics passed the tests by Ohio standards. Objective 2 (enhancing pedagogical knowledge) All students demonstrated normalized gains of 0.5 or greater in courses in which pre/post tests were employed (see above for course list All students demonstrated pedagogical knowledge attainment through course grades of B or better in their graduate courses Graduate Project Review. all projects demonstrated accurate science and mathematics content, teaching practices congruent with national and state standards, and for those projects that gathered K-12 student data, enhanced student content knowledge and attitudes (three of four graduates gathered K-12 student data) Presentation of Graduate Projects- all but one student presented projects and results publicly to faculty, teachers, and students. One student's project was reviewed by at least two science and mathematics faculty. Graduate surveys were emailed to program graduates in Fall 2006 and results are compiled in the attachment. Generally, graduates found the program met their needs. 3. PROGRAM IMPROVEMENTS List planned or actual changes (if any) to curriculum, teaching methods, facilities, or services that are in response to the assessment findings. Improved scheduling of courses. In the past, some courses were not available to the program population who needed evening (after 4 pm) scheduling. Currently, all courses will be offered at least one time each year after 4 pm and/or in the summer. Improved advising. With recent hires in science education, two new advisors have been added to the program, which will result in better student advising. 4. ASSESSMENT PLAN COMPLIANCE Explain deviations from the plan (if any). None. 5. NEW ASSESSMENT DEVELOPMENTS Describe developments (if any) regarding assessment measures, communication, faculty or staff involvement, benchmarking, or other assessment variables. The Int. MST program now falls under NCATE accreditation due to NCATE's definition of teacher preparation programs (in spite of the program not leading to a teacher license). Because of the additional assessment measures required for NCATE compliance, the math track of the Int. MST has suspended admission to students (Ann Farrell). The science and integrated science math tracks are still admitting students and will comply with the NCATE accreditation rules. However, the "fit" between the CEHS unit assessments and goals of teacher preparation programs and the goals of the Int. MST program is not perfect and the COSM program assessment will need to be modified to accommodate these differences. Another challenge is the requirement of CEHS that the Int. MST students purchase TK-20 so that the program can gather assessment data online. The organization of the TK-20 system is tailored to the licensure programs of CEHS and therefore is once again not a "good" fit for the Int. MST student population. Significant time and effort will be required of the Int. MST director to develop assessments that comply with CEHS requirements and will require changes to the COSM Int. MST program assessment. Dear Graduate of WSU’s Interdisciplinary MST program, We would appreciate your help in determining whether the Interdisciplinary MST Program meets the needs of area teachers. Please take a few moments to respond to the following questions. Please do not put your name on the survey. All your responses will be kept confidential and will only be utilized to determine averages of responses for each question. You may return this survey via email to Barb O’brien (barb.obrien@wright.edu) or by fax (937) 775-2222 to Barb O’Brien, or by regular mail to Barb O’brien, Dept. of Physics, 248 Fawcett Hall, Wright State University, Dayton, OH 45435. Thank you for your input and cooperation! 1. My emphasis in the program was (please “x” one) __3__Science __1_Math ____Integrated Science and Math 2. I __3_am 1 am not currently a teacher. If yes, the grade levels you teach are ___K-3 _2__4-6 _1__7,8 ___9,10 ___11, 12 and the disciplines that you teach are ___2_general science_1__general math __physical science ____earth science ____life science ___physics ___ chemistry ____Biology (high school) __1__Pre-algebra ____Algebra I ____Algebra II ___Geometry _____Pre-Calculus ____Calculus 3. The mathematics and/or science courses that you took A. Included science and mathematics content relevant to your personal and job needs. __3_ strongly agree ____agree __1__somewhat agree ____disagree ____not relevant B. Utilized pedagogical approaches that helped you learn _ 4___ strongly agree ____agree ____somewhat agree ____disagree C. Included pedagogical activities and applications to your class that helped you improve your teaching and your students’ learning. __2__ strongly agree ___agree ____somewhat agree ____disagree ____not relevant 4. The education courses that you took included content and activities that enhanced your knowledge of teaching and learning. __3__ strongly agree ____agree ___1_somewhat agree ____disagree 5. The program’s advising was helpful in your completion of the program. __3__ strongly agree ____agree ___1_somewhat agree ____disagree 6. The courses were offered at the times that you needed. __1_ strongly agree _2___agree ___1_somewhat agree ____disagree 7. The range of different courses that were available for you to take was sufficient to address most of your content and pedagogy needs. __2__ strongly agree __2__agree ____somewhat agree ____disagree 8. The project that you completed was of value for your professional development and knowledge. _3__ strongly agree __1__agree ____somewhat agree ____disagree 9. The project you completed was related to your classroom and your teaching. _3__yes _1_ no If yes, the project helped you improve your teaching, your students’ learning, and/or your understanding of how your students learn and what they need to learn. _3__ strongly agree ____agree ____somewhat agree ____disagree 10. Overall, the Interdisciplinary MST program has helped you improve your teaching. __3__ strongly agree ___1_agree ____somewhat agree ____disagree 11. Generally, your advisor was helpful in helping you choose and schedule classes, choose and complete your project, and in guiding your professional development. __3__ strongly agree ____agree __1__somewhat agree ____disagree 12. Would you recommend this program for other teachers? _4__yes ___no Please explain. I found my MST program to be excellent. I came into the program very unsure because science and math were definitely my weakest subject areas. I now feel that science is by far my best area because I received wonderful instruction and activities to use in my classroom. I spent most of the time in my first few classes very frustrated and wanting to quit. I eventually realized that I was learning more from one class than I did in my entire bachelor’s program because of the inquiry style lessons we were completing. The frustration is what forced me to learn the science concepts that I never understood before. The MST program has completely shaped my teaching style, the understanding of the content that I teach, as well as the overall classroom that I run on a daily basis. Any and all science/math teachers would gain personally and professionally from this program. 