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DRAFT 8-31-11 WSU Regulation 3-4

WINONA STATE UNIVERSITY

POLICY FOR CHANGING THE CURRICULUM

The purpose of this policy is to describe the process to be used to accomplish curricular changes, while recognizing the responsibility and right of the faculty to propose such changes. Curricular changes include proposals for the growth, reduction, or discontinuation (banking) of a major, minor, option or concentration, new courses, or changes in existing courses. The policy applies to:

1. Changes to existing courses requiring notification of, but not action by, the Academic Affairs and Curriculum Committee (A2C2) and/or Graduate Council,

2. All new or revised courses requiring A2C2 and/or Graduate Council approval,

3. A. All courses submitted for inclusion in the Winona State University General Education Program (GEP) requiring General Education Program Subcommittee (GEPS) and A2C2 approval (See also the General Education Program and Policies document and the GEP Course Approval Form).

B. All courses submitted for inclusion in the University Studies Program requiring GEPS and A2C2 approval (See also the University Studies Program and Policies document and the University Studies Course Approval Form). The University Studies program will cease to exist after the academic year 2017-2018 (Spring 2018).

4. New and revised programs (majors, minors, options, certificates, and concentrations, including credit hour increases or decreases) requiring A2C2 and/or Graduate Council approval,

5. Discontinuation (banking) of a Program (major, minor, option, or concentration) or Course. (See WSU Regulation 3-19.)

Process for Accomplishing Curricular Change

A. Responsibilities of the Department

Curriculum proposals and notifications originate with a department or with one or more faculty members. To ensure that proposals are drafted in keeping with this Regulation 3-4, the appropriate department’s A2C2 representative will complete and sign the Checklist for Curricular Change Proposals. The submitting department(s) will evaluate each proposal and recommend approval or disapproval. The proposal or notification is then sent to the college dean for consideration and recommendation. A copy of proposal is also forwarded to A2C2. All curriculum proposals must be submitted on the approved WSU curriculum proposal forms or notification form. Copies are attached.

B. Responsibilities of the Dean of the College

After approval by the department, all proposals are sent to the college dean for consideration of resources and inter- and intra-program/college implications. The dean shall return the proposal with a recommendation within two weeks to the department chair.

C. Responsibilities of the Department Chair

The chair will forward the original forms and eleven (11) copies plus an electronic copy for posting for curricular changes and one (1) copy of notifications that involve undergraduate credit to A2C2 and ten (10) copies for those that involve graduate credit to the Graduate Council, following the procedures as outlined on the appropriate forms. For proposals involving both undergraduate and graduate credit twenty-one (21) copies are submitted. The electronic copy of University Studies proposals will be sent to the IFO secretary for posting.

A representative of the originating department must attend the meeting at which the proposal will be considered. Other interested parties are also invited to attend.

D. Responsibilities of the Academic Affairs and Curriculum Committee (A2C2)

A2C2 considers new proposals and revisions according to the following procedure and steps:

1. Upon receiving the electronic copies, including the signature page, from the department, the A2C2 chair puts the proposal on the agenda of the A2C2 Course and Program Proposal Subcommittee or the GEPS meeting. Notifications will be put on the agenda of the next A2C2 meeting and will be read by the chair.

2. One week before the Course and Program Proposal Subcommittee meeting the A2C2 chair distributes copies of the proposal to A2C2 and Course and Program Proposal Subcommittee members and notifies the following of the time and place of the A2C2 Course and Program Proposal Subcommittee meeting at which the proposal will be considered:

a. each department’s A2C2 representative,b. Course and Program Proposal Subcommittee members,c. concerned department chairs,d. the IFO Faculty Association President,e. the President of MSUAASF,f. the President of Student Senate,g. the Graduate Council, if appropriate,h. the College Deans, andi. the Vice President for Academic Affairs.

One week before the General Education Program Subcommittee meeting, the General Education Program director distributes electronic copies of the proposal to the GEPS members, notifies the campus community of the time and place of the GEPS meeting, and identifies proposals being considered.

3. The department initiating the curriculum proposal must send a representative who is knowledgeable of the proposal to this meeting. If no representative from the originating department is present, the proposal will be tabled.

4. All university units, faculty, students, MnSCU, are invited to send representatives to the A2C2 Course and Program Proposal Subcommittee meetings.

5. Any department or other University unit that objects to the curriculum proposal must present a written statement of their position (with copies for each subcommittee member) at the A2C2 Course and Program Proposal Subcommittee meeting and may send a representative to the meeting to explain the objection. If conflicts between university units are not resolved to the subcommittee’s satisfaction, the proposal will be postponed until resolved.

6. Curriculum proposals will be evaluated using the criteria as listed in this regulation and on the proposal forms, and a recommendation for approval or disapproval will be made.

7. If the proposal contains both a new program and new courses, the program and courses will be submitted simultaneously. Upon receiving a recommendation from the subcommittee, A2C2 will formally act first on the new program and then on the new courses.

8. The A2C2 Course and Program Proposal Subcommittee will bring the proposal and the recommendation to the next A2C2 meeting.

9. A2C2 will vote approval or disapproval of the proposal.

10. The A2C2 chair will forward the proposal together with the A2C2 recommendation to the IFO Faculty Senate.

Note: A2C2 does not act on proposals involving courses or programs for graduate credit only or on proposals to designate a lower-level course as being eligible for graduate credit.

E. Responsibilities of the Graduate Council

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All proposals involving notification and new or revised courses or programs for graduate credit only and all proposals that designate a lower-level course as eligible for graduate credit are acted on by the Graduate Council. A2C2 does not make recommendations or receive copies of these proposals.

A proposal for a curriculum change which includes any double-numbered course which qualifies for both undergraduate and graduate credit must be submitted both to A2C2 and to the Graduate Council for their evaluation and recommendation.

F. Responsibilities of the WSU Faculty Association Senate

After receiving the proposal and recommendation from A2C2 and/or Graduate Council, the WSU Faculty Association Senate will approve or disapprove the proposal. The proposal, together with the A2C2 and/or Graduate Council recommendation and the Faculty Senate recommendation will then be forwarded to the Vice President of Academic Affairs.

G. Responsibilities of the Vice President of Academic Affairs and the President

The Vice President for Academic Affairs shall recommend approval or disapproval of the proposal to the President within a reasonable length of time.

The President shall make the decision approving or disapproving of the proposal.

The Vice President for Academic Affairs shall communicate the President’s decision to all appropriate University units within fifteen (15) contract days of the date of the decision. The decision shall be printed in the appropriate University publication.

The effective date for curricular changes is normally the semester after which the proposal is approved.

If the Vice President’s recommendation and/or the President’s decision departs from the A2C2 or Graduate Council recommendation, the Vice President shall communicate in writing to the A2C2 chair or the chair of the Graduate Council and to the originator of the proposal the reasons for the departure within the fifteen (15) contract day limitation.

H. All Course and Program Proposals are subject to MnSCU Policies on Curriculum.

Types of Curricular Proposals

A. Notifications.

The following types of curricular proposals are considered to be notifications. These proposals require notification of, but not action by, A2C2 and/or Graduate Council. Submit on form entitled Notifications.

The proposal is considered to be a Notification if the curricular change is for an individual course and the change proposed is any of the following:• Change in course title,• Change in catalog description only,• Change in prerequisites,• Change in grading option,• Reduction in course number,• Change in course number within level, e.g. 310 to 350, or• Increase in hours or credits in an independent study course,• Change in delivery method.

A proposal for such a curricular change requires only approval of the department and a notification to the college dean. The notification will be presented in writing at the next A2C2 and/or graduate Council meeting as part of the agenda under Notifications. The notification is sent to A2C2 if the course is an undergraduate course and to the Graduate Council if the course is a graduate course.

A department, after notifying its dean, may change up to two required courses within an existing major, minor, option, concentration, etc., per year without seeking approval of A2C2 or the Graduate Council, provided that (1) the total credits do not increase or decrease for the major, minor, option, concentration, etc., and (2) the change does not affect other departments

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or the General Education Program or the University Studies Program. Such a change is also considered to be a notification and is submitted on the form Notifications. However, if such a change affects other departments or the General Education Program or the University Studies Program, then the proposal will be considered a new or revised course or program proposal.

The department will supply A2C2 or the Graduate Council with the original form and one copy at least seven (7) contract days before the meeting at which the department wishes the notification to be presented.

