NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
|WA CLOCK HRS:
This course meets OSPI’s STEM requirements
In this course, you will learn how to incorporate STEM (Science, Technology, Engineering, Mathematics) into your lessons, and why the integration of STEM is important to students and their future careers. Your students will become engaged in learning the many occupations available that incorporate STEM components, and how that translates into greater opportunities for professional growth and future learning. You will find yourself engaged in learning how to create great STEM lessons for your classroom through the use of rich resources, creative activities and the use of templates that will enhance students learning and confidence. Participants will view the popular movie The Martian, which is a rich resource for STEM activities. All reading is online. This course fulfills OSPI requirements for Washington State teachers needing STEM hours, and is appropriate for teachers K-8.
LEARNING OUTCOMES: Upon completion of this course, participants will have:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
There is no required text. All readings are completed online.
None. All reading is online.
There is no required text. All readings are completed online.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Suzanne Warner, M.S., received her Masters Degree in Education from the University of Rochester, New York. She has taught mathematics in the middle school, high school, and college settings, most recently in Oregon. Suzanne has been lauded by administrators, colleagues, students and parents regarding her teaching and classroom management skills. Her students enjoy learning in a respectful, productive environment, where each student is in control of her/his own learning and behaviors. She strongly believes that all students want to do well, and creates a teaching environment for them to succeed.
When not in the classroom, Suzanne enjoys spending time with her family reading, hiking, backpacking and traveling.
STEM LESSONS FOR GRADES K-8 TEACHERS
Bybee, Rodger W., The Case for STEM Education: Challenges and Opportunities, National Science Teachers Press, paperback, 2013, ISBN 978-1936959259
The book starts by putting STEM in context, as the early chapters outline the challenges facing STEM education, draw lessons from the Sputnik moment of the 1950s and 1960s, and contrast contemporary STEM with other education reforms. The author then explores appropriate roles for the federal government as well as states, districts, and individual schools. Finally, the book offers several ideas you can use to develop actual action plans for STEM. Throughout the book, author Rodger W. Bybee puts an emphasis on both thinking and acting.
Felder, Richard M. and Rebecca Brent, Teaching and Learning STEM: A Practical Guide, John Wiley & Sons, 2016, paperback, ISBN 978-1118925812
Teaching and Learning STEM presents a trove of practical research-based strategies for designing and teaching courses and assessing students' learning. The book draws on the authors' extensive backgrounds and decades of experience in STEM education and faculty development. Its engaging and well-illustrated descriptions will equip you to implement the strategies in your courses and to deal effectively with problems (including student resistance) that might occur in the implementation
Myers, Ann O. and Jill Berkowitz, The STEM Shift: A Guide for School Leaders, Corwin Publishing, 2015, paperback ISBN 978-1483317724
This resource makes the process of shifting to a comprehensive, integrated STEM school or district within reach! Invaluable case studies featuring STEM pioneers model how successful, STEM-centered learning takes place. You’ll find process-specific best practices and strategies to help you: Understand, create, and lead the STEM change process, Prepare the school community for STEM, Integrate 21st Century Skills, the arts, and humanities.
Includes step-by-step checklists and visual mapping guides. Use this groundbreaking resource to systematically implement STEM instruction that prepares students for the global economy!
Vasquez, Jo Anne, Michael Comer, and Cary Sneider, STEM Lesson Essentials, Grades 3-8: Integrating Science, Technology, Engineering, and Mathematics, Heinemann, 2013, paperback, ISBN 978-0325043586
STEM Lesson Essentials provides all the tools and strategies you'll need to design integrated, interdisciplinary STEM lessons and units that are relevant and exciting to your students. With clear definitions of both STEM and STEM literacy, the authors argue that STEM in itself is not a curriculum, but rather a way of organizing and delivering instruction by weaving the four disciplines together in intentional ways. Rather than adding two new subjects to the curriculum, the engineering and technology practices can instead be blended into existing math and science lessons in ways that engage students and help them master 21st century skills