13. Please provide any other comments that will help to improve this program. There is nothing that I can think of right now. The only thing I wish I could have changed was that I wish I would have known about the program that paid for the MST. It would have saved me so much money, but I didn’t even know about it until I was almost done with my Master’s. No suggestions – I loved every bit of the program! Thank you for your time and thoughtful responses! All students in the Interdisciplinary MST program must complete the following Portfolio Sections in TK20. The Portfolio includes activities that you will be completing in various courses in addition to the Project Proposal and the Project. Students enroll in SM899 "Project Proposal Development" for 1 cr hr when they have completed between 20 and 32 cr hrs of the program. At this time, certain assignments are "due" and a project proposal is developed, as well as a project advisor and committee assigned. Students enroll in SM899 "Research Project" for 3 cr hrs when they are completing their program (around 32 cr hrs completed). At this time, all of the portfolio assignments and sections need to be completed in addition to the project. Where possible, the assignments of the portfolio utilize or support the project components to avoid unnecessary duplication of effort. Certain activities are due at the midpoint while students are enrolled in the 1 cr hr course and others are due at the end of the program while students are enrolled in the 3 cr hr course. It is NOT intended that students complete all the midpoint assignments during the time they are enrolled in the 1 cr hr course, nor is it intended that students complete all the assignments due at the endpoint while they are enrolled in the 3 cr hr course. Students should be gathering appropriate artifacts for the assignments in the different sections of the portfolio as they progress through their courses and uploading these assignments into the artifacts part of TK20. These "artifacts" can then be submitted for the assignments given in the SM899 courses. In this way, students can focus on the project proposal or completing the project when they are enrolled in the SM899 course. It is the student's responsibility to be familiar with the portfolio sections and requirements and to determine which course activities fit with the portfolio assignments. Students are responsible for inputting the assignments in their appropriate places by the deadlines outlined in the Timeline column and for checking whether the assignments have been reviewed or accepted. It is the student's responsibility to modify the assignments as specified by the comments in the review and to repost them in TK20. Once assignments have been reviewed, modified and accepted, the reviewer(s) will check the completion box. Review the following summary chart of the portfolio so you are familiar with the different requirements. Following the chart, all the assignment sheets and grading rubrics are appended so that you can better decide whether a course assignment meets the portfolio requirements. Since the portfolio is completed over the entire program, the information attached looks intimidating, but it is comprehensive and detailed and necessarily long. questions or concerns, please contact your program advisor. If you have any During the academic year 2008-2009, your initial program advisor is Dr. Beth Basista beth. basista@wright.edu 775-2954 Entry- refers to time period of admittance to program Midpoint- refers to time period of Project Proposal while students are enrolled in SM899 "Project Proposal Development" for 1 cr hr. End- refers to time period of Project completion while students are enrolled in SM899 "Research Project" for 3 cr hrs. Portfolio Section Program Assessme nts Componen t Instructions & Assignments Timeline Review & Comments * Content Knowledge (Tab 2) Content Knowledge Enhancemen t 1. List at least three pre/posttest scores from science or math courses. List course number, quarter taken, content topics the test covered, pretest percentage, posttest percentage, normalized gain. Int MST Content form. 1. Complete by End 1. Int MST Content Review Rubric 2. Keep a list of courses taken, quarter and instructor, credit hours, final grade and update after each course. Int MST Program of Study Pedagogical Content Knowledge (PCK) Tab 3 Pedagogical Content Knowledge Enhancemen t 1. Find and read at least three articles about student learning of content. Summarize these articles and discuss them relative to your observations of student learning in your courses and relative to your own learning. Identify PCK Components of each article. Use PCK Article Review and Reflection Form. 2. Create at Entry, keep current. Checked at midpoint and end. 1. . Complete at least two by Midpoint; finish by End 2. Must be completed, signed by all advisors, student, and committee members, and submitted to graduate school while student is enrolled in SM899 "Research Project" course. 1. PCK Article Rubric Diversity Tab 4 Educational Technology Tab 5 Diversity Educational Technology Use in 2. In one or more of your courses, you designed or identified classroom activities for use in K-12 or in introductory college courses. Submit at least two of these activities and for each, discuss how PCK contributed to the design of the activities. Specifically, address a. Knowledge of Learners b. Knowledge of Curriculum and materials c. Knowledge of Assessment Use PCK Activity Reflection Form 2. Complete at least one by Midpoint, finish by End 3. For your masters project, you will be either a) applying PCK to enhance the learning of students (precollege or college) or b) analyzing data of students or teachers who had experiences grounded in PCK. For either, submit your project literature review and rationale and your project design and indicate how specific PCK is used to support student learning. 1. As part of the literature review for your project topic, find at least one article from a math or science education journal that discusses research relative to the learning and/or attitudes of typically underrepresented/ underserved group, including females and minorities, in science and/or math. Summarize the article and discuss how the project design, including the use of inquiry and/or problem solving, can enhance the learning of U/U groups. Submit Diversity Discussion Form and submit the relevant sections of the project. 2. Discuss how utilizing scientific inquiry and/ or problem-solving teaching methodologies can enhance a teacher's abilities to differentiate instruction in the classroom for diverse learners. Give at least three concrete examples either from courses that you have taken or from teaching that you have done or observed. Minimum of two pages submit on Diversity Reflection Form 1. In some of the math and science courses graphing calculators and data gathering probes are utilized. Others may use computerbased ed tech, pod casts, etc. Submit a reflection on how 3. Draft due at midpoint, finish by End. 1. Due at Midpoint 2. Due at Midpoint 1. Due at End 2. Activity ReviewPCK components 3. Project Proposal Review- PCK Int MST Project Scoring Rubric 1. Diversity Discussion Rubric 2. Diversity Reflection Rubric 1. Education Technology Reflection Rubric Science and Math utilization of technology in at least one learning experience has enhanced your conceptual and process development. Use the Education Technology Reflection Form. 2. Due at End 2. Educational Technology Article Summary Rubric 3. Due at End. 3. Int MST Project Scoring Rubric 1. Due by End. 1. Professional Activity Presentation Rubric 2. Provide evidence of supporting a K-12 teacher or a university faculty in teaching. Can include evidence of team-teaching, developing lessons, assessing student learning, peer observations, etc. Submit one page summary and description using Professional Activity Support Form 2. Due at End. 2.Professional Activity Support Form 3. Complete Professional Disposition Form with your advisor at midpoint an at end. 3. Do at midpoint and end 3. Professional Disposition Form 4. Complete Impact on Student Learning form for three students or populations (could be a class). See instructions and form. 4. Due at End 1. Write a reflection about challenges encountered relative to student attitudes and dispositions toward learning science and/or mathematics through inquiry or problem-solving. based on your 1. Midpoint 4. Impact on Student Learning Form 1. Emotional Intelligence Reflection Rubric 2. Find at least one research article discussing the use of educational technology in science and math teaching or learning. The article could include topics such as graphing calculators, data gathering probes, distance learning, etc. Use Educational Technology Article Summary Form Professionalis m Emotional Intelligence Tab 7 Professional Activities Emotional Intelligence Enhancemen 3. Submit the power point presentation of your final master's project. 1. Submit evidence of public presentation of one of the following a. demonstration teaching of an activity that you developed to an adult audience in a workshop, seminar or course. b. presentation of project or any other action research at university, at K-12 workshops, or at local, state or national conferences. Use Professional Activity Presentation Form t Project Master's Project experiences in either teaching or learning. Discuss what you can do as a teacher to help improve student attitudes toward learning in this way. Use Emotional Intelligence Reflection Form 2. Find at least one journal article that discusses student attitudes/ dispositions toward science inquiry, the nature of science, math problem-solving, math anxiety or some other related aspect of science and math learning. a) Summarize the article b) reflect on your own learning and c) reflect on your observations of other students' learning in either your own classroom or in the science and math classes that you are taking. Discuss how your own attitudes and dispositions toward your personal learning can affect how you address the attitudes and dispositions of your students. Submit 3-5 pages using Emotional Intelligence Article Form 1. Complete a project proposal before you have completed 30 credits of your program. Use Project Proposal Guidelines 2. End 2. Emotional Intelligence Article Rubric 1. Midpoint 1. Project Proposal Review 2. Complete Project. Use Project Guidelines. Submit a draft of the project no later than the Monday of the 10th week of the quarter that you intend to graduate in. 2. All revisions to the project must be completed and accepted no later than 2 weeks after then end of the quarter. 2. Int MST Project Scoring Rubric 3. Complete Project Presentation. Use Project Presentation Guidelines 3. No later than 21 days past the end of the quarter that you intend to graduate in. 3. Int. MST Project Presentation Rubric Content Knowledge Changes Tab 2 Portfolio Student Instructions Int. MST Content Gain and Reflection Due: at End of Program while you are enrolled in SM899 "Research Project" for 3 cr hrs. 1. List at least 3 pre/posttest scores from PHY645, 646, 647, 699, 799, SM645, MTE 699 or other course. List course number, instructor, quarter taken, content topics tests covered, pretest percent, posttest percent, normalized gain. 2. Write a reflection about your learning gains, whether you have met your own expectations, and how the content gains relate to your teaching. Course Quarter Year Instructor Content Topics Pretest % Posttest % Gain % Normalized Gain posttest% pretest% Normalized gain is 100% pretest% . This is the fraction of what you actually learned to the maximum of what you could have learned. A normalized gain of 1.0 means that you have gained all that you could have gained. A normalized gain of 0.50 means that you have learned half of what you could have learned. normalized gains are 0.30 - 1. Unacceptable are 0.20 and below. Acceptable Rubric Content Knowledge Changes Tab 2 Portfolio Int. MST Content Gain and Reflection Review Due: at End of Program while student is enrolled in SM899 "Research Project" for 3 cr hrs. Content gains are outstanding Content gains are acceptable Content Gains are unacceptable Content Standard Exceeded Content Standard Met Content Standard Not Met Content gains resulting in normalized gains of 0.3 or better are gains above average when compared to other students (Hake article). Content gains resulting in normalized gains of 0.2-0.3 are acceptable. Content gains resulting in normalized gains of less than 0.2 are less than average, and are unacceptable. Student must demonstrate normalized gains in at least 3 classes of more than 0.2 or they will need to complete another pre/post content test. Content Knowledge Changes Tab 2 Portfolio Student Instructions Int. MST Program of Study Due: at End of Program while you are enrolled in SM899 "Research Project" for 3 cr hrs. Keep an updated list of courses taken, quarter and year, cr. hrs,, instructor, final grade utilizing the chart on the next page. The Program of Study must be signed by the student, the advisors, and the committee and submitted to the graduate school in order for the student to be approved for graduation. Make sure form is completed and signed when you enroll in SM899 "Research Project" course for 3 cr hrs. and before you apply for graduation. Program of Study Program: Interdisciplinary MST #464 College: COSM Student Name Student UID Project Required Science and/or Math Courses Dept. Course# CrHr Name & Instructor SM 899 1 Project Proposal Development SM 899 3 Research Project Total Sci/ Mth 36 min Total Ed 12 max 48 Min Total Program _______________________ Student Signature _______ Date _______________________ Program Advisor Signature _______ _______________________ Project Advisor Signature _______ Date Req x x Tr El Q ____________________ ________ Dept. Chair Date Date ____________________ ________ Committee Member 1 ____________________ ________ Committee Member 2 Date Date Yr Grade Pedagogical Content Knowledge Changes Tab 3 Portfolio Student Instructions PCK Article Review and Reflection Due: Complete TWO by Midpoint while enrolled in SM899 "Project Proposal Development" for 1 cr hr and all three by End of Program while you are enrolled in SM899 "Research Project" for 3 cr hrs. 1. Find and read at least three articles about student learning of content. Summarize these articles and discuss them relative to your observations of student learning in your courses and relative to your own learning. Identify PCK Components of each article. Use PCK Article Review and Reflection Form below. PCK Article Review and Reflection Form Complete each section for each article you read. You may fill this out online or you may upload a Word document in the same format as this form into Artifacts, then move to this section of the portfolio. Article Review and Reflection Components 1. Date: 2. Article Citation format sample journal article Mathews, S., Basista, B., Farrell, A., Tomlin, J. (2004) "Challenges and Enabling Factors in Accomplishing Reform of Science and Mathematics Teacher Preparation." Teacher Education and Practice 16 (4), 399-413. 3. Article Summary (1-3 pages) 3. Discussion relative to a. your own learning b. your students' learning Rubric Pedagogical Content Knowledge Changes Tab 3 Portfolio PCK Article Rubric Due: TWO by Midpoint while student enrolled in SM899 "Project Proposal Development" for 1 cr hr and all three by End of Program while student enrolled in SM899 "Research Project" for 3 cr hrs. Article 1 Date: Component Citation Summary Reflection Comments: Article2 Date: Component Citation Summary Reflection Comments: Article 3 Date: Component Citation Summary Reflection Comments: Outstanding Acceptable Not Acceptable Outstanding Acceptable Not Acceptable Outstanding Acceptable Not Acceptable Pedagogical Content Knowledge Changes Tab 3 Portfolio Student Instructions PCK Activity Reflection Due: at End of Program while you are enrolled in SM899 "Research Project" for 3 cr hrs. In one or more of your courses, you designed or identified classroom activities for use in K-12 or in introductory college courses. 1. Upload at least two activities into Artifacts and then move to this section of the portfolio. Make sure that the activities include both the "teacher version" and the "student version"./ 2. Discuss how PCK contributed to the design of the activities. Specifically, discuss how the activities address a. Knowledge of Learners (knowledge of student learning progressions/ trajectories, typical student misconceptions and difficulties, etc.) b. Knowledge of Curriculum and Materials (knowledge of probable learning progressions of students, sequencing of activities, structuring activities for student learning, etc) c. Knowledge of Assessment (knowledge of forms of assessment, of how to identify student preknowledge, of various forms of assessment) Use PCK Activity Reflection Form below. PCK Activity Reflection Form Use this form for PCK Activity Reflections. You may either enter your reflection directly on the form or upload a Word document with the given format. Activity 1 Date Completed: Activity: Give a brief summary (3-5 sentences) of the activity you submitted. Also indicate which class this activity was submitted to for a grade. Discussion Discuss how PCK of the following components contributed to the design of the activities. You may find that the various PCK components need to be addressed together in a more integrated fashion, so you do not have to complete separate discussions for each. a. Knowledge of Learners b. Knowledge of Curriculum and Materials c. Knowledge of Assessment Activity 2 Date Completed: Activity: Give a brief summary (3-5 sentences) of the activity you submitted. Also indicate which class this activity was submitted to for a grade. Discussion Discuss how PCK of the following components contributed to the design of the activities. You may find that the various PCK components need to be addressed together in a more integrated fashion, so you do not have to complete separate discussions for each. a. Knowledge of Learners b. Knowledge of Curriculum and Materials c. Knowledge of Assessment Rubric Pedagogical Content Knowledge Changes Tab 3 Portfolio PCK activity Rubric Due: One at midpoint while student enrolled in SM899 for 1 cr hr and one at endpoint while student enrolled in SM899 for 3 cr hrs. Activity 1 Component Description of Activity and indication of course completed in Activity Reflection a. Knowledge of Learners b. Knowledge of Curriculum and Materials c. Knowledge of Assessment Comments: Submitted Outstanding Activity 1 Component Description of Activity and indication of course completed in Activity Reflection a. Knowledge of Learners b. Knowledge of Curriculum and Materials c. Knowledge of Assessment Comments: Not Submitted Acceptable Submitted Outstanding Not Acceptable Not Submitted Acceptable Not Acceptable Pedagogical Content Knowledge Changes Tab 3 Portfolio Student Instructions Project Proposal Literature Base and Rationale and Design Sections Project Final Literature and Rationale and Design Sections Due: At midpoint while you are enrolled in SM899 for 1 cr hr, upload Project Proposal Literature Base and Rationale and Research Design Sections At the End of the Program, while you are enrolled in SM899 for 3 cr hrs, upload your final project Literature Base and Rationale section and the Research Design Section. Assignment Int MST Project Proposal Instructions Please refer to the document "Interdisciplinary MST Project Information" for further discussion of the project development, described in the Project Section of this document. Rubric Pedagogical Content Knowledge Changes Tab 3 Portfolio Project Proposal Literature Base and Rationale and Design Sections Due: At midpoint while you are enrolled in SM899 for 1 cr hr Project Final Literature and Rationale and Design Sections Due: At the End of the Program, Advisors: use Rubric located in the Project Proposal Rubric and in the Project Rubric. Diversity Tab 4 Portfolio Student Instructions Diversity Discussion Due: At midpoint while you are enrolled in SM899 for 1 cr hr, 1. As part of the literature review for your project topic, find at least one article from a math or science education journal that discusses research relative to the learning and/or attitudes of typically underrepresented/underserved group, including females and minorities, in science and/or math. Summarize the article and discuss how the project design, including the use of inquiry and/or problem solving, can enhance the learning of U/U groups. Submit Diversity Discussion Form Diversity Discussion Form 1. Date: 2. Article Citation format sample journal article Mathews, S., Basista, B., Farrell, A., Tomlin, J. (2004) "Challenges and Enabling Factors in Accomplishing Reform of Science and Mathematics Teacher Preparation." Teacher Education and Practice 16 (4), 399-413. 3. Article Summary (1-3 pages) 3. Discussion of how your project design addresses needs of typically underrepresented/ underserved populations. Rubric: Diversity Discussion Rubric Diversity Tab 4 Portfolio Due: At midpoint while you are enrolled in SM899 for 1 cr hr, Diversity Discussion Rubric Component Outstanding Citation Summary Discussion Comments: Acceptable Not Acceptable Diversity Tab 4 Portfolio Student Instructions Diversity Reflection Due: At midpoint while you are enrolled in SM899 for 1 cr hr, Discuss how utilizing scientific inquiry and/ or problem-solving teaching methodologies can enhance a teacher's abilities to differentiate instruction in the classroom for diverse learners. Give at least three concrete examples either from courses that you have taken or from teaching that you have done or observed. Include a brief description of the course/ situation in which you taught, were the student, or were and observer with approximate date of occurrence, followed by a discussion of differentiation of instruction. Minimum of two pages submit on Diversity Reflection Form. Diversity Reflection Form Date: Example 1: Course/ situation and approximate date of teaching or observation Discussion of differentiation of instruction for diverse learners Example2: Course/ situation and approximate date of teaching or observation Discussion of differentiation of instruction for diverse learners Example 3: Course/ situation and approximate date of teaching or observation Discussion of differentiation of instruction for diverse learners Rubric: Diversity Reflection Rubric Diversity Tab 4 Portfolio Due: At midpoint while you are enrolled in SM899 for 1 cr hr, Example 1 Component Description of course/ situation Submitted Outstanding Not Submitted Acceptable Not Acceptable Discussion Comments: Example 2 Component Description of course/ situation Submitted Outstanding Not Submitted Acceptable Not Acceptable Discussion Comments: Example 3 Component Description of course/ situation Submitted Outstanding Discussion Comments: Not Submitted Acceptable Not Acceptable Educational Technology Tab 5 Portfolio Student Instructions Educational Technology Reflection Due: At End while you are enrolled in SM899 for 3 cr hr, 1. In some of the math and science courses graphing calculators and data gathering probes are utilized. Others may use computer-based ed tech, pod casts, etc. Submit a reflection on how utilization of technology in at least one learning experience has enhanced your conceptual and process development. Use the Education Technology Reflection Form. Education Technology Reflection Form. Date: Example 1: Course/ situation and approximate date of teaching or observation Discussion of how technology enhanced conceptual and process development Rubric: Educational Technology Reflection Rubric Example 1 Component Description of course/ situation Submitted Outstanding Discussion Comments: Not Submitted Acceptable Not Acceptable Educational Technology Tab 5 Portfolio Student Instructions Educational Technology Reflection Due: At End while you are enrolled in SM899 for 3 cr hr, 2. Find at least one research article discussing the use of educational technology in science and math teaching or learning. The article could include topics such as graphing calculators, data gathering probes, distance learning, etc. Use Educational Technology Article Summary Form below Educational Technology Article Summary Form 1. Date: 2. Article Citation format sample journal article Mathews, S., Basista, B., Farrell, A., Tomlin, J. (2004) "Challenges and Enabling Factors in Accomplishing Reform of Science and Mathematics Teacher Preparation." Teacher Education and Practice 16 (4), 399-413. 