Northeastern Nevada STEM Project

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University of Nevada, Reno

College of Education

EDUC , Section

Education Topics:

Science, Technology, Engineering, and Mathematics

(STEM) in the Classroom

Fall 2012

3 Credits


Edward C. Keppleman, Ph.D.

Associate Professor of Mathematics

Department of Mathematics & Statistics

University of Nevada Reno

Office: DMS 228

Reno, Nevada 89557

phone: 775-784-4445

[email protected]


Mike Mooney, Ph.D.
Professor
Colorado School of Mines
Department of Civil & Environmental Engineering
1500 Illinois St.,
Golden, CO 8401

Tel:  (303)-384-2498
[email protected]


Valarie Byrnes, M.Ed.

Regional Coordinator,

Northeastern Nevada Regional Professional Development Program

1290 Burns Rd.

Elko, NV 89801

Office: 775-753-3879

[email protected]



Holly Marich, M.Ed., NBCT

Regional Coordinator,

Northeastern Nevada Regional Professional Development Program

HC33 Box 33200

Ely, NV 89301

Phone: 775-293-0186

[email protected]


Session hours: 8:00 to 4:30, with an hour lunch break = 45 hours contact time

White Pine Location:
Great Basin College Ely Campus
2115 Bobcat Drive  Ely, NV


Elko Location:

Hi-Tech Center Rm. 120

1290 Burns Rd.

Elko, Nevada


Winnemucca Location:

Humboldt County School District 

Conference Room

310 E. 4th St.

Winnemucca, Nevada

Catalog Description:

Content instruction in the areas of STEM (Science, Technology, Engineering, and Mathematics) related to solar science, bioscience, robotics and mining, aligned to the Common Core State Standards and Nevada State Standards designed to help teachers in grades K-12 implement project based classroom instruction of those standards.

Texts and resource materials (provided by the grant):

Project-Based Learning/Differentiating Instruction for the 21st Century by William N. Bender. C

Additional required readings will be provided by the instructors

COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK

A love of learning and the development of a strong fund of knowledge are evidenced by the pursuit of richer, more complete content knowledge in the areas of STEM education. Teachers will be allowed to dive deeply into areas of interest and develop new ways of engaging their students in STEM education and project based learning, while energizing their own intellectual pursuits. Teachers will be encouraged to challenge previous misconceptions and strategies through their study and discourse.

A major part of becoming a better teacher is our engagement in reflective practice. Teachers will be asked to implement their learning into the classroom. Not only will the teachers have the opportunity to reflect individually in writing about the successes or failures of their strategies, but they will also use video observations to try to see their instruction from the third person point of view. They will use an observation protocol to help them quantify what they see in their own work. A final strategy for reflection will be the collaborative discussions that will take place in the follow-up sessions. Teachers will discuss their work and brainstorm solutions to problems that have arisen.

In its very structure, this course values democracy and diversity. Teachers will be encouraged to pursue the content at a level suitable to their own background training as well as their current interests. Work on classroom implementation will be at grade levels chosen by the teacher to best suit his or her current classroom needs. As instructors, we will attempt to address multiple learning styles within our work to help model how that might look in the teachers’ own classrooms.

Course Objectives:

• Teachers will increase their content knowledge of STEM curriculum areas aligned to the common core state standards

• Teachers will understand how to plan and implement a unit of study using a project based learning format while integrating the STEM curriculum areas

• Teachers will carry out tasks in the field set up in the project based learning format with solar science, bioscience, robotics and mining as the core topic for integrating STEM curriculum areas

• Teachers will learn how to apply assessment for and of learning strategies in the areas of STEM to better facilitate student learning

Instructional Methodologies:

A variety of methodologies will be employed in this course including the following:

• Project based learning

• Direct instruction

• Collaborative lesson design

• Mentoring and coaching

• On-line message boards where participants reflect on their work and see suggestions for improvement

• Video observation and reflection

• Individual and group research

Valuing Democracy and Diversity:

Not far beneath the surface, the history of mathematics, technology, and science is replete with the contributions of women and men of all nationalities, races, and abilities. Developing a deep understanding of the STEM content areas will enhance teachers’ abilities to relate science, technology, engineering and mathematics, along with its respective tools and products to students and various cultures and abilities as these areas are integrated throughout other curriculum areas.

Course Grading Scale:

This is a criterion referenced course when it comes to grading. Grades are determined by the total number of points accumulated during the semester. Totals are converted to a percentage of the total possible and assigned a letter grade based on the University’s grading policy.

93-100 = A 70-73 = C-

90-93 = A- 67-70=D+

87-90= B+ 63-67=D

83-87= B 60-63=D-

80-83= B- <60 = ?

77-80=C+

73-77=C

Disability Statement:

Each student who qualified with a disability is to provide his or her instructor with a letter from the Disability Resource Center (DRC) stating the appropriate accommodations for this course. If you have a documented disability and wish to discuss how these academic accommodations will be implemented in this course, please contact me as soon as possible in person, at the above address, phone, or email.

Assessment Criteria:

Your attendance and participation in every session of this course is a requirement for the successful completion of the course goals as well as the intent of the agencies that have funded our grant.

Your course grade will be based on the following percentages: