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