3. Article Summary (1-3 pages) 3. Discussion of how educational technology enhanced teaching and learning. Rubric: Educational Technology Article rubric Due: At End while student is enrolled in SM899 for 3 cr hr, Article 1 Component Citation Summary Discussion Comments: Outstanding Acceptable Not Acceptable Educational Technology Tab 5 Portfolio Student Instructions Power Point Presentation of Project Due: At End while you are enrolled in SM899 for 3 cr hr, Int MST Project presentation Students will give a one hour presentation of their project during a public presentation at WSU. Attendees will include project and program advisors, committee members, peers, other faculty. The presentation should utilize appropriate educational technology (e.g. powerpoint, etc). Complete copies of the project should be organized into binders and presented to the program advisor and the project advisor. Any other copies of any project materials should be made by the student to support the presentation. Components of the presentation should be consistent with components of the project. See Interdisciplinary MST Project Information for details. Submit as evidence 1. The announcement of your presentation including title of presentation, your name, the date, time and location of the talk. 2. Your powerpoint presentation. Rubric: Int MST Project presentation rubric Due: At End while student is enrolled in SM899 for 3 cr hr, Project and Program Advisors and the student's committee should complete the presentation form. Project Advisors should collect the forms, summarize the information and fill out the summary form below. Presentation Form Presentation Organization Presentation was logically organized to represent the project needs, goals, design, and results Clarity Presenter's information and discussion provided a clear description of the project and results Knowledge Presenter knowledge of project needs, goals, design, data and analysis, and results. Visual Representation Overall appearance of presentation; quality and appropriateness of charts, tables, graphs Discussion Presenter was responsive to questions and lead discussions effectively Comments and/or Suggestions Outstanding Acceptable Not Acceptable Rubric: Int MST Project presentation summary rubric The project advisor should gather the presentation forms from the program advisor and committee members and fill out the summary form. The number of presentation reviewers responding to each item at each level should be completed. A summary of the comments given should be completed. Summary Presentation Form Number of Presentation Reviewers _________ Presentation Organization Presentation was logically organized to represent the project needs, goals, design, and results Clarity Presenter's information and discussion provided a clear description of the project and results Knowledge Presenter knowledge of project needs, goals, design, data and analysis, and results. Visual Representation Overall appearance of presentation; quality and appropriateness of charts, tables, graphs Discussion Presenter was responsive to questions and lead discussions effectively Summary of Comments Outstanding Acceptable Not Acceptable Professionalism Tab 6 Portfolio Student Instructions Professional Activity Presentation Due: At End while you are enrolled in SM899 for 3 cr hr, 1. Submit evidence of public presentation of one of the following a. demonstration teaching of an activity that you developed to an adult audience in a workshop, seminar or course. b. presentation of project or any other action research at university, at K-12 workshops, or at local, state or national conferences. Use Professional Activity Presentation Form below Professional Activity Presentation Form Date of Presentation Kind of Presentation Audience Where presentation took place Submit: one of the following pieces of evidence or an equivalent piece of evidence 1. An announcement or program including your presentation and your name. This could be an email addressed to you. 2. A brief letter from the identified participants explaining what you did and how it went. Rubric Professional Activity Presentation Professionalism Tab 6 Portfolio Due: At End while student is enrolled in SM899 for 3 cr hr, Professional Activity Presentation Information Complete Evidence sufficient _________yes __________no Date Reviewed ____________________ _______ yes _______no Professionalism Tab 6 Portfolio Student Instructions Professional Activity Support Due: At End while you are enrolled in SM899 for 3 cr hr, Provide evidence of supporting a K-12 teacher or a university faculty in teaching. Can include evidence of team teaching, developing lessons, assessing student learning, peer observations, etc. Submit one page summary and description using Professional Activity Support Form Professional Activity Support Form Your name Person Supported Name Person Supported School/ University Date(s) of support Description of Support (1-2 paragraphs) ____________________________ Signature of Supported Person ____________________________ Print Name ____________ Date Rubric Professional Activity Support Professionalism Tab 6 Portfolio Due: At End while student is enrolled in SM899 for 3 cr hr, Professional Activity Support Information Complete Evidence sufficient _________yes __________no Date Reviewed ____________________ _______ yes _______no Professionalism Tab 6 Portfolio Student Instructions Professional Dispositions Form Due: Once at Midpoint with your Program Advisor while you are enrolled in SM899 for 1 cr hr and once at End with project advisor while you are enrolled in SM899 for 3 cr hr, Complete the following form collaboratively and reflectively with your advisor. Professional Dispositions College of Education and Human Services Wright State University Dayton, Ohio Respondent should be faculty &/or supervisors who are familiar with the candidate’s professional skills and behaviors. Candidate Name ____________________________________________ Date _____________________________ Program _____________________________________ Assessor’s Name/Role________________________________ Candidate demonstrates honesty/integrity by being truthful with clients/students, peers, applicable organizational stakeholders, and in their professional work (e.g., documentation, communication, presentations, assessments, and research). 1 Unacceptable 2 Acceptable *If unacceptable, please explain _______________________________________________________________________ ________________________________________________________________________________ ________________ Candidate demonstrates reliability/responsibility by: being accountable to clients/students, peers, and other applicable organizational stakeholders, completing assigned duties and tasks; and, accepting responsibility for errors. 1 Unacceptable 2 Acceptable *If unacceptable, please explain ________________________________________________________________________ ________________________________________________________________________________ _________________ Candidates demonstrates respect for others by: talking about and treating all persons with respect and regard for their individual worth and dignity; being fair and non-discriminatory; routinely inquiring or express awareness of the emotional, personal, familial, and cultural influences on client/student well-being and their rights and choices of professional/educational services; and maintaining appropriate confidentiality. 1 Unacceptable 2 Acceptable *If unacceptable, please explain ________________________________________________________________________ ________________________________________________________________________________ _________________ Candidate demonstrates self-improvement through professional development (e.g., attending and/or contributing to conferences; keeping current with and/or contributing to professional literature; actively participating in planned organizational improvement initiatives/activities). 