KENNESAW STATE UNIVERSITY
E-Z FORM: SIMPLE COURSE CHANGE
Cover Sheet 10-15-02 (draft)
Course Number/Program Name BED 4417 Biology Education
Department Biology and Physics
Degree Title (if applicable) BS Biology Education
Proposed Effective Date Fall, 2011
Minor Changes:
1.
Minor changes are defined as a change to one of the following
a. _____ change to the title of a course
b. __X__ simple editing changes to a course description
c. _____ course deletion
d. _____ course numbering change
e. _____ degree program name change
f. _____ credit hour change
2.
Multiple changes to any combination of title, numbering, or description DO NOT
constitute a Minor Change, and must go through the full course revision proposal
approval process.
3.
Changes that appear to be more than simple editing changes must go through the full
course proposal approval process (committee chair discretion).
4.
Proposals that meet the criteria as being minor changes, are exempt from the twoweek submission prior to the first reading rule
Submitted by:
Faculty Member
Approved
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
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Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE MINOR CHANGE FORM
I.
Current Information
Page Number in Current Catalog See attached
Course Prefix and Number BED 4417
Course Title Teaching of Biology (6-12) Practicum
Class Hours___0___Laboratory Hours__9____Credit Hours__3_____
Prerequisites ARED 4410 and admission to Teacher Education
Description: (Grades –Regular)
II.
Proposed Information (Fill in the changed item)
Course Prefix and Number ________________________________
Course Title ___________________________________________
Class Hours______Laboratory Hours______Credit Hours_______
Prerequisites
Description: Grades S/U
III.
Justification
This change is requested to increase evaluation consistency with other educational field
experiences that currently use the S/U grading. As noted in the KSU Field Experience
Handbook “student teachers earn a grade of satisfactory S or unsatisfactory U. The grade
is officially submitted by the university supervisor. Determination of the grade is the
result of considerable interaction by the university supervisor and collaborating teacher,
and is determined by the university supervisor. The grade of S is not included in the
calculation of the GPA.”
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VII. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course changes have been approved by the Office of the President.
DISCIPLINE
Biology Education
COURSE NUMBER
BED 4417
COURSE TITLE FOR LABEL
Teaching of Biology (6-12) Practicum
CLASS-LAB-CREDIT HOURS
0-9-3
Approval, Effective Term
Fall, 2011
Grades Allowed (Regular or S/U)
S/U
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
admission to BED 4416
APPROVED:
__________________________________________________
Vice President for Academic Affairs or Designee __
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COURSE SYLLABUS (Attach here)
I.
COURSE NUMBER/SECTION:
COURSE TITLE:
COLLEGE OR SCHOOL:
SEMESTER/TERM AND YEAR:
II. COORDINATOR
BED 4417
Teaching Biology (6-12) Practicum
Science and Mathematics
Fall 2011
Michael Dias
TELEPHONE
FAX
E-MAIL
OFFICE
678-797-2217
770-423-6625
mdias@kennesaw.edu
SC 308B
Supervisors:
CRN 85575
CRN 85576
BED 4417/01
BED 4417/02
Dias
mdias@kennesaw.edu
Orman horman@kennesaw.edu
III.
CLASS MEETINGS: In assigned middle school, specific dates TBA
IV.
RELEVANT RESOURCES:
Benchmarks for Science Literacy, (AAAS, 1993) available on-line:
http://www.project2061.org/tools/benchol/bolintro.htm
Georgia Performance Standards: Science, available on-line:
http://www.georgiastandards.org/science.aspx
Inquiry and the National Science Education Standards, (NRC, 2000) available on-line:
http://books.nap.edu/html/inquiry_addendum/
National Science Education Standards, (NRC, 1996) available on-line:
http://www.nap.edu/readingroom/books/nses/html/
NSTA membership and resources, available on-line www.nsta.org
TU
UT
TU
UT
TU
UT
TU
UT
TU
V.
UT
CATALOG COURSE DESCRIPTION:
3 credit-hours. Prerequisite: Admission to BED 4416.
Middle school field experience in teaching science with concurrent seminars. Proof of professional liability
insurance is required prior to school placements.
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VI.
RATIONALE:
The faculty of the Professional Teacher Education Unit (PTEU) of Kennesaw State University (KSU)
endorse the standards for the preparation of teachers of science proposed by the National Science Teachers
Association (NSTA), and the review standards for the National Council for Accreditation of Teacher
Education (NCATE). Thus, the middle school-based experiences of this science education course are
designed to reflect institutional and national goals for discipline-specific science teacher education in the
domains of subject matter expertise, facilitation of learning, and professional collaboration.
Conceptual Framework Summary: Collaborative Development of Expertise in Teaching,
Learning, and Leadership.
The KSU teacher education faculty is committed to preparing teachers who demonstrate expertise in
facilitating learning in all students. Toward that end, the KSU teacher education community strongly
upholds the concept of collaborative preparation requiring guidance from professionals inside and outside
the university. In tandem with this belief is the understanding that teacher expertise develops along a
continuum which includes the stages of preservice, induction, in-service, and renewal; further, as
candidates develop a strong research-based knowledge of content and pedagogy, they develop their
professional expertise in recognizing, facilitating, assessing, and evaluating student learning.
Knowledge Base:
Teacher development is generally recognized as a continuum that includes four phases: preservice,
induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the
concept of expertise is central to analyzing the teaching-learning process, the teacher education faculty at
KSU believes that the concept of expertise is central to preparing effective classroom teachers and teacher
leaders. Researchers describe how during the continuum phases teachers progress from being Novices
learning to survive in classrooms toward becoming Experts who have achieved elegance in their teaching.
We, like Sternberg (1998), believe that expertise is not an end-state but a process of continued
development.
BED 4417 Teaching of Biology (6-12) Practicum provides school-based opportunities for candidates to
explore the nature of adolescent learners, effective teaching practices, and the complexities of creating an
environment that promotes achievement in science for all adolescent learners. Through reflective cycles
that intermingle school-based experiences with instructional seminars within the class cohort, participants
develop a starting competence for designing science instruction that is grounded in the research base of the
profession and guided by the NSTA standards for Science Teacher Preparation.The KSU CPI proficiencies
established by the PTEU serve as assessment criteria for candidate performance, and are correlated with the
NSTA/NCATE standards for Science Teacher Preparation. These proficiencies and standards are the basis
for instructional experiences and requirements of students in BED 6417.
Use of Technology: Student teachers will avail themselves of the instructional
technologies available to them in their host schools. The use technology tools for
teaching science is supported by a variety of resources available at the field experience
site. Familiarizing the pre-service teacher with a variety of technological tools is an
integral part of the course.
VII.
LEARNING OUTCOMES:
The teaching candidate will:
1.1 demonstrate broad, in-depth, and current knowledge of science
content.
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Assessed via

