INDIANA PROGRAM REVIEW
Chemistry
Indiana University – Purdue University at Fort Wayne
Document # 1
A. UNIT SUMMARY
Program Description
The mission of the Department of Chemistry is to teach chemistry as a scientific discipline
whose focus is understanding and conceptualizing the behavior of the physical universe. In
undertaking this mission via quality teaching in the classroom, laboratory, and research
environment, the department will prepare students to take advantage of their knowledge of
chemistry as fully as possible. This mission is addressed specifically to four groups of students,
1) Students who wish to broaden their knowledge of the physical world by studying chemistry,
2) undergraduate students whose major includes a strong chemistry component, 3)
undergraduate students whose major is chemistry and, 4) Post-baccalaureate students who seek
advanced expertise in selected areas of chemistry. The goal of the Department of Chemistry is
to provide the opportunity for students to develop their knowledge of and skills in general,
analytical, biological, inorganic, organic, physical, and polymer chemistry. The extent to which
these skills will be developed depends on the needs of the students in the various categories
above. Candidates seeking a chemistry teaching major complete 67 credits in the content area of
chemistry, mathematics and physics, 45 general education credits, and 34 credits of professional
teacher education courses.
IPFW School of Education Conceptual Framework
In support of our School of Education Conceptual Framework, the Chemistry Teacher
Education Program in the Department of Educational Studies emphasizes the interrelated aspect
of each of the six core components within its curriculum and program delivery. While
individual courses may focus on some aspects of the framework more than others, we are
confident that our courses and programs as a whole, embrace this central core of teacher training
and development. Due to the current national testing and assessment movement, content
Knowledge is critical for effective educators to comprehend. Educators need to understand how
knowledge is constructed, how the processes of inquiry are applied, how domains of knowledge
are established, how disciplines can be integrated, and how this information can effectively be
communicated to students. Understanding content knowledge is critical however, it cannot be
viewed in isolation from the other five components. Democracy and Community is the second
key component that we encourage in the Department of Educational Studies. Educators need an
understanding of the moral, cultural, social, political, and economic foundations of our
community and society in order to foster democratic concepts within the school community.
Effective educators understand that knowledge alone is not sufficient. Within the third
component, Habits of Mind, our students practice critical reflection within the context of a
compassionate, caring community with the goal of fostering these habits to engage learners in
the critical aspects of the learning process. Without an understanding of Pedagogy, our students
would not understand the multiple roles of the teaching such as facilitator, guide, role model,
scholar, and motivator. Without an understanding of pedagogy, educators would not understand
the diverse perspectives of learning and understanding and the social circumstances that they
and their students bring to the educational setting. Without rich Experiences both in and out of
the traditional classroom, candidate skills would lie dormant and unrefined. The last
component, Leadership, provides our candidates the educational and social vision necessary to
inspire others, both students and colleagues, to accept the educational challenges of the twentyfirst century.
The Unit Assessment System
The Unit Assessment System (UAS) in the School of Education at Indiana University –
Purdue University at Fort Wayne was created in response to a professional responsibility to
ensure that our programs are of the highest quality. This dynamic assessment system is
continually evaluated to insure that 1) instruction and curriculum are aligned with professional,
state, and institutional standards (e.g., the Conceptual Framework and Mission Statement); 2)
courses, field experiences, and programs are efficient; and 3) content knowledge and the
demonstration of teaching that leads to a student teaching experience that reflects the attainment
of core concepts.
A key component of the UAS within the Chemistry Teaching Program is the systematic
review of the on-going teacher candidate portfolio. This portfolio is introduced in our Invitation
to Teaching course (F300) and students are provided a copy of the Guidelines for Preparing a
Portfolio that they continually refer to as they progress through our program. Instruction in the
Chemistry Teaching Program professional course sequence is a faculty team effort.
