Appendix 1 -- Detailed Course of Study in Physics Education Sequence
Appendix 2 -- Detailed Course of Study in Professional Education Sequence
Appendix 3 -- Selections from Undergraduate Catalog (1997-98)
Appendix 4 -- Description of New General Education Program
Appendix 5 -- Details of Clinical and Student Teaching Experiences
Appendix 6 -- Academic Vitae for Science Teacher Education Faculty
Appendix 7 -- Relevant Course Syllabi
Appendix 8 -- Miscellaneous Supporting Documents
Appendix 1 -- Detailed Course of Study in Physics Education Sequence
The required content major course work and the number of semester hours (s. h.) is as follows:
PHY 101 -- Exploring the Universe (3 s. h.)
PHY 110 -- Physics for Science and Engineering I (4 s. h.)
PHY 111 -- Physics for Science and Engineering II (4 s. h.)
PHY 112 -- Physics for Science and Engineering III (4 s. h.)
PHY 217 -- Methods of Theoretical Physics (3 s. h.)
PHY 220 -- Mechanics I (3 s. h.)
PHY 240 -- Electricity and Magnetism I (3 s. h.)
PHY 270 -- Experimental Physics (2 s. h.)
PHY 301 -- Teaching High School Physics (4 s. h.)
PHY 302 -- Computer Applications in High School Physics (1 s. h.)
Plus one additional 3 s. h. course at the 200 or 300 level is required (PHY 284 -- Quantum Mechanics I is recommended)
Two physics methods courses are included in the specialty course work. One methods course, PHY 301, includes theoretical treatment of physics teaching and 35 clock hours of pre-student-teaching clinical experiences that bridge the gap between theory and practice. Another methods course, PHY 302, provides experiences in computer-based and calculator-based educational technology.
The content major also requires the following courses:
CHE 140 -- General Chemistry I (5 s. h.)
CHE 141 -- General Chemistry II (5 s. h.)
State law requires physics teachers to earn a second teaching endorsement in addition to the physics endorsement. Nearly all students take CHE 220 -- Organic Chemistry (4 s. h.) to earn the second endorsement. Other options are available. Many students go on to earn a general science endorsement by taking the minimum 8 s. h. of biological sciences. In addition, some earn yet an additional endorsement in astronomy by taking the optional 2 s. h. lab course for high school physics teachers PHY 201 -- Observational Astronomy.
The state and university general education requirements include one course in biology. Physics teaching majors are encouraged to complete the following two-course sequence if they desire a general science endorsement. They thereby earn a total of 56 s. h. in science.
BSC 196 -- Biological Diversity (4 s. h.)
BSC 197 -- Molecular and Cellular Basis of Life (4 s. h.)
Should students choose to earn the second endorsement in a non-science area such as mathematics, they will still graduate with a minimum of 47 s. h. distributed among physics, chemistry, and biology.
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Appendix 2 -- Detailed Course of Study in Professional Education Sequence
Teacher education majors at Illinois State University who plan to teach grades 6-12 or K-12 take courses in professional education studies in common. The emphasis in professional studies is on learners and learning in the context of the classroom and of the school.
The professional education sequence consists of the following courses:
C&I 214 -- Secondary School Reading (2 s. h.)
C&I 215 -- Curriculum and Organization Issues in Secondary Schooling (2 s. h.)
C& I 216 -- Secondary Education (4 s. h.)
PSY 215 -- Educational Psychology (3 s. h.)
STT 399.72 -- Student Teaching in Physics/Physical Science (8 s. h.)
Secondary education majors also must complete ONE of the following three courses:
EAF 228 -- Social Foundations (3 s. h.)
EAF 231 -- Introduction to Philosophy of Education (3 s. h.)
EAF 235 -- Historical Foundations (3 s. h.)
Secondary School Reading (C&I 214) is a two-semester-hour course emphasizing content area literacy and requiring microteaching in teams; clinical experience is optional. Curriculum and Organization Issues in Secondary Schooling (C&I 215), is a two-semester-hour course emphasizing curricular and current issues in secondary education, with particular attention given to issues of multiculturalism, special needs, and technology. The course requires a 10 hour clinical experience, typically spent in either a public school setting for observation and tutoring or at the local juvenile detention center for tutoring. Secondary Education (C&I 216) emphasizes planning, teaching and evaluating instructional units. The course includes microteaching and a total of 55 clinical experience hours, typically in a teaching environment at the university laboratory high school. These courses and clinical experiences are a prerequisite for the physics methods courses, PHY 301, and its 35 clock hours of clinical experiences.
Educational Psychology (PSY 215) is taught by the university's Psychology Department. The course deals with the application of psychology to the educational setting. Ten hours of clinical experience are required.
Social Foundations (EAF 228) looks at education as a social process, and focuses on the social origins of contemporary educational problems. Introduction to Philosophy of Education (EAF 231) is a philosophical inquiry into educational policies and practices. Historical Foundations (EAF 235) is an inquiry into the history of American public schooling. The physics teacher education program director typically advises his students to take EAF 231.
Student teaching in physics (STT 399.72) consists of a minimum of 10 weeks (50 days) of full-time, school site experience. The time is roughly equally allocated between teaching and directed non-teaching experiences. Student teaching is completed under the guidance of master teachers, and is clinically supervised by the physics teaching program director. The university supervisor makes not less than five visitations throughout the course of the student teaching experience. During these visits he conferences with both student and teacher, and makes performance-based assessments. Student teachers are required to prepare a professional teaching portfolio that is used as part of the summative evaluation.
Prerequisites for C&I 214, 215, and 216
C&I 214 and 215 2.00 cumulative GPA
ENG 101 with "C" or better
COM 110 with "C" or better
Education Major
(Concurrent registration in C&I 214 and 215 recommended.)
C&I 216 2.00 cumulative GPA
Education Major
C&I 215 with "C" or better
PSY 215 with "C" or better
Passing scores on PPST, regular testing or computer-based:
Reading Writing Math
172 171 170
319 316 315 (Computer-based scores)
Secondary majors who want to teach in middle grade levels must have a middle level endorsement. To acquire the endorsement, the following two courses are necessary:
C&I 233 Education and the Early Adolescent (non-major section only)
PSY 302 Developmental Psychology of Adolescence
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Appendix 3 -- Selections from Undergraduate Catalog (1997-98)
Cited pages are 153, and 199-203
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Appendix 4 -- Description of New General Education Program
Each student graduating from Illinois State University must satisfy a 47-semester-hour general education requirement, and an overlapping 48-semester-hour University Studies requirement. At this time Illinois State University is undergoing a complete revision of its University Studies program. The goal of this revision is to enhance the general scientific literacy of the average university graduate.
Beginning in 1998 students will participate in a formal university studies program that has among its many goals and sub-points:
· "focus on the acquisition and application of a common core of knowledge, drawn from the humanities, sciences, and social sciences" (Goal 1);
· "describe the principle scientific and mathematical concepts used to understand both the natural world and the technologies that modify it" (sub-point c);
· "explain the relevance of science and technology to the problems connected with the quality of individual and societal life" (sub-point d);
· "provide for the systematic development of critical thinking, quantitative reasoning, and communication skills" (Goal 2);
· "reason quantitatively and use the mathematics suited to the problems they address" (sub-point c);
· "write and speak accurately, fluently, and thoughtfully for various purposes" (sub-point d);
· "understand and manage the tools and resources supportive of their learning" (sub-point e);
· "provide learning experiences on issues and themes that transcend the boundaries of traditional disciplines" (Goal 9); and
· "contribute to collaborative efforts involving two or more disciplines" (sub-point b).
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Appendix 5 -- Details of Clinical and Student Teaching Experiences
A total of one hundred clock hours of pre-student-teaching clinical experiences are associated with required professional studies and science methods courses. Students enrolled in Teaching High School Physics (PHY 301) must complete 35 clock hours of clinical experiences. Such experiences ensure the link between theory and practice. Clinical experiences begin with observations and increase in levels of activity and rigor, including tutoring individuals and small groups; teaching experiences are developmental and sequential, beginning with microteaching in teams, individual microteaching, and actual classroom teaching at university high laboratory school under the tutelage and guidance of a master teacher.
