Adelphi University
College of Education and Health Sciences
STEAM Teaching 0813-790
Spring 2023
Syllabus
Meeting Time: Asynchronous
Instructor: Dr. Tracy Hogan
Email: hogan@adelphi.edu
Office Hours: Tuesday: 4-5 pm, Wednesday: 3-5 pm, Friday: 10-11 am
Course Overview
This course promotes engagement by educators through reflection experiences, identifying STEAM resources within
their school environments, and building a deeper rationale for STEAM teaching. Candidates will develop a STEAM
teaching portfolio that will include a research-based rationale for STEAM teaching, creative works including
process and product from Adelphi coursework, fieldwork experiences, individual interests, and classroom teaching
opportunities.
Course Objectives
The student will be able to develop a digital portfolio that includes:
1) A written, research-based rationale for teaching STEM through a STEAM approach and Maker opportunities
in the K12 learning environment.
2) Highlight one’s own work in STEAM encountered throughout the Adelphi STEAM graduate coursework
and beyond.
3) Interviews with multiple colleagues at one’s school and/or community-based organization that can support
deeper STEAM experiences for students.
4) Reflect and assess specific teaching situations using a STEAM approach within one’s own K12 STEM
classroom.
5) Develop, modify, and document STEAM experiences for student engagement and learning.
Relationship to the Conceptual Framework
The School of Education at Adelphi University has articulated core values within a conceptual framework used in
the design of programs and curriculum in education. They include, in part:
Scholarship
Reflective Practice
Inclusive Community
The assignments and assessments designed for this course focus on these core values. As such, the goals of this
course seek to improve the ability of students to 1) represent their knowledge in scholarly ways; 2) reflect on their
practice, knowledge, and skills; and 3) and be open to constructive criticism, welcome divergent views on issues in
education, and work well with others in the preparation and instruction of curriculum.
Grading Policy:
This is a Pass/Fail course. To pass this course, the digital portfolio must be completed and published including
required elements (see assignments) prior to the end of the semester. All portfolio URLs will be shared on the
Moodle platform to continue building our own STEAM community of educators. Due dates must be followed to
earn a passing grade. The purpose of due dates is for opportunities for instructor and colleague feedback to support
the iterative design process of the digital portfolio.
Extended Instruction
New York State requires 12.5 hours of instructional time for each credit hour. In this 3-credit course, the required
37.5 hours consists of 27.5 hours of in-class instruction and 10.0 hours of extended instruction. Extended instruction
refers to "outside of the classroom" learning, the delivery and content of which will be determined by the instructor.
In this course, extended instruction will consist of the following:
Recommended Readings for Developing a Rationale for STEAM Teaching (many found on Moodle in the
Readings Resource Category).
Auger, W. F., & Rich, S. J. (2007). Curriculum theory and methods: Perspectives on learning and teaching. Ontario,
Canada: John Wiley & Sons.
Bequette, J. W., & Bequette, M. B. (2012). A place for art and design education in the STEM conversation. Art
Education, 65(2), 40-47
Berk, S. (2016). Designing for the future of education requires design education. Art Education, 69(6), 16-20.
Brock, P., Dunifon, S., & Nagel, L. (2016). Start with a Story: Five Schools and a Zoo Use the One Book,
One
Community Model to Bridge STEM into STEAM. Science And Children, 53(6), 48-53.
Carr, J., Fauske, J., & Rushton, S. (2008). Teaching and leading from the inside out. Thousand Oaks, CA. Corwin
Press. Clapp, E. P., & Jimenez, R. L. (2016). Implementing STEAM in maker-centered learning. Psychology
Of Aesthetics,
Creativity & The Arts, 10(4), 481-491. doi:10.1037/aca0000066
Edutopia: Resources for New Teachers. https://www.edutopia.org/article/new-teacher-resources-toolkit
Ghanbari, S. (2015). Learning across disciplines: A collective case study of two university programs that integrate
the Arts with STEM. International Journal of Education & The Arts, 16(7).