B. Proposals for New Courses.

Use form Proposal for New Courses. Supply all information according to the directions found on the form. Include a Financial and Staffing Data Sheet and an Approval Form. The department will supply A2C2 and/or Graduate Council with the original forms and the appropriate number of copies of the forms at least seven (7) contract days before the A2C2 meeting or Graduate Council meeting at which the department wishes the proposal to be considered.

C. Proposals for Revised Courses.

If the proposed curricular change requires A2C2 and/or graduate Council approval, i.e., not considered a notification, use form Proposal for Revised Courses. Follow directions given on the form and include an Approval Form. The department will supply A2C2 and/or Graduate Council with the original forms and the appropriate number of copies of the forms at least seven (7) contract days before the A2C2 meeting or Graduate Council meeting at which the department wishes the proposal to be considered.

D. Proposals for Courses for Inclusion in the General Education Program or the University Studies Program.

1. Use form Proposal for General Education Courses. Follow directions given on the form and include a General Education Program Course Approval Form. The department will supply A2C2 with the electronic copy(ies) of the forms at least seven (7) contract days before the General Education Program Subcommittee meeting at which the department wishes the proposal to be considered. If the proposed course is a new course, it must be submitted for approval as a new course (see above) before submission as a General Education Program course.

2. Use form Proposal for University Studies Courses. Follow directions given on the form and include a University Studies Course Approval Form. The department will supply A2C2 with the electronic copy(ies) of the forms at least seven (7) contract days before the General Education Program Subcommittee meeting at which the department wishes the proposal to be considered. If the proposed course is a new course, it must be submitted for approval as a new course (see above) before submission as a University Studies course.

E. Proposals for Revised Programs.

Use form Proposal for Revised Programs. Supply all information requested on the form and include a Financial and Staffing Data Sheet and an Approval Form. The department will supply A2C2 and/or Graduate Council with the original forms and the appropriate number of copies of the forms at least seven (7) contract days before the A2C2 meeting or Graduate Council meeting at which the department wishes the proposal to be considered.

F. Proposals for New Programs.

Proposals for new programs will be submitted as required by MnSCU regulations.

G. Proposals for Discontinuation (Banking) of a Program or Course.

See WSU Regulation 3-19. Supply all information requested on the form. The department will supply A2C2 with the original form and one copy at least seven (7) contract days before the A2C2 meeting at which the department wishes the proposal to be presented.

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WINONA STATE UNIVERSITYREQUIRED CHECKLIST FOR ALL CURRICULAR PROPOSALS

Course or Program_______________Physics 312__________This checklist enables A2C2 representatives to endorse that their departments have accurately followed the Process for

Accomplishing Curricular Change. For each course or program proposal submitted to A2C2, this checklist must be completed, signed by the submitting department's A2C2 representative, and included with the proposal when forwarded for approval. Peer review of proposals is also strongly advised, e.g., departments should discuss and vote on the proposals as submitted to A2C2, rather than on just the ideas proposed or drafts of proposals.

If a proposal fails to follow or complete any aspect of the process, the Course and Program Proposal Subcommittee will postpone consideration of the proposal and return it to the department's A2C2 representative for completion and resubmission. Resubmitted proposals have the same status as newly submitted proposals.Note: This form need not be completed for notifications.

1. The appropriate forms and the “Approval Form" have been completed in full for this proposal. All necessary or relevant descriptions, rationales, and notifications have been provided.

________ Completed

2a. The “Financial and Staffing Data Sheet" has been completed and is enclosed in this proposal, if applicable.________ Completed ________ NA

2b. For departments that have claimed that “existing staff" would be teaching the course proposed, an explanation has been enclosed in this proposal as to how existing staff will do this, e.g., what enrollment limits can be accommodated by existing staff. If no such explanation is enclosed, the department's representative is prepared to address A2C2's questions on this matter.________ Completed ________ NA

3. Arrangements have been made so that a department representative knowledgeable of this proposal will be attending both the Course and Program Proposal Subcommittee meeting and the full A2C2 meeting at which this proposal is considered. ________ Completed

Name and office phone number of proposal's representative: _____________________________________

4. Reasonable attempts have been made to notify and reach agreements with all university units affected by this proposal. Units still opposing a proposal must submit their objections in writing before or during the Course and Program Proposal Subcommittee meeting at which this proposal is considered.

