STATE UNIVERSITY of NEW YORK (SUNY) Potsdam
Business Administration, Organizational Leadership,
and Technology
ID 621: Developing STEM Learning Materials
- Course Syllabus -
Dr. Anthony Betrus:
Professor
Fall 2018
Credit: Three semester hours
Time: 5:30 - 8:45 PM Tuesday August 28 through December 11
Location: Dunn 210
Catalog Description:
This course provides students with the tools and resources needed to produce STEM learning materials. Emphasis will be placed on understanding the problem-solving skills associated with the development of instructional and training products that promote inquiry-based learning.
Required Text: None
Resources: RunRevPlanet LiveCode Tips
Piper Educators Guide (94 pages)
Dickinson, Summers, Jackson: Developing Expertise in Project-Based Science
Kliebard, The Struggle for the American Curriculum, Chapter 4: Scientific Curriculum-Making and the Rise of Social Efficiency
Requirements: Determined on a group-by-group basis.
Plagiarism: This course adheres to the College's policy on academic honesty as stated in the Undergraduate Catalog. Plagiarism may lead to grade reduction, course failure, or expulsion from school.
Students with disabilities: Any student with a disability needing academic adjustments or accommodations should speak with the professor as early as possible. Students with disabilities should also contact: Sharon House, Coordinator of Accommodative Services at 267-3267, Sisson 111, or e-mail her at housese@potsdam.edu or 267-3267 for further assistance. All disclosures will remain confidential.
Course Schedule: (subject to change as
needed)
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Date: |
Topic: |
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Aug 28 |
Overview of STEM Learning Principles
In-Class Activities: Stackrobats (Ravensburger) (Engineering/Science) Can't Stop (a Sid Sackson Game) (Math)
Work due for next class session: Do some initial legwork and inquiry into what formative philosophy or learning theory that preceded STEM learning that you would feel comfortable leading a discussion about. Some common examples: John Dewey; Z.P. Dienes; Constructivism; Discovery Learning; Richard Lesh; Experiential Learning; Comenius; Quintilian (ancient Rome); Game Based Learning; Problem Based Learning |
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Sept 4 |
In-Class Activities: Teaching Bad Apples (Betrus, Leifeld, Turcotte) Group Formation 1) (Dan, Matt) 2) (Jesse, Adonis, Nicole) 3) (Jason) 4) (Bryant, Sean) 5) (Rob)
Work due for next class session: 1) Read and take notes: Developing Expertise in Project-Based Science: A Longitudinal Study of Teacher Development and Student Perceptions 2) Establish a Google Drive space for your project. In that space, have a working document that outlines the parameters of your project. In that document, you should list: a) Topic (your profound problem; b) Client (who you will be doing this for); c) Goals and Objectives; d) A timeline, actualizing the goals and objectives (this is flexible); e) Optimal Outcomes for the project; f) (for K-12ers) Curriculum Alignment g) A working document that outlines how you will be assessed for your grade in the class. Here you will record your projected outcomes, and measures to determine how well you did what you set out to do. Whatever you do with this, you need to emphasize PROCESS as much as PRODUCT. As such, you will need to include evaluation criteria for evaluating things along the way.
Share your folder with “betrusak@gmail.com”
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Sept 11 |
Guest Speaker: Tyler St. Clair - Developing Expertise in Project-Based Science: A Longitudinal Study of Teacher Development and Student Perceptions
Work due for next class session:
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Sept 18 |
In Class Discussion: Kliebard - Scienctific Curriculum-Making and the Rise of Social Efficiency
Work due for next class session: and Dewey (1910) How We Think Chapter 6: The Analysis of a Complete Act of Thought |
Sept 25 |
In Class Discussion: 1) Sutinen
(2013) - Two Project Methods: Preliminary observations of the
similarities and differences between William Heard Kilpatrick's project
method and John Dewey's problem-solving method (14 pages) 2) Dewey (1910) How We Think Chapter 6: The Analysis of a Complete Act of Thought (5 pages) Work due for next class session: Betrus and Sugar: Creating Instructional Simulations and Games |
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Oct 2 |
In Class Discussion: Creating Instructional Simulations and Games Work due for next class session (October 16) 1) Mid-Session Report (What were your goals, what have you accomplished, what do you now expect to accopmlish). 2) Read and take notes on: a) Comenius (in Instructional Media) 2-pager b) Lascarides, Celia (1990) "J.A. Comenius: Reflections in the New World" c) Woo, Jeong-Gil (2015) "Revisiting Orbis Sensualium Pictus: An Iconographical Reading in Light of the Pamapaedia of J.A. Comenius" |
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Oct 9 |
No Class-Fall Break |
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Oct 16 |
In Class Discussion: Comenius (Jason Snyder) Mid-Term Reports Due
Work due for next class session (October 23) Read and Take Notes: Duffy and Cunningham "Constructivism: Implications for the Design and Delivery of Instruction" (1996) |
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Oct 23 |
In Class Discussion: Constructivism (Dan Smithers)
Work due for next class session (October 30) Read and Take Notes: Grant Tavinor: Videogames and Interactive Fiction A. Winchell: Video Games as Interactive Literature |
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Oct 30 |
In Class Discussion: Interactive Fiction (Nicole D'Angelo) |
Nov 6 |
No Class Work due for next class session (October 30) Read and Take Notes: Discovery learning: zombie, phoenix, or elephant |
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Nov 13 |
In Class Discussion: Disocvery learning: zombie, phoenix, or elephant |
| Nov 27 |
No Class |
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Dec 4 |
In Class Discussions: Sean Scordo (Quintilian) and Matt Merriman (Project Method, Januszewski) |
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Dec 11 |
Final Project Presentations |
Grading:
Determined on a student-by-student basis, based on perosnalized
learning outcomes. Personalized Learning outcomes confirmed by
Instructor.
Office Information:
E-mail: betrusak@potsdam.edu
Office: Dunn Hall 393
Phone: (315) 267-2670
This page created August 27 ,2018. Last Updated November 28 2018