Glass, D. & Wilson, C. (2016). The art and science of looking: Collaboratively learning our way to improved
STEAM education [PDF]. Art Education, 69(6), 8-14. https://doi.org/10.1080/00043125.2016.1224822
Grinnell, S., & Angal, S. (2016). Luminous lighting: In this STEAM activity, students create wire sculptures that
light up.
Science And Children, 53(6), 54-59.
Guyotte, K.W., Sochaka, N.W., Constantino, T.E., Walther, J., & Kellam, N. N. (2014). Steam as social practice:
Cultivating creativity in transdisciplinary spaces. Art Education, 67 (6), 12-19.
Guyotte, K.W., Sochacka, N.W., Constantino, T.E., Kellam, N. N., & Walther, J. (2015). Collaborative creativity in
STEAM: Narratives of art education students’ experiences in transdisciplinary spaces. International Journal
of Education & The Arts, 16 (15).
Kurson, R. (2016). Learning about plants with STEAM: In a yearlong unit on plants, students use art to make
models of their subjects. Science And Children, 53(9), 58-63.
Liao, C. (2016). From interdisciplinary to transdisciplinary: An arts-integrated approach to STEAM education
[PDF]. Art Education, 69(6), 44-49. https://doi.org/10.1080/00043125.2016.1224873.
Marshall, J. (2016). A systems view: The role of art in education. Art Education, 69(3), 12- 19.
McClanahan, K. (2016, April 1). The four minutes that changed STEM to STEAM [Blog post]. Retrieved from
Americans for the Arts website: http://blog.americansforthearts.org/2016/04/01/the-four-minutes-thatchangedMoreno, N., Tharp, B., Vogt, G., Newell, A., & Burnett, C. (2016). Preparing students for middle school through
after- school STEM activities. Journal of Science Education & Technology, 25(6), 889-897.
Noddings, N., & Brooks, L. (2017). Teaching controversial issues: The case for critical thinking and moral
commitment in the classroom. New York: Teachers College Press.
Quigley, C. F., & Herro, D. (2016). "Finding the joy in the unknown": Implementation of STEAM teaching
practices in middle school science and math classrooms. Journal of Science Education and Technology,
25(3), 410-426.
Ruppert, S. S. (2006). Critical evidence: How the arts benefit student achievement.
National Assembly of State Arts Agencies, 1-20. Retrieved from http://www.nasaa-arts.org/Publications/criticalevidence.pdf
Schon, D.A. (1990). Educating the reflective practitioner. California: Jossey-Bass.
Sharapan, H. (2012). From STEM to STEAM: How early childhood educators can apply Fred Rogers' approach.
Young Children, 67(1), 36-40.
Shorter, A., & Segers, M. (2016). Ornithologists by design: Kindergarteners design, construct, and evaluate bird
feeders. Science and Children, 53(6), 41-47.
The congressional STEAM caucus (Ed.). (2013, February 7). The congressional STEAM caucus. Retrieved June 6,
2017, from Americans for the arts action fund website: http://www.artsactionfund.org/news/entry/thecongressional- steam-caucus.
Tillman, D. A., An, S. A., & Boren, R. L. (2015). Assessment of creativity in arts and STEM integrated pedagogy
by pre- service elementary teachers. Journal of Technology and Teacher Education, 23(3), 301-327.
Vilorio, D. (2014). STEM 101: Intro to tomorrow's jobs. Occupational Outlook Quarterly, (Spring), 3-12.
Watson, A. D. (2016). Revving up the STEAM engine. Art Education, 69(4), 8-9. Wolpert-Gawron, H. (2015,
January 26). What the heck is project-based learning?
Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision
and Curriculum Development.
Yakman, G. (2008). STEAM education: An overview of creating a model of integrative education (Doctoral thesis,
Virgina Polytechnic and State University, Pulaski, VA).