________ Completed ________ NA

5. The course name and number is listed for each prerequisite involved in this proposal.________ Completed ________NA

6. In this proposal for a new or revised program (major, minor, concentration, etc.), the list of prerequisites provided includes all the prerequisites of any proposed prerequisites. All such prerequisites of prerequisites are included in the total credit hour calculations. ________ Completed ________ NA

7. In this proposal for a new or revised program, the following information for each required or elective course is provided:a. The course name and number.b. A brief course description.c. A brief statement explaining why the program should include the course.________ Completed ________ NA

8. This course or program revision proposal:a. Clearly identifies each proposed change.b. Displays the current requirements next to the proposed new requirements, for clear, easy comparison.________ Completed ________ NA

9. This course proposal provides publication dates for all works listed as course textbooks or references using a standard form of citation. Accessibility of the cited publications for use in this proposed course has been confirmed.________ Completed ________ NA

__________________________________________________ ______________________Department's A2C2 Representative or Alternate Date [Revised 9-05]

WINONA STATE UNIVERSITYPROPOSALS FOR NEW COURSES

DIRECTIONS FOR THE DEPARTMENT

This form, Proposal for New Courses, is to be used to submit course proposals for any new undergraduate or graduate course. Read the directions below for information on providing course descriptions and impact of approval on other departments. The department must include a Financial and Staffing Data Sheet and an Approval Form with this proposal. Copies of each of these forms are attached. Refer to Regulation 3-4, Policy for Changing the Curriculum, for complete information on submitting proposals for curricular changes.

Provide the following information when submitting a new course proposal.

A. Provide a description of the course. This description must include the following information.

1. Description of the course as it will appear in the WSU catalog.2. Syllabus or course outline of the major topics, themes, subtopics, etc., to be covered in the course. This outline should be,

at a minimum, a two-level outline, i.e., consisting of topics and subtopics.3. Indicate the instructional delivery methods and course media codes used.4. Course requirements (papers, lab work, projects, etc.) and means of evaluation.5. List of course materials. This list may include textbooks, articles, monographs, software, etc.6. Bibliography, including author, title, date, for a reasonable number of scholarly materials such as articles and books.

The above course description does not preclude future revisions of course content, texts used, methods of instruction and forms of evaluation.

B. Provide a rationale for the new course. The rationale should include the following item.

1. Statement of the major focus and objectives of the course.2. Statement specifying how this course will contribute to the departmental curriculum.3. Courses which may be dropped, if any, if this course is implemented.

C. Provide a statement of the impact of this course on other departments, programs, majors, and minors.

1. Clearly state the impact of this course on courses taught in other departments. Does this course duplicate the content of any other course? Is there an effect on prerequisites?

2. Would approval of this course change the total number of credits required by any major or minor of any department? If so, the department must indicate which departments are affected and explain carefully the effects of the course.

3. If this course has an impact on the major or minor of any other department or any program, it is the responsibility of the department submitting the course proposal to send written notification to the department(s) or program(s) affected. State clearly which other programs are affected by this proposal and whether the other departments have been notified and/or consulted.

D. If this course is also being submitted for inclusion in the General Education Program, the form Proposal for General Education Program Course and appropriate approval form must also be completed and submitted according to the instructions on that form. If this course is also being submitted for inclusion in the University Studies Program, the form Proposals for University Studies Course and appropriate approval form must also be completed and submitted according to the instructions on that form.

Note: If any of the requested information is missing, the proposal will not be reviewed by the A2C2 Course and Program Proposal Subcommittee or the Graduate Council but will instead be returned to the department.

[Revised 6-3-11]

WINONA STATE UNIVERSITYPROPOSAL FOR NEW COURSES

Department _____Physics_________________ Date ____Sept 5, 2012___________

Refer to Regulation 3-4, Policy for Changing the Curriculum, for complete information on submitting proposals for curricular changes.