1 Unacceptable 2 Acceptable *If unacceptable, please explain __________________________________________________________________________ ________________________________________________________________________________ ___________________ Candidate demonstrates self-awareness/knowledge of limits by: recognizing the need for guidance and supervision when faced with new or complex responsibility; being insightful of the impact of one’s behavior on others; and, being cognizant of appropriate professional boundaries. 1 Unacceptable 2 Acceptable *If unacceptable, please explain _________________________________________________________________________ Candidate demonstrates communication/collaboration by working collaboratively and communicating effectively to achieve client/student and organizational goals. 1 Unacceptable 2 Acceptable *If unacceptable, please explain __________________________________________________________________________ ________________________________________________________________________________ ___________________ Candidate demonstrates altruism/advocacy by: adhering to the best interests of the client/student; and, putting the best interest of the client/student above the self-interest and the interests of other parties. 1 Unacceptable 2 Acceptable *If unacceptable, please explain __________________________________________________________________________ ________________________________________________________________________________ ____________________ * Please note if a candidate is rated at the unacceptable level, intervention is to occur and be documented. Additional Comments: ______________________ Signature of Advisor _________ Date _______________________ __________ Signature of Student Date Professionalism Tab 6 Portfolio Student Instructions Student Impact Form Due: At End while you are enrolled in SM899 for 3 cr hrs. For three students or populations (e.g. a class), identify the educational goals (e.g. standards) and the action/ intervention planned (e.g. lesson or unit). Also indicate how the student/ population outcomes were measured (e.g. pre/post test, performance assessments, etc.). Summarize the results of the action. Note that the classroom application projects completed during content courses or project results can be used here. For instance, for your project you develop a unit and do student pre/post testing of your class. Either the entire class/ population can count as one of the three required or three students of the class can fulfill the required entries. Use the format below to report your results. Impact on Student Learning Form Date: Your name: Student/ Population addressed (who, how many, where, grade level(s) etc. Educational Goal Measure of student/population outcome Summary of evidence of student impact/ outcomes (1-2 paragraphs) Describe briefly whether the outcomes were as expected or not and any revisions that need to be made (1-2 paragraphs) Rubric Student Impact Form Professionalism Tab 6 Portfolio Due: At End while student is enrolled in SM899 for 3 cr hrs. Submission 1 Date reviewed: Were the student population and the goals described? _______yes ________no Were the outcome measures adequate to assess impact? _______yes ________no Acceptable Marginal Not Acceptable Were the outcome measures matched well with the goals? Was there evidence of positive student impact? Was the reflection acceptable? Submission 1 Date reviewed: Were the student population and the goals described? _______yes ________no Were the outcome measures adequate to assess impact? _______yes ________no Acceptable Marginal Not Acceptable Were the outcome measures matched well with the goals? Was there evidence of positive student impact? Was the reflection acceptable? Submission 1 Date reviewed: Were the student population and the goals described? _______yes ________no Were the outcome measures adequate to assess impact? _______yes ________no Acceptable Were the outcome measures matched well with the goals? Was there evidence of positive student impact? Was the reflection acceptable? Marginal Not Acceptable Emotional Intelligence Tab 7 Portfolio Student Instructions Emotional Intelligence Reflection Due: At midpoint while you are enrolled in SM899 for 1 cr hrs. Write a refection about challenges encountered relative to student attitudes and dispositions toward learning science and/or mathematics through inquiry or problem-solving. based on your experiences in either teaching or learning. Discuss what you can do as a teacher to help improve student attitudes toward learning in this way. Minimum two pages. Rubric: Emotional Intelligence Reflection Emotional Intelligence Tab 7 Portfolio Due: At midpoint while student is enrolled in SM899 for 1 cr hrs. Outstanding Reflection Comments: Acceptable Not Acceptable Emotional Intelligence Tab 7 Portfolio Student Instructions Emotional Intelligence Article Due: At End while you are enrolled in SM899 for 3 cr hrs. Find at least one journal article that discusses student attitudes/ dispositions toward science inquiry, the nature of science, math problem-solving, math anxiety or some other related aspect of science and math learning. a. Summarize the article b) reflect on your own learning and c) reflect on your observations of other students' learning in either your own classroom or in the science and math classes that you are taking. Discuss how your own attitudes and dispositions toward your personal learning can affect how you address the attitudes and dispositions of your students. Submit 3-5 pages using Emotional Intelligence Article Form Article Review and Discussion Components 1. Date: 2. Article Citation format sample journal article Mathews, S., Basista, B., Farrell, A., Tomlin, J. (2004) "Challenges and Enabling Factors in Accomplishing Reform of Science and Mathematics Teacher Preparation." Teacher Education and Practice 16 (4), 399-413. 3. Article Summary (1-3 pages) 3. Discussion relative to a. your own learning b. other students' learnings c. relationship between your attitudes and dispositions toward your learning and your students' learnings and attitudes and dispositions. Rubric: Emotional Intelligence Article Rubric Emotional Intelligence Tab 7 Portfolio Due: At End while student is enrolled in SM899 for 3 cr hrs. Article 1 Component Citation Summary Discussion Personal learning Other Student learning Relationship between teacher attitude and dispositions toward teaching and learning and student learning and attitudes Comments: Outstanding Acceptable Not Acceptable Project Tab 8 Portfolio Student Instructions Int MST Project Proposal Due: At midpoint at completion of SM899 "Project Proposal Development" course (1 cr hr) Please refer to the document "Interdisciplinary MST Project Information" for further discussion of the project development. Specifically, address each of the seven components needed to complete the proposal. Complete Project Proposal in a Word document, upload to artifacts, and when complete, move to this section of the portfolio. Interdisciplinary MST Project Information Students are required to complete and present a science or mathematics education project before graduation is approved. Students enroll in PHY 799 (1 credit hour) for Science or Integrated Science and Math Emphasis or MTE 688 for Math Emphasis (1 credit hr) at their program midpoint (sometime between taking 16 and 30 credit hours) in order to complete the Project Proposal. Students enroll in PHY 899 for science and MTE 688 for math (3 credit hrs) at the end of their program (~45 credit hours completed) while they are completing their project. Project Content During your midpoint course, your major advisor will work with you to develop a project proposal and to