Yakman, G. (2012). Exploring the exemplary STEAM education in the U.S. as a practical education framework for
Korea. Korea Association Science Education, 32(6), 1072-1086.
Zeichner, K. (1981). Reflective teaching and field-based experiences in teacher education. Interchange (12), 1-22.
Student Access Office and Disability Accommodation
If you have a disability that may significantly impact your ability to carry out assigned coursework, please contact
the Student Access Office (SAO) at 516-877-3806 or send an email to sao@adelphi.edu. The staff will review your
concerns and determine, with you, appropriate and necessary accommodations. Please allow for a reasonable time
frame for requesting ASL Interpreters or Transcription Services. Because of the additional challenges of instruction
during the pandemic, it is especially helpful for the instructor to be aware of students’ need for accommodations.
Reasonable accommodations are available in online classes for students with a documented disability. Please note
that due to the nature of online courses, some accommodations approved for on-campus classes may not apply. If
you have a disability that may significantly impact your ability to carry out assigned coursework, please contact the
Student Access Office (SAO) at 516-877-3806 or send an email to sao@adelphi.edu. We will review your request
and determine with you appropriate and necessary accommodations. Please allow for a reasonable time frame for
requesting ASL Interpreters or Transcription Services.
Student Counseling Center (SCC)
The Student Counseling Center (SCC) provides confidential and professional virtual mental health counseling
services, resources, and referrals to support the academic and personal success, health, and well-being of Adelphi
students without additional charge. Especially with the additional stress resulting from the Covid-19 pandemic,
students are encouraged to seek support from the SCC when needed. Counselors are available to help students cope
with a variety of stressors and personal issues that may interfere with their academic and personal experiences. The
Center also supports students who may be feeling suicidal or in crisis. To schedule an appointment, please call (516)
877-3646, email scc@adelphi.edu. If you need immediate assistance, walk-in services are available during the fall
and spring semesters Monday-Friday 9am-5:00pm. Additional information can also be found by visiting
https://scc.adelphi.edu.
Need support when the SCC is not available? For 24/7 emergency counseling, referral, or assistance, please contact:
Long Island Crisis Center (516) 679-1111
National Suicide Prevention Lifeline (800) 273-TALK (8255)
Crisis Text Line: Text PAWS to 741741
Adelphi Office of Public Safety:
Off campus: (516) 877-3511
On campus: Extension 5 on any campus phone
911 (for immediate health-related emergency)
The Learning and Writing Centers
https://www.adelphi.edu/learning-writing-centers/
learningcenter@adelphi.edu
(516) 877-3200
Nexus 129
The Learning and Writing Centers comprise a single department and student support service, with missions rooted in
helping students achieve academic success. Services, delivered via fellow peers working as student tutors, are
centered around providing academic support and engagement outside of class and are free to all Adelphi students.
Learning Center tutors mainly focus on specific academic areas — like Biology, Nursing, Accounting, or Computer
Science — while Writing Center tutors focus on writing, across all academic disciplines and across the entire
writing process–from thesis construction, research, and organization to grammar, language, and citation.
The Adelphi Honor Code
The University is an academic community devoted to the pursuit of knowledge. Fundamental to this pursuit is
academic integrity. In joining the Adelphi community, I accept the University’s Statement of Academic Integrity
and pledge to uphold the principles of honesty and civility embodied in it. I will conduct myself in accordance with
ideals of truth and honesty and I will forthrightly oppose actions which would violate these ideals.
Code of Academic Honesty
The Code of Academic Honesty prohibits behavior that can broadly be described as lying, cheating, or stealing.