__312 _________ Practical Considerations of Teaching Science _________2___Course No. Course Title Credits

This proposal is for a(n) __x___ Undergraduate Course ______ Graduate Course

Applies to: _x____ Major ______ Minor _ ______ General Education Program* ______ University Studies Program*

__x__ Required _____ Required_____ Elective _____ Elective

Prerequisites ____Admission to teacher education program, GPA of 2.75 or higher and permission of instructor______________

Grading method __x___ Grade only ______ P/NC only ______ Grade and P/NC Option

Frequency of offering _____________________________

*For General Education Program course approval, the form Proposal for General Education Program Courses must also be completed and submitted separately according to the instructions on that form. For University Studies Program course approval, the form Proposal for University Studies Courses must also be completed and submitted separately according to the instructions on that form.

Provide the following information:

A. Course Description

1. Catalog description.2. An opportunity for the qualified teaching candidate to obtain practical knowledge about and experience in teaching

science content. Objectives include 1) program planning and evaluation, 2) evaluating current curriculum materials to determine their alignment with local, state, and national science standards, 3) modifying existing lessons and curriculum materials to align with those standards, 4) developing assessments that evaluate the learning of science concepts and methods of scientific inquiry, and 5) using research in science education to justify and defend a proposed instructional model or curriculum. Prerequisites: Admission to teacher education program, G.P.A. of 2.75 or higher, and permission of instructor. Credits may not be applied toward “electives” category of other programs in chemistry.

2. Course outline of the major topics and subtopics (minimum of two-level outline).i. The Nature of Science and Science Teaching – Best Practices

1. Traditional Instructional Cycles in Science2. Inquiry instruction3. The learning cycle and its applications

ii. Developing Learning Cycles1. Adapting Existing Laboratories to Follow an Inquiry Format2. Converting Traditional Teaching Materials into Inquiry Materials3. Learning Cycles for Secondary Science – Teachers Design Their Own Inquiry Units

iii. The Nature of the Learner1. Piaget’s Theories of Intelligence and Intellectual Development2. Brain Physiology and Growth from Childhood to Adult

iv. The Goals of Science Education1. Minnesota Standards for Science2. National Science Education Standards3. Understanding of Appropriate Science Learning Goals and Content

v. The Theory Base of Secondary School Science1. Vygotsky’s Zone of Proximal Development2. The Research and Theories of Shayer and Adey3. The Role of the Teacher During Inquiry Instruction

vi. Linking the Language of Science with the Concepts in Science1. Vygotsky’s Theories of Intellectual Development – Labeling a Concept2. Facilitating Students' Understanding of Scientific Concepts and Theories

vii. Applying Concepts to New Settings1. Vygotsky’s Theories of Intellectual Development – Concept Generalization Phenomenon

viii. Measuring Students’ Progress in a Learning Cycle Program – Content Knowledge1. Misconceptions in Chemistry2. Constructing Exam Questions to Evaluate Student Learning

ix. Assessing Procedural Knowledge Using Piagetian Tasks1. The Development of Higher-Order Thinking Skills2. Description of Piagetian Tasks of Formal Operations

x. Action Research in the Classroom1. Teachers as Researchers2. Gathering Data on Teaching Effectiveness3. Protecting the Learner from Trivial Measurements4. The Rights and Privacy of the Learner

xi. Laboratory Safety

3.a Instructional delivery methods utilized: (Please check all that apply).Lecture: Auditorium ITV Online Web Enhanced Web SupplementedLecture: Classroom Service Learning Travel Study Laboratory Internship/PracticumOther: (Please indicate)3.b. MnSCU Course media codes: (Please check all that apply).

None: 3. Internet 6. Independent Study 9. Web Enhanced1. Satellite 4. ITV Sending 7. Taped 10. Web Supplemented2. CD Rom 5. Broadcast TV 8. ITV Receiving

4. Course requirements (papers, lab work, projects, etc.) and means of evaluation.Curriculum Projects, Presentations, and Exams

5. Course materials (textbook(s), articles, etc.).

National Science Education Standards

Marek, E.A. & Cavallo, A. M. L. (1997) The learning cycle: Elementary school science and beyond (revised ed)

In addition to these listed, articles from science education psychology, and cognitive science will be acquired to fit Curriculum Projects and the other class topics as necessary

6. Assessment of Outcomes

The outcomes are based on the standards of effective practice for science teachers. This is MN Board of Teaching rule 8710.4750 subpart E and F. These outcomes will be assessed in one of the manners listed above in the “course requirements” section