identify a project advisor and members of your committee. Your project must be approved by your both your program and project advisors and must involve science or mathematics education action research or research. Many students who are inservice teachers choose projects in which they develop, implement, and assess new curricula and instructional practices in their own classrooms. Often, the teacher identifies an area of student difficulty through student achievement data, researches the literature base related to these student difficulties, develops and implements curricular unit(s) and assessments to address student needs, and analyzes student data after implementation. There are other variations of this kind of project that can be done, but the common features include identifying areas of difficulty of students based on data, researching the literature (journal articles, curricular, instructional, and assessment resources, etc) related to student need, designing and implementing some modified form of curriculum and/or instruction and assessment, analyzing student data after the modifications, and discussing results and conclusions. Some students in the past have chosen to base their projects on work that is being done at the university by science and mathematics educators. For instance, some students have helped to develop, implement, and assess math or science curriculum and assessments for preservice teachers or for teacher professional development. Other students have worked with faculty to help assess changes in student achievement associated with curriculum and/or instruction projects in regional school districts, rather than in their own classrooms. Again, the features identified above will be involved in project completion. Developing a Project Proposal You need to meet with your program advisor to discuss ideas for your project. At this time, opportunities within your classroom and school and opportunities related to faculty projects can be discussed. You should meet with your advisor about the project after you have completed 16 credit hours, but before you have completed ~30 credit hours. You should write a project proposal before you have completed ~36 credit hours. Project Proposal You need to submit a 5-10 page project proposal to your program and project advisors for formal approval of your project. The proposal should include the following. 1. Brief background and identified need: If you are using your school and/or your classroom for your project, describe the context and need (based on data). For any other kind of project, provide the background needed for your advisor to understand the context of your project and what needs the project is trying to address. 2. Goals and Research Question(s). Many projects include some form of curriculum development, implementation and assessment of student learning. The project then addresses both a need for improved instruction and learning, but also a question of whether students perform well with the new curriculum and instructional practices. Therefore, projects have both overall goals and address particular research questions. Identify your goals in doing the activities of the project. For instance, if you are implementing a more inquiry based science unit, one goal could be to enhance student proficiency with science processes. Additionally, frame what you would like to know in a question or several questions. Your goals and your questions should be related. For instance, if one goal is to improve student proficiency in science processes, then a related research question would be whether the implemented curricula and instructional practices improved student science process skills. Make the questions as specific as possible. For instance, in the previous example, include in your research questions how you are measuring science processes (for example, using Terra Nova data of that subscale). 3. Literature base and Rationale: You need to have read at least 3 articles relevant to your project and to have identified at least 4 more resources or references that you intend to utilize. Citing the standards (Ohio’s or national) is expected, and does not count as one of your references. You need to include several paragraphs in your proposal that discuss the references and their relevance to your project. 4. Project Design: Describe what you intend to do for your project, including any curriculum or assessments that need to be developed, what data you intend to collect, and a timeline. 5. Data and Data Analysis: Discuss specific data that you will need to collect to complete your project and what you intend to do with that data to answer your research question(s). Also include any curriculum analysis that needs to be done to make sense of any achievement data. 6. References: Provide a list of references in APA format. 7. Appendices: If you are using published curricula, assessments or other materials, include a description of these materials and/or a website or reference for them. If you are designing a curriculum and/or assessments, attach an overall plan aligned with standards. Project Your project should be documented in a form that is complete and organized. Many students have provided a binder with sections of the project clearly identified. The following is a general format that can be augmented as needed with advisor approval. I. Cover Page Title of Project, your name, school affiliation if applicable, your MST track (science, int. science and math, or math), your major advisor and project advisor, the date of completion of project. II. Table of Contents After your project has been written, including the appendices, make a table of contents that lists all the project components and their page numbers (including the appendices). III. Background and Need Describe the context of your project and the role you play in the context, if needed. For instance, if your project was to develop, implement, and assess a unit on motion and forces in your classroom and compare results to the standard curriculum implemented in a colleague’s classroom in your school, you need to describe your school district, your building, your classroom, and your students and identify yourself and your colleague as the teachers. Describe the need that you addressing with your project and what the goals of the project are. For most projects, you will need to have student achievement data described to establish need. Additionally, you may wish to describe overall district data, curriculum issues, etc. You will need to summarize the relevant data and include an appendix that lists the data (in table form or whatever is appropriate) and the source of the data (state tests, etc). Do not include student names, as this would violate student confidentiality. If you include specific student data, do not use student names, rather number or code the students (e.g. Tamara Brown becomes Student 1 in your tables). IV. Goals and Research Question(s) The goals of the project should be explicitly stated relative to the need that you have identified. Your research question(s) should be related to your goals. Make your research questions as specific as possible. V.. Literature Base and Rationale Using at least 10 high quality references, describe what is known about the problem you have identified, how to address the problems, and any results of “interventions” that are known. Many of your references will include pedagogical content knowledge of learners, curriculum, assessment, or nature of the discipline. Make specific mention of the PCK components within the literature basis that you are grounding your project in. The literature basis should provide the rationale for your project design and perhaps provide some tools (e.g. curriculum or assessments) that you can use in your project. VI. Project Design and Implementation Describe each component of your project and when and how you implemented these components. For instance, if