Violations of the Code of Academic Honesty will include, but not be limited to, the following:
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Fabricating data or citations
Collaborating in areas not approved by the professor
Unauthorized multiple submission of one’s own work
Sabotage of others’ work, including library vandalism or manipulation
Plagiarism
The creation of unfair advantage
The facilitation of dishonesty
Tampering with or falsifying records
Cheating
Other forms of academic dishonesty
Copying and pasting from any source into your assignments or exams without quotation marks, citations and
references, constitutes plagiarism. Students are expected to produce and submit original work and to cite all sources
appropriately. Unauthorized collaboration on any work, or the presentation of someone else’s work as your own, is
plagiarism. Content generated by an Artificial Intelligence third-party service or site (AI-generated content, e.g.,
ChatGPT) without attribution or authorization is also a form of plagiarism. Unless explicitly stated, artificial
intelligence-based technologies, such as ChatGPT or word mixing software, cannot be used to generate responses
(partial or otherwise) for student assignments or exams.
If you are unsure about what plagiarism or another form of academic dishonesty are, please reach out to me to
discuss it as soon as possible. An allegation of an academic integrity violation of this section may be referred for
further review and could result in disciplinary action. https://www.adelphi.edu/conduct/academic-dishonesty/
Turnitin
Adelphi University has a license agreement with Turnitin.com, a service that helps prevent plagiarism from internet
resources. All written assignments in this course will be submitted through and reviewed by Turnitin.com. Please
see Adelphi’s tips for students on preventing plagiarism and Student instructions for Turnitin.com for more
information.
Religious observance policy
Adelphi University welcomes diversity in its community, and respects various religious observances. Students who
anticipate being absent, due to their religious observance, are required by Adelphi University to notify their
professors at the start of the semester. This will allow the faculty to take these observances into consideration
considering their course exam and assignment schedules. Students absent from class, clinical experiences, practice,
labs, etc. on those days, after prior notice to the professor, will not be penalized for any exam or assignment deadline
missed because of those absences. Students must contact the instructor to work out suitable arrangements for makeups or other satisfaction of academic requirements.
Portfolio Requirements: (This is a continuation of the work you started in Maker 1 class, summer 2022).
1) An “about you” section as the author of the portfolio. DUE: March 1, 2023
2) A concise, research-based/research-supported rationale for using a STEAM approach in designing and
implementing STEM curriculum in your classroom. In other words, if someone asked why are your students
“making” in your classroom, how would you respond? Minimum of 2500 words + 15 references. DUE:
April 20, 2023
3) Multiple sections that identify projects you have worked on in our classes or on your own that includes
both process and product. Provide background on the project and a reflection piece that offers a viewer an
understanding of the challenges, opportunities, and next steps for you as a STEAM educator and/or Maker.
DUE: May 4, 2023
4) Highlights from 2 interviews conducted by you with school colleagues and/or individuals from a
community-based organization that works with your school (i.e., after-school programming, residencies,
etc.) to better understand possible connections to build a deeper trans-disciplinary STEAM relationship for
your students. DUE: May 4, 2023
5) Portfolio Link for viewing with all four elements above completed. We will continue to add to this portfolio
next year and we hope that you continue your own learning outside of the program and document. DUE:
May 15, 2023
As you move through this creative process, consider the following:
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What do you want the portfolio to tell the viewer about you, as the teacher and learner?
Is there a clear narrative that pulls the separate sections, pages, posts and/or media together into coherence?
What story does the portfolio tell? How will you build the portfolio to tell a story versus a collection of
artifacts?
As an outside viewer, is one able to see an evolution of thinking and learning by the author of the portfolio?
How will you balance process versus product?
Does the portfolio take advantage of the affordances of digital tools and platforms? Is there a variety of
multimedia formats included, and what does each uniquely show??
Instructor Support: While this course is asynchronous, Dr. Hogan will be having Six Zoom sessions for students
interested in help/support/feedback. The Zoom will take place on the following dates from 6:50-8:50 pm:
https://adelphiuniversity.zoom.us/j/91466381433
2.9.23
2.16.23
3.9.23
3.23.23
4.6.23
4.20.23