E. A teacher of science must have a broad-based knowledge of teaching science that integrates knowledge of science with knowledge of pedagogy, students, learning environments, and professional development. A teacher of science must understand:

(1) curriculum and instruction in science as evidence by the ability to:

(a) select, using local, state, and national science standards, appropriate science learning goals and content;

(b) plan a coordinated sequence of lessons and instructional strategies that support the development of students' understanding and nurture a community of science learners including appropriate inquiry into authentic questions generated from students' experiences; strategies for eliciting students' alternative ideas; strategies to help students' understanding of scientific concepts and theories; and strategies to help students use their scientific knowledge to describe real-world objects, systems, or events;

(c) plan assessments to monitor and evaluate learning of science concepts and methods of scientific inquiry; and

(d) justify and defend, using knowledge of student learning, research in science education, and national science education standards, a given instructional model or curriculum;

(2) safe environments for learning science as evidenced by the ability to:

(a) use required safety equipment correctly in classroom, field, and laboratory settings;

(b) describe, using knowledge of ethics and state and national safety guidelines and restrictions, how to make and maintain a given collection of scientific specimens and data;

(c) describe, using knowledge of ethics and state and national safety guidelines and restrictions, how to acquire, care for, handle, and dispose of live organisms;

(d) describe, using state and national guidelines, how to acquire, care for, store, use, and dispose of given chemicals and equipment used to teach science;

(e) implement safe procedures during supervised science learning experiences in the public schools; and

(f) develop a list of materials needed in an elementary science safety kit;

(3) how to apply educational principles relevant to the physical, social, emotional, moral, and cognitive development of preadolescents and adolescents;

(4) how to apply the research base for and the best practices of middle level and high school education;

(5) how to develop curriculum goals and purposes based on the central concepts of science and how to apply instructional strategies and materials for achieving student understanding of the discipline;

(6) the role and alignment of district, school, and department mission and goals in program planning;

(7) the need for and how to connect students' schooling experiences with everyday life, the workplace, and further educational opportunities;

(8) how to involve representatives of business, industry, and community organizations as active partners in creating educational opportunities;

(9) the role and purpose of cocurricular and extracurricular activities in the teaching and learning process; and

(10) how to apply the standards of effective practice in teaching through a variety of early and ongoing clinical experiences with middle level and high school students within a range of educational programming models.

F. A teacher of science must understand the content and methods for teaching reading including:

(1) knowledge of reading processes and instruction including:

(a) orthographic knowledge and morphological relationships within words;

(b) the relationship between word recognition and vocabulary knowledge, fluency, and comprehension in understanding text and content materials;

(c) the importance of direct and indirect vocabulary instruction that leads to enhanced general and domain-specific word knowledge;

(d) the relationships between and among comprehension processes related to print processing abilities, motivation, reader's interest, background knowledge, cognitive abilities, knowledge of academic discourse, and print and digital text; and

(e) the development of academic language and its impact on learning and school success; and

(2) the ability to use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction including:

(a) the appropriate applications of a variety of instructional frameworks that are effective in meeting the needs of readers of varying proficiency levels and linguistic backgrounds in secondary settings;

(b) the ability to scaffold instruction for students who experience comprehension difficulties;

(c) selection and implementation of a wide variety of before, during, and after reading comprehension strategies that develop reading and metacognitive abilities;

(d) the ability to develop and implement effective vocabulary strategies that help students understand words including domain-specific content words;

(e) the ability to develop critical literacy skills by encouraging students to question texts and analyze texts from multiple viewpoints or perspectives;

(f) the ability to identify instructional practices, approaches and methods and match materials, print and digital, to the cognitive levels of all readers, guided by an evidence-based rationale, which support the developmental, cultural, and linguistic differences of readers;

(g) the ability to plan instruction and select strategies that help students read and understand science texts, including the ability to:

i. distinguish between facts based on empirical/scientific findings from opinion;ii. relate what is read to relevant prior knowledge;iii. use scientific knowledge to draw inferences or conclusions from facts, discern cause and effect

relationships, detect fallacies in author's evidence, and support own claims with evidence;iv. follow instructions to perform laboratory activities step by step in a disciplined fashion;v. explain diagrams and graphs in terms of scientific content/meaning; andvi. explain meaning of abbreviations and symbols.

7. List of references.Adey, P., & Shayer, M. (1994). Really raising standards: Cognitive intervention and academic achievement.

London: Routledge.Cracolice, M.S., & Deming, J.C. (2001). Peer-led team learning. The Science Teacher, 68(1), 20– 24.Deming, J.C., & Cracolice, M.S. (2004). Learning to think. The Science Teacher 71(3), 42-47.Deming, J.C., Ehlert, B.E., & Cracolice, M.S. (2003, September). Algorithmic and Conceptual Understanding

Differences in General Chemistry: A Link to Reasoning Ability. Paper presented at the 226th ACS National Meeting, New York, NY.

Furio, C., Calatayud, M.L., Barcenas, S.L., & Padilla, O.M. (2000). Functional fixedness and functional reduction as common sense reasonings in chemical equilibrium and in geometry and polarity of molecules. Science Education, 84(5), 545–565

Haidar, A.H., & Abraham, M.R. (1991). A comparison of applied and theoretical knowledge of concepts based on the particulate nature of matter. Journal of Research in Science Teaching, 28(10), 919–938.

Heyworth, R.M. (1999). Procedural and conceptual knowledge of expert and novice students for the solving of a basic problem in chemistry. International Journal of Science Education, 21(2), 195–211.

Lawson, A.E. (2003). The neurological basis of learning, development and discovery: Implications for science and mathematics instruction. Dordrecht, The Netherlands: Kluwer Academic Publishers.

Lawson, A.E., Abraham, M.R., & Renner, J.W. (1989). A theory of instruction: Using the learning cycle to teach science concepts and thinking skills. Cincinnati, OH: National Association for Research in Science Teaching.

Monteyne, K., & Cracolice, M. S. (2004). Development and validation of a web-based assessment of higher-order thinking skills. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Vancouver, BC.

Nakhleh, M. (1993). Are our students conceptual thinkers or algorithmic problem solvers? Journal of Chemical Education, 70(1), 52–55.

Nicoll, G.; Francisco, J.; Nakhleh, M. (2001). A three-tier system for assessing concept map links: A methodological study. International Journal of Science Education, 23(8), 863-875.

Nurrenbern, S., & Pickering, M. (1987). Concept learning versus problem solving: Is there a difference? Journal of Chemical Education, 64(6), 508–510.

Schneider, L.S., & Renner, J.W. (1980). Concrete and formal teaching. Journal of Research in Science Teaching, 17(6), 503–517.

Shayer, M., & Adey, P. (Eds.) (2002). Learning intelligence: Cognitive acceleration across the curriculum from 5 to 15 years. Buckingham, UK: Open University Press.

B. Rationale

1. Statement of the major focus and objectives of the course.This course serves as a second methods class for pre-service science teachers (secondary). It has been our view that this second methods class is necessary to cover all of the Standards of Effective practice set forth by the MN Board of Teaching. The objectives of the class are to satisfy these standards. In addition, the objectives include: 1) program planning and evaluation, 2) evaluating current curriculum materials to determine their alignment with local, state, and national science standards, 3) modifying existing lessons and curriculum materials to align with those standards, 4) developing assessments that evaluate the learning of science concepts and methods of scientific inquiry, and 5) using research in science education to justify and defend a proposed instructional model or curriculum.

2. Specify how this new course contributes to the departmental curriculum.This course is a required course for Physics Teaching and Chemistry Teaching majors. It was previously taught by Chemistry department faculty (as Chem 312) but has now shifted to the Physics Department. Thus we are creating Phys 312.

3. Indicate any course(s) which may be dropped if this course is approved.We do not anticipate dropping any courses if this is approved although we will require assistance in teaching a section of Scie 201 (see below for staffing issues; Scie 201 is a course required for Elementary Education majors).

C. Impact of this Course on other Departments, Programs, Majors, or Minors

1. Does this course increase or decrease the total credits required by a major or minor of any other department? If so, which department(s)?

No majors or minors will have their total required credits increased or decreased due to this course.

2. Attach letter(s) of understanding from impacted department(s).See attached letter from Chemistry and College of Education.

Definitions:

01-Satellite:

02- CD Rom:

03- Internet: Predominately = where all, or nearly all, course activity occurs in an online environment. One to two activities may occur face-to-face in a classroom, with the maximum being two activities.