you have developed a unit, pre/posttests, and student attitude surveys for your classroom, you need to provide an overview of the units and lessons (and append the student version and the “teacher version”) including standards covered and brief description of activities and timeframe. You also need to provide a description of the pre/posttests (and append the student versions, rubric, samples of student work). For pre/posttests, you should clearly show how the tests are aligned with the unit and standards and what cognitive level the questions are. Provide a description of the data that you gathered (e.g. pretest data for motion from 29 students in 9th grade physical science on Sept. 14, 2005 and posttest data for motion from 26 of the same students in the same 9th grad physical science class on Oct. 18, 2005). It is strongly recommended that you consult with your advisor about what should be included in this section and how it should be presented. VII. Results and Data Analysis Include all data that you gathered. Utilize appendices for large amounts of data. Make summary tables or graphs of results for inclusion in the narrative. Do not include student names. Describe how you analyzed the data (e.g. did item analysis of pre/post tests to determine student achievement gains in three main concepts in motion and 2 main mathematics concepts in graphing. Calculated individual student percent gain and normalized gain and average class percent gain and normalized gain for students who increased their scores). Make sure to briefly describe any analysis techniques that you utilized that readers may not be familiar with (e.g. assume everyone is familiar with average, but not everyone familiar with normalized gain or with t-test). It is strongly recommended that you consult with your advisor about how the data should be analyzed when you first propose your project, not when you are writing the final project up. VIII. Conclusions and Discussion Write your conclusions about your project based on your results and discuss any factors that could have contributed to the results, but were not directly measured. Describe any further modifications or activities that would recommend with your reasons. IX. References Provide a list of your references in APA format. X Appendices Provide any appendices that are needed to understand your project or the results. Rubric: Int. MST Project Proposal rubric Project Tab 8 Portfolio Due: At midpoint at completion of SM899 "Project Proposal Development" course (1 cr hr) As students complete sections of the proposal for review, it is important for the program advisor and the project advisor to provide feedback so that the student can complete modifications. It is anticipated that at multiple points during the process, advisors will submit comments to the student and the student will in turn revise the proposal. The last table is for project and program advisors to verify proposal is complete and date completed. After completion of project proposal, the proposal should be sent to the student's committee members other than the project advisor. Proposal Section Acceptable Continuing Improvement Acceptable Continuing Improvement Background and Need Comments Program Advisor Comments Project Advisor Proposal Section Goals and Research Questions Comments Program Advisor Comments Project Advisor Proposal Section Acceptable Continuing Improvement Acceptable Continuing Improvement Literature Base and Rationale Comments Program Advisor Comments Project Advisor Proposal Section Project Design Comments Program Advisor Comments Project Advisor Proposal Section Acceptable Continuing Improvement Acceptable Continuing Improvement Acceptable Continuing Improvement Data and Data Analysis Comments Program Advisor Comments Project Advisor Proposal Section References Comments Program Advisor Comments Project Advisor Proposal Section Appendices Comments Program Advisor Comments Project Advisor Project Proposal Reviewer Program Advisor Complete Not Complete Date Completed Sent to Committee (list names) Date Sent to Committee Project Advisor Project Tab 8 Portfolio Student Instructions Int MST Project Due: All revisions to the project must be completed and accepted no later than 2 weeks after the end of the quarter that the student takes SM899 "Research Project" for 3 cr hrs. Any student not completing the project and portfolio requirements by the end of the quarter (finals week) will receive an "M", or in progress grade, in SM899. This grade MUST be changed by your project advisor to a letter grade before you can graduate. The grade change needs to be completed by 30 days after the end of the quarter, so you need to submit your final draft well in advance of this time to allow your advisors to read the project and give you time for revisions. Please refer to the document "Interdisciplinary MST Project Information" for further discussion of the written documentation for the project. You must complete each section of the project to graduate. Your project should be in Word format, with the final document as ONE Word document, from the cover page through the appendices. Any parts not originally in Word (for instance samples of student work) should be scanned and imported into Word. Upload the document into artifacts, and when complete, move final version to this section of the portfolio. Please note that no student names or teacher names (other than your own) should be included in the document. Rubric: Int MST Project rubric Project Tab 8 Portfolio As students complete sections of the project for review, it is important for the project advisor provide feedback so that the student can complete modifications. It is anticipated that at multiple points during the process, the project advisor will submit comments to the student and the student will in turn revise the project. At least one draft version of the project should be sent to the program advisor and the student's committee for review (no later than the middle of the quarter the student is registered for SM899 for 3 credits. The final version of the project should be sent to the project advisor and the student's committee at least 5 days prior to the project presentation. The last table is for project and program advisors and the student's committee to verify that the project is acceptable and complete and the date completed. Advisors give students grades of "M" if they have not finished their project during the quarter they take SM899 for 3 credits. This grade must be changed to a letter grade within 30 days of the end of the quarter if a student is graduating that quarter or the student WILL NOT GRADUATE. Please encourage your advisee to complete all drafts and revisions in a timely manner so that they can graduate on time. Suggested timeline is that the final version be submitted and approved by 2 weeks after the end of the quarter that the students take SM899 for 3 credits. Proposal Section Acceptable Continuing Improvement I. Cover Page Proposal Section Acceptable Continuing Improvement II. Table of Contents Proposal Section Acceptable Continuing Improvement Acceptable Continuing Improvement III. Background and Need Comments Proposal Section IV. Goals and Research Questions Comments Proposal Section Acceptable Continuing Improvement Acceptable Continuing Improvement Acceptable Continuing Improvement V. Literature Base and Rationale Comments Proposal Section VI. Project Design and Implementation Comments Proposal Section VII. Results and Data Analysis Comments Proposal Section Acceptable Continuing Improvement Acceptable Continuing Improvement Acceptable Continuing Improvement VIII. Conclusions and Discussion Comments Proposal Section IX, References Comments Proposal Section X. Appendices Comments Project Reviewer Program Advisor Name: Project Advisor Name: Committee Member Name: Committee Member Name: Committee Member Name: Accepted Not Accepted Date Completed Date Reviewed