T&L 598 Syllabus T&L 598: Research Seminar in Mathematics and Science Education, Spring 2016 College of Education Washington State University Wednesdays 4:30-5:30 Pullman: JKSN 52 Spokane: SAC 343 Tri-Cities: TWST 209W Vancouver: UCB 311 Instructor of Record: David Slavit WSU Vancouver UCB 330 Phone: 360-546-9653 Email: [email protected] Email is the most effective way to contact me. Office Hours by appointment Other Participating Faculty

Andy Cavagnetto, [email protected], 509-335-6391 Jonah Firestone, [email protected], 509-372-7198 Janet Frost, [email protected], 509-358-7595 Richard Lamb, [email protected], 509-335-5025 Kristin Lesseig, [email protected], 360-546-9496 Amy Roth McDuffie, [email protected], 509-372-7384 Judy Morrison, [email protected], 509-372-7176 Tamara Holmlund Nelson*, [email protected], 360-546-9663 * Dr. Nelson is on sabbatical during the 2015-16 academic year. Purpose of the Course The overall purpose of the Research Seminar in Mathematics and Science Education is two-fold. First, the course will enhance the learning community among doctoral students and faculty affiliated with the Mathematics and Science Education PhD Program. Second, the seminar will provide an opportunity for all faculty and students affiliated with the degree to engage in meaningful, scholarly dialogue and collaboration about research in mathematics and science education. WSU College of Education (COE) Conceptual Framework The WSU College of Education’s conceptual framework is based on six proficiencies: 1. Knowledge Base 2. Theory and Practice in Education 3. Learners in Cultural Contexts 4. Engaged Learning with Meaning and Purpose 5. Ethical Leadership 6. Local and Global Responsibilities toward a Sustainable and Just Future The research seminar will address each of these competencies as they relate to the areas of mathematics and science education. Required Texts None. Readings will be provided one week before each student or faculty presentation.

T&L 598 Syllabus Course Sessions: Topics and Approach Course topics will be based on areas of student and faculty interest, as well as current issues in mathematics and science education. Students have several options for leading a seminar session: 1) Article Discussion: A paper you have read outside of courses that you have found particularly useful. Students identify an article of interest, provide it to all program members at least one week before the presentation, and then lead a discussion around various aspects of its contents (theoretical framework, methodology, results, and/or implications). 2) Wondering: An idea or question that you feel personally interested in and that would support an interesting discussion with the rest of us. This option allows you to lead a deep conversation around a topic, question, or idea you have been thinking much about. If possible and appropriate, provide some prior reading material to help frame the conversation (anything from an article to your own notes). This type of session would likely be a more informal, less-structured conversation than Option 3. For example, you might lead a discussion that collectively unpacks a theoretical perspective or methodological framework, collectively pursues a question or issue of interest, or addresses a nagging dilemma, confusion, or vexation. The intent of this option is to facilitate a group-think around an issue you want to know more about, are perplexed by, or are interested in. 3) Formal Presentation: Conference presentation, publication, or other work you are currently working on. This option is intended to allow you to either practice an upcoming conference presentation or provide detailed feedback on an article in progress. You would provide us with a presentation outline and/or a draft copy of a paper. You would begin by presenting the work to an appropriate level of detail, and we would collectively engage in a critical dialogue around the work. Significant time should be allowed for discussion and questions, as well as feedback on the overall presentation if appropriate. 4) Other: Student-generated format, pre-approved by course instructor. Student presents a written, detailed session plan to the course instructor at least three weeks prior to the presentation date. In addition, there will be three other possible seminar formats: 5) M&S Ed Faculty presentations – presentations led by faculty on current research work. 6) Guest speakers – presentations led by non-program faculty and students. 7) Coffee lounge - These seminar days will have no formal agenda, with the goal being to engage in more informal, spontaneous dialogue.