During 1994-95 representatives from the Departments of Biology, Chemistry, Physics, and Technology at Illinois State University worked with approximately 30 secondary science teachers and principals to create a Clinical Experiences & Student Teaching Handbook. This 174-page Handbook provides guidance, directions, and criteria for more than 100 pre-student teaching and student teaching experiences oriented toward assisting future secondary science teachers to adequately discharge their legal and professional obligations as teachers. Experiences have been grouped into ten major areas: Fundamental Teaching Skills, Understanding Students, Knowledge and Understanding of Science/Technology, Learning Environment, Student Engagement/Equitable Participation, Student Inquiry, Student Assessment, School and Community Outreach, Professionalism & Collegiality, and Reflective Teaching Practice.
In addition, the Handbook defines seven conferences that must take place between the student teacher and cooperating teacher throughout the course of the practicum. The topics of these conferences are as follows: Expectations, School Policies/Administrative Tasks, Course Content, Lab Procedures and Safety, Classroom Management, Time Management/Organization, and Parental Contact/Parental Involvement.
A number of assessment forms are also part of the Handbook.
A sample activity matrix and several representative activity guidelines from the Clinical Experiences & Student Teaching Handbook may be found on the following pages.
Five example pages were cited here.
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Appendix 6 -- Academic Vitae for Science Teacher Education Faculty
Professor of Science Education
5330 Curriculum and Instruction
Illinois State University
Normal, IL 61790-5330
Education:
BSE Physical Science, Kansas State Teachers College, 1962
MSE Physical Science, Kansas State Teachers College, 1964
Ed.D. Secondary Education, University of Nebraska, 1971
Professional Experience:
Co-Director, Center for Mathematics, Science, And Technology, 1993 to present.
Professor, Department of Curriculum and Instruction, Illinois State University, Science Education and Teacher Education, 1973 to present.
Previous Teaching Experiences:
Lincoln Public Schools, Lincoln, Nebraska Teacher, high school science education, department chairperson, 1964-1968 .
Junior High School, Junction City, Kansas Teacher, science, 1962-1964.
Previous Administrative and Consultative Experiences
Illinois State University, Normal, Illinois Director, Clinical Experiences and Certification Processes (CECP), 1962-1964
Illinois State University, Normal, Illinois Acting Chairperson, Department of Curriculum and Instruction, 1988-1990.
Educational Service Unit No. 6, Milford, Nebraska Consultant for Instructional Services, 1971-1973
Nebraska State Department of Education Consultant for science and mathematics (K-12), 1968-1969
Current Professional Assignments, Activities, and School Involvement:
Consultant to schools for science education -- Curriculum Development, Program Evaluation, Instructional Skill Development, state and local assessment. Consultant to school science faculty to evaluate and refine the district science curriculum.
Other Experiences:
National Science Teachers Association, Member of the Board, 1982-1984
National Council for Accreditation and Teacher Education, 1982-1987
NCATE Board of Examiners, 1988-1991, 1994-1997
State Teacher Certification Board, 1988 - 1993
Selected Publications:
Edwards, C. H. & Fisher, R. L. (1977). Competencies for Teaching Elementary School Science. Praeger, New York.
Fisher, R. L. & Feldmann, M. (1985). Better Answers About the Quality of Teacher Education Students. Journal of Teacher Education. 36(3), 37-40.
Fisher, R. L. (1986). Update on NCATE. The Science Teacher. 53(2), 35-37.
Fisher, R. L. (1989). When Schools And Colleges Work Together. Action In Teacher Education. 10(4), Winter, 63-66. Reprint of Eric Digest 20: When Schools And Colleges Work Together. Eric Clearinghouse on Teacher Education.
Fisher, R. L. (1991). Beginning Science Teachers in Illinois. Spectrum. Illinois Science Teachers Association.
Fisher, R. L. (1992). Stronger Academic Preparation for Tomorrow's Teachers. Springfield, IL: Illinois Principal, September, 1992.
Grants:
Director. 1992 $25,000. Planning for Project ASSIST. The National Science Foundation.
Director. 1993. $56,000. Environmental Education: from Exhibit to Educational Experience (E5). Dwight D. Eisenhower Program for Mathematics and Science Teaching from Illinois Board of Higher Education.
Director. 1994, $45,000. Environmental Education: from Exhibit to Educational Experience (E5), Dwight D. Eisenhower Program for Mathematics and Science Teaching from Illinois Board of Higher Education.
Co-Director with Franzie Loepp and Sherry Meier. 1993-1995, $1,789,727. Integrated Mathematics, Science, and Technology (IMaST). National Science Foundation.
Co-Director with Franzie Loepp and Sherry