Supervisor Observations

CT CPI Rating &
Comments
NSTA 1b) Convey principles unifying various science
disciplines.
NSTA 2c) Engage students successfully in studies of Nature of
Science including the critical analysis of false or doubtful
assertions made in the name of science.


Reflective Writing
Nature of Science Lesson
Plan(s)
1.3 connects science content to other disciplines and apply it to
common life experiences.


Supervisor Observations
CT CPI Rating &
Comments



Reflective Writing
Observation Report
Community-related Lesson
Plan(s)


Reflective Writing
Impact on Student Learning
Analysis
Critical Incident Reflection
Supervisor Observations
NSTA 1a) Convey major concepts and interrelationships of
science.
1.2 represents content accurately.
NSTA 1e) Use mathematics to process and report data and solve
problems in science.
1.4 use pedagogical content knowledge effectively.
NSTA 1c) Convey personal and technological applications of a
science discipline.
NSTA 7b) Involve students successfully in activities that relate
science to resources and stakeholders in the community or to the
resolution of issues important to the community.
2.1 demonstrate knowledge of how learners develop, learn and
think.
NSTA 5e) Understand and build effectively upon the prior
beliefs, knowledge, experiences and interests of students.
2.2 motivate students to learn.
NSTA 3b) Engage students successfully in developmentally
appropriate inquiries that require them to develop concepts and
relationships from their observations, data, and inferences in a
scientific manner.
2.3 create and implement instruction that embodies multiple
cultures and gives all students fair access to high quality
education in a rich, diverse curriculum.




Reflective Writing
Impact on Student Learning
Analysis


Supervisor Observations
Safety procedures
documented in all Lesson
Plans
CT CPI Rating &
Comments
NSTA 6b) Plan and implement internally consistent units of
study that address the diverse goals of the National Science
Education Standards and the needs and abilities of students.
2.4 creates effective, well-managed and active learning
environments.
NSTA 5c) Engage students in collaborative learning using
different student group learning strategies.
NSTA 9b) Know and practice safe and proper techniques for the
preparation, storage, dispensing, supervision, and disposal of all
materials used in science instruction.
NSTA 9c) Know and follow emergency procedures, maintain
safety equipment, and ensure safety procedures appropriate for
the activities and abilities of students.
NSTA 9d) Treat all living organisms used in the classroom or
found in the field in a safe, humane, and ethical manner and
respect legal restrictions on their collection, keeping and use.
2.5 create a contextually-appropriate supportive environment
where all students have an equitable opportunity for high
achievement.



Supervisor Observations
CT CPI Rating &
Comments

Supervisor Observations
NSTA 5f) Create and maintain a psychologically and socially
safe and supportive learning environment.
2.7 implement effective instruction that positively impacts the
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learning of all students.

NSTA 5b) Successfully promote the learning of science by
students with different abilities, needs, interests and
backgrounds.

2.8 use a variety of methods, materials, and technologies
NSTA 5a) Vary teaching actions, strategies and methods to
promote development of multiple student skills and levels of
understanding.
NSTA 5d) Successfully use technological tools, including but
not limited to computer technology, to access resources, collect
and process data, and facilitate the learning of science.




2.9 utilize a variety of strategies to assess student learning.

NSTA 8a) Use multiple assessment tools and strategies to
achieve important goals for instruction that are aligned with
methods of instruction and the needs of students.

2.10 use results of assessment to improve the quality of instruction.
3.1 communicates effectively orally and in writing
NSTA 10d) Interact effectively with colleagues, parents, and
students and foster positive relationships with the community.
3.3 build collaborative and respectful relationships with
colleagues, supervisors, students, parents and community
members.






CT CPI Rating &
Comments
Impact on Student Learning
Analysis
Critical Incident Reflection
Supervisor Observations
CT CPI Rating &
Comments
Reflective Writing
CT CPI Rating &
Comments
Impact on Student Learning
Analysis
Critical Incident Reflection
Impact on Student Learning
Analysis
Supervisor Observations
CT CPI Rating &
Comments
CT CPI Rating &
Comments
Supervisor Observations
NSTA 10a) Engage in professional learning beyond minimum
job requirements.
NSTA 10c) Use information from students, supervisors,
colleagues and others to improve teaching and professional
growth.

3.4 display professional and ethical behavior

VII.
CT CPI Rating &
Comments
Supervisor Observations
COURSE ACTIVITIES/ASSIGNMENTS AND GRADING:
Each student in the course is expected to meet the following requirements:
1. Professionalism
Directions: You are expected to display thoughtful, productive, and professional
demeanor in university and school-based exercises. You are expected to display
professional and ethical behavior in school settings, and to apply your content knowledge
to effective instruction of adolescents.
2. On-line Bulletin Board Posting(Prompted Journaling)
Directions: Each Monday, you are expected to post a reflection on the previous week’s
activities on GeorgiaView Vista. These journal entries should include responses to
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posted questions as well as your thoughts about course experiences. You are also
expected to respond each week to one or more entries made by your peers. This is
intended to foster an on-line dialogue about learning to teach.
3. Critical Incident Reflection - Video Critique of Teaching
Directions: During the time in which you are teaching in the middle, you will videotape one
or more lessons and analyze your teaching practice relative to critical incidents that you
identify, and perhaps other aspects to which your instructor directs your attention. –Due Oct.
4.
4. Impact on Student Learning Analysis (ISLA)
Directions: Select a lesson sequence or small unit of instruction that you planned and
implemented during your teaching experience. Analyze the impact of your teaching on
your students’ learning and write a narrative in which you analyze student performance at
the levels of whole class, two sub-groups and two individual students. –Due Nov. 15.
Your final course grade in BED 4417 practicum is either “S” for satisfactory fulfillment of course
objectives and full credit earned or “U” for unsatisfactory performance and no credit earned.
Students will be expected to teach a variety of lessons during this time. To be successful in the field
experience, the student should show indicators of the effective application of instructional strategies
and classroom management. The field experience will be assessed using appropriate instruments
completed by the student, collaborating mentor teacher, and TOSS professor. There is a formal field
experience rubric that will be applied to the observations that your supervising professor and mentor
teacher will conduct. The student must complete the field experience successfully in order to
receive a passing grade. A student may be removed from his or her field experience placement
at any time under recommendation of the mentor teacher, principal, or university supervisor.
TOSS students represent KSU and will be held to the highest expectations of professionalism at all
times. An unsatisfactory field experience will result in the student’s receiving a grade of “F” for
this course . (Note that dates for the Field Experience are dependent on the local school.)
U
U
U
U
VIII.
Professionalism:
It is expected that candidate teachers will conduct themselves with the professionalism that is required
of practicing teachers. Such professionalism includes effective and respectful collaboration and
communication with colleagues, prompt attendance of all meetings and classes, moral behavior and
actions, appropriate communication and sharing of materials and plans with the mentor teacher and
university supervisor, appropriate professional dress (even on “casual days”), etc. If, at any time, a
student’s actions or attitudes are judged to be less than professional by a supervisor, mentor
teacher, or school principal, appropriate remedial action will be taken. Such action may include
the development of a plan for the student to complete by the end of the semester or the removal
of the student from the experience. A student must have a satisfactory rating on professionalism
to receive a passing grade.
U
Attendance Policy:
Students will be expected to attend all class meetings and participate in group activities. The
students in-class attendance will reflect in the class assignments and participation section of the
course evaluation. Professional conduct requires that the student show respect for others. This
includes coming to class on time, staying for the entire class period, and cooperating with
colleagues in and outside of class. In the event of an absence on a day you are to report to the
school (field placement), candidates must inform their supervisor and collaborating teacher
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before the start of the school day for the day missed. Any absences beyond agreed upon
extenuating circumstances will be reflected as a deduction in the professionalism component and/or
other components of your course grade.
Though the precise schedule for your work in the schools varies with academic year and
school district, candidates typically conduct practicum experiences in the school during the
morning,
-- four hours per day, two days a week during weeks 2-9, then
--four hours per day, five days a week during weeks 10-13, not meeting on campus weeks 1013,
--then resuming final class sessions on campus for completion of BED 4416.
Policies on late work, student record keeping, and class participation: Written work is due at
the beginning of class on the day assigned. If you cannot attend class, arrange to deliver
assignments on the due date. Late papers, reports, etc. will have 10 points deducted for each class
period late. Keep your own copy of all major assignments that you hand in. Bring your copy of
each reading to class on the day discussion is set for that text. Papers submitted must be typed.
Field Observations:
During the TOSS course, you will have several opportunities to complete school-based exercises
intentionally planned to provide a realistic and problem-based initial development. In addition to these,
you should take the initiative during your field experience to participate in school events that broaden
your understanding of the community and culture of schools. You should view the new relationships
that you negotiate in the schools as opportunities to glean the wisdom of practice and gather resources
to equip you in your teaching practice.
IX.
ACADEMIC INTEGRITY:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct,
as published in the Undergraduate and Graduate Catalogs. Incidents of alleged academic
misconduct will be handled through the established procedures of the University Judiciary
Program, which includes either an “informal ”resolution by a faculty member, resulting in a
grade adjustment, or a formal hearing procedure, which may subject a student to the Code of
Conduct ’s minimum one semester suspension requirement.
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