T&L 598 Syllabus Student Learning Outcomes

Activities and Evaluation of Outcomes Students will demonstrate a spirit of inquiry, scholarly dialogue, Class discussions and increased understanding of current mathematics and science Weekly reflections education research through active listening, dialogue, and reflection within the learning and research community composed of the Mathematics and Science Education PhD students and faculty. Course Assignments It is expected that all students enrolled in the M&S Ed PhD program attend the weekly seminar; all other students in the program are expected to attend as much as possible. It is also expected that each student in the program will lead or support the lead of at least one seminar session over the course of the academic year. Enrolled students must submit three 2-page, single space reflections over the course of the semester. The reflection should have two parts: 1) a brief overview/summary of the seminar topic, and 2) a reflection on the impact, or potential impact, the presentation had on your professional growth. The paper should be professionally written with an appropriate level of scholarship, and it should be on your own professional growth. The papers can be emailed to the instructor at any time. Please consider the following three things when you write the reflection: • Reflection and Analysis – the paper should go beyond description and include high levels of reflection and analysis on the seminar session and topic • Grounded in Literature – whenever possible and appropriate, comments in the paper should be based in, arise from, or be tied to relevant literature • Structurally Sound - please edit your paper for structure, grammar, APA, etc. In addition, students should avoid turning in all three written reflections at the same time; please submit them individually and stagger them over the course of the semester. An email listserv dedicated for online discussion has been created for pre/post seminar comments throughout the semester. All program faculty and students are enrolled on the listserv. Assessment and Evaluation Students will be assessed and evaluated through a standards-based grading approach. Students will have multiple opportunities to demonstrate mastery of each objective: scores will remain fluid until the end of the semester. Final grades will correspond with the rounded final average across all objectives: 4=A, 3=B, 2=C, 1=D. Students’ final scores will be used to determine this grade. Assessment Rubric Description Student demonstrates full achievement of the learning outcomes. Student demonstrates achievement in most respects but either has minor omissions or required support to show mastery. Student has significant gaps in achievement of the learning outcomes and/or required extensive help but shows mastery of most main ideas. Student has significant gaps in achievement of the learning outcomes, including mastery of the main ideas. Student did not submit work.

Score 4 3 2 1 0

T&L 598 Syllabus Students who fail to attend or participate in seminar sessions or fail to adequately respond to the adequate number of written reflections will be asked to meet with the instructor of record to discuss the issue and plan means of resolution. Tentative Course Schedule 1/13 Introduction; Coffee Lounge 1/20 Kaylan Petrie Roundtable Presentation: Informal science education and community outreach in an elementary teacher preparation program 1/27 Judy Morrison, Jonah Firestone, Laura Grant Conference Presentation: Work presented at the Association of Science Teacher Educators annual conference 2/3 Christine McManus Conference Presentation: “Using Virtual Field Trips to Expand the Diversity of the Classroom for K-12 Educators,” To be presented at the Globalization, Diversity & Education Conference, February 2016 2/10 Melissa Graham Discussion Session: Mathematics professional development: EWU’s College in the High School program 2/17 Coffee Lounge 2/24 David Slavit Special Session: Collaboration and authorship in scholarly work 3/2 Kristin Huggins, Assistant Professor, Educational Leadership Guest Speaker – Instructional Leadership in the context of STEM Education 3/9 Jessica Wheeler Topic TBD 3/16 NO CLASS – WSU SPRING BREAK 3/23 Tariq Akmal, Chair, Department of Teaching and Learning, WSU; Renny Christopher, Vice Chancellor of Academic Affairs, WSUV; Mike Trevisan, Dean of the College of Education, WSU Guest Panel – The Academic Hiring Process 3/30 Jonah Firestone, Assistant Prof Science Education, WSUTC; Richard Lamb, Assistant Prof Science Education, WSUP; Kristin Lesseig, Assistant Prof Mathematics Education, WSUV Guest Panel – Cover Letters, Resumes, and Applying for Positions Possible Homework to be completed prior to seminar: Develop a CV and possible cover letters in response to a specific NOV (samples will be distributed at least a week ahead of time). 4/6 NO CLASS – VANCOUVER SPRING BREAK 4/13 4/20 4/27

Olusola Adesope, Associate Professor, Educational Psychology Guest Speaker – Recent conference presentation on STEM education (title TBA)