04 – ITV Sending: a course in which students are in the classroom with the instructor, other students join via interactive television technology from other geographically separate locations

05 – Broadcast TV:

06 – Independent Study: a course in which the teacher develops specialized curriculum for the student(s) based on department guidelines in the University course catalog

07 – Taped: a course in which the teacher records the lessons for playback at a later date

08 – ITV Receiving: a course in which students are not in the classroom with the teacher, other students join via interactive television technology from other geographically separate locations

09 – Web Enhanced- Limited Seat Time: For a course in which students are geographically separate from the teacher and other students for a majority of required activities. However, some on-site attendance is required. The course includes synchronous and/or asynchronous instruction.

10 – Web Supplemented- No Reduced Seat Time: For a course utilizing the web for instructional activities. Use of this code may assist your college/university in tracking courses for “smart classrooms” and/or facility usage.

Attach a Financial and Staffing Data Sheet.

Attach an Approval Form with appropriate signatures.

Department Contact Person for this Proposal:

______________________________________________ ________________ _______________________________Name (please print) Phone e-mail address

[Revised 9-7-11]

WINONA STATE UNIVERSITYFINANCIAL AND STAFFING DATA SHEET

Course or Program____Phys 312_______________

Include a Financial and Staffing Data Sheet with any proposal for a new course, new program, or revised program.

Please answer the following questions completely. Provide supporting data.

1. Would this course or program be taught with existing staff or with new or additional staff? If this course would be taught by adjunct faculty, include a rationale.

The course would be taught with existing staff.

2. What impact would approval of this course/program have on current course offerings? Please discuss number of sections of current offerings, dropping of courses, etc.

The physics department does not anticipate a change in the offerings of any of our classes due to the addition of this course.

3. What effect would approval of this course/program have on the department supplies? Include data to support expenditures for staffing, equipment, supplies, instructional resources, etc.

This would be a minimal impact on department supplies as it does not have a lab component.

In regard to staffing: One possible impact would be on the offering of Scie Ed 201. This is the science content class for elementary education majors (required for them) that is a combination of physics and chemistry. For the last several years, the physics department has staffed this class and the chemistry department has staffed Chem 311 and Chem 312 (both of these are science teaching methods classes). With the shift of Chem 311 and Chem 312 to physics (a total of 6 load hours), we will require some assistance, in return, to teach the Scie Ed 201 class. One section of this class is 5 load hours. So we to accommodate the 6 load hours, we would need only one section of Scie Ed 201 taught. For this academic year (2012 – 2013), two sections of Scie Ed 201 are being taught by a Teacher on Special Assignment (TOSA) and thus we can accommodate Phys 311 and Phys 312 this year. So, two options are to either (1) continue to have a TOSA help teach Scie 201 or (2) have a Chemistry instructor teach one section of Scie 201. It should be noted that the TOSA is being supplied via the College of Education.

[Revised 9-05]

WINONA STATE UNIVERSITYNEW AND REVISED COURSE AND PROGRAM APPROVAL FORM

Routing form for new and revised courses and programs. Course or Program__________________________________

Department Recommendation

_________________________________ ________________ ____________________________________________Department Chair Date e-mail address

Dean’s Recommendation _____ Yes _____ No*

_________________________________ ________________Dean of College Date

*The dean shall forward their recommendation to the chair of the department, the chair of A2C2, and the Vice President for Academic Affairs.

A2C2 Recommendation _____ Approved _____ Disapproved

_________________________________ ________________Chair of A2C2 Date

Graduate Council Recommendation _____ Approved _____ Disapproved(if applicable)

_________________________________ ________________Chair of Graduate Council Date

_________________________________ ________________Director of Graduate Studies Date

Faculty Senate Recommendation _____ Approved _____ Disapproved

_________________________________ ________________President of Faculty Senate Date

Academic Vice President Recommendation _____ Approved _____ Disapproved

________________________________ ________________Academic Vice President Date

Decision of President _____ Approved _____ Disapproved

_________________________________ ________________President Date

Please forward to Registrar.

Registrar _________________ Please notify department chair via e-mail that curricular change has been recorded. Date entered

[Revised 9-1-10]