Professional Teacher Education courses are currently offered in two clusters with a culminating
experience of 16 weeks of a student teaching experience. Faculty teaching in these block
courses normally meet at the beginning and end of each semester to discuss levels of
organization and changes that need to address emerging issues and improvement of the
program. Portfolio checkpoints are located at four distinct locations within the program: F300,
at the conclusion of Blocks I, II, and at the exit portfolio during the student teaching semester.
At each portfolio checkpoint, candidates are provided feedback to allow them to continually
build and revise their portfolios up to their student teaching experience. The Chemistry
Teaching Program engages in a continuous review process and the School of Education Unit
Assessment Taskforce receives data from the unit assessment system on an annual basis for
review.
The School of Education Assessment System
A candidate record or file is established for all applicants to the School of Education teacher
education programs. This school-wide assessment system is structured around several data
gathering components. All candidates are assessed at several benchmark points 1) admission to
teacher education with minimum grades in specific course, minimum completion hours,
minimum grade point average, and passing scores on the Praxis I exam, 2) retention in teacher
education based on minimum grade point average, 3) eligibility to student teach, 4) eligibility to
graduate and/or complete requirements for licensure (including passing scores on the Praxis II
exam), 5) completion of a successful student teaching experience, and 6) the completion of a
passing exit portfolio discussed above.
Teacher Education Courses
Below is a list of teacher education courses required of all Chemistry Teacher Education
candidates. Required content specific pedagogy courses are located in Document # 2. See the
following link for campus course descriptions.
http://bulletin.ipfw.edu/content.php?catoid=1&navoid=5
EDUA F300
EDUC H340
EDUC K201
EDUC K206
EDUC M101
EDUC M201
EDUC M449
EDUC M470
EDUC M480
EDUC M501
EDUC P250
EDUC P253
EDUC Q400
EDUC W200
EDUC X401
Demonstrate the knowledge, skills, and dispositions of a beginning teacher as outlined by the
INTASC Standards.
Program Field Experiences Chart
Course #/Title or
Program
Requirement
M101 (with W200)
Purpose of Field
Experience
M201 (with P250)
Supervised field
experience during
which candidates
apply knowledge
gained in the college
classroom.
30
M201 (with P253)
Supervised field
experience during
which candidates
apply knowledge
gained in the college
classroom.
30
M401 (with M449)
Supervised field
experience during
which candidates
apply knowledge
gained in the college
classroom.
30
Facilitate the use of
technology hardware
and software with
children.
Number of Required
Hours in P-12
Classroom
3
Candidate Required
Tasks
Plan, implement, and
reflect on using
technology (internet
activities and software)
with children.
Use observational data
to experience and
address the candidates’
understanding of the
physical, social, and
intellectual
environments of
secondary classrooms.
Demonstrate evidence
of applying INTASC
standards as well as all
information gained in
coursework.
Use observational data
to experience and
address the candidates’
understanding of the
physical, social, and
intellectual
environments of
secondary classrooms.
Demonstrate evidence
of applying INTASC
standards as well as all
information gained in
coursework.
Plan and implement
content experiences;
perform formal and
informal assessments;
other tasks as assigned
by Cooperating Teacher.
Demonstrate evidence
of applying INTASC
M470 (ms practicum)
Demonstrate the
knowledge, skills,
and dispositions of a
beginning teacher as
outlined by the
INTASC Standards.
6 weeks FT
M480 (student teach)
Demonstrate the
knowledge, skills,
and dispositions of a
beginning teacher as
outlined by the
INTASC Standards.
10 weeks FT
standards as well as all
information gained in
coursework.
Candidates engage fully
in the planning,
implementing, assessing
(e.g., student learning),
and evaluating of the
effectiveness of their
teaching. Demonstrate
evidence of applying
INTASC standards as
well as all information
gained in coursework.
Candidates engage fully
in the planning,
implementing, assessing
(e.g., student learning),
and evaluating of the
effectiveness of their
teaching. Demonstrate
evidence of applying
INTASC standards as
well as all information
gained in coursework.