T&L 598 Syllabus General Information Academic Integrity. Academic integrity is the cornerstone of the university and will be strongly enforced in this course. Any student found in violation of the academic integrity policy will be given a failing grade for the course and will be referred to the Office of Student Conduct. Please take time to read the full statement on student conduct at http://www.conduct.wsu.edu/. Disability Accommodation. Reasonable accommodations are available for students with a documented disability. All accommodations must be approved through your WSU Disability Services office. If you have a disability and need accommodations, we recommend that you begin the process as soon as possible. For more information, contact a Disability Specialist on your home campus. - Spokane /students/current/StudentAffairs/disability/index.html - Pullman http://accesscenter.wsu.edu - Tri-Cities: http://www.tricity.wsu.edu/disability/index.html - Vancouver: http://studentaffairs.vancouver.wsu.edu/student-resourcecenter/disability-services WSU Safety Statement: Washington State University is committed to maintaining a safe environment for its faculty, staff, and students. Safety is the responsibility of every member of the campus community and individuals should know the appropriate actions to take when an emergency arises. In support of our commitment to the safety of the campus community the University has developed a Campus Safety Plan, http://safetyplan.wsu.edu. It is highly recommended that you visit this web site as well as the University emergency management web site at http://oem.wsu.edu/ to become familiar with this information. Classroom and campus safety are of paramount importance at Washington State University, and are the shared responsibility of the entire campus population. WSU urges students to follow the “Alert, Assess, Act” protocol for all types of emergencies and the “Run, Hide, Fight” response for an active shooter incident. Remain ALERT (through direct observation or emergency notification), ASSESS your specific situation, and ACT in the most appropriate way to assure your own safety (and the safety of others if you are able). Inclusion statement. The instructor of this course is committed to teaching equitably and inclusively, addressing the academic needs, concerns, and interests of every student, regardless of age, gender, race/ethnicity, religion, social class, sexual orientation, English language proficiency, or disability. Instructional approach. The primary instructional approach used in this course will be small and large group discussions. An emphasis will be placed on active student participation in discussions and activities. Professional communication. The faculty members of the Teaching & Learning Department and the College of Education emphasize the importance of effective written and oral communication for professional educators. Students of the program are expected

T&L 598 Syllabus to demonstrate that they can meet standards of professional communication on all of their assignments. A student who fails to adhere to the conventions of writing (e.g. makes consistent grammatical and/or spelling errors, frequently misuses words or phrases, fails to organize writing in an effective manner) may be required to work with the Writing Center or complete additional coursework. Students who fail to meet expectations after being provided with opportunity for remediation and improvement may be removed from the program. Students will also be held accountable for demonstrating that they are capable of clear and professional verbal communication. SELECTED BIBLIOGRAPHY American Educational Research Association, American Psychological Association, and National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association. American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC. Ary, D., Jacobs, L. C., Razavieh, A., & Sorensen, C. K. (2006). Introduction to research in education. Belmont, CA: Wadsworth. Bogden, R.C. & Biklen, S.K. (1998). Qualitative research in education. Boston, MA: Allyn and Bacon. Creswell, J.W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage Publications, Inc. Eisner, E.W. (1998). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. Columbus, OH: Prentice Hall Gall, M. D., Gall, J. P. & Borg, W. R. (2003). Educational research: An introduction. Boston, MA: Allyn and Bacon. Gay, L. R. & Airasian, P. (2003). Educational research: Competencies for analysis and applications. Upper Saddle River, NJ: Pearson Education, Inc. Michaels, S., Shouse, A. W., & Schweingruber, H. A. (2008). Ready, Set, Science! Putting Research to Work in K-8 Science Classrooms. Board on Science Education, Center for Education, Division of Behavior and Social Sciences and Education. Washington, DC: The National Academies Press. National Research Council. (2011). Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics. Committee on Highly Successful Science Programs for K-12 Science Education. Board on Science Education and Board on Testing and Assessment, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. Shulman, L. S. (2004). The wisdom of practice: Essays on teaching, learning, and learning to teach. San Francisco, CA: Jossey-Bass.   NOTE  REGARDING  AMS   All videoconferenced classes through AMS are recorded and the videos are available via the Blackboard course website. You have the ability to review these videos once they are posted to the site (which takes approximately 24-48 business hours after the class ends) and the videos remain on the site until the

T&L 598 Syllabus end of the semester. However, these streams are not guaranteed and are only a courtesy of AMS. These video streams are not intended to be used as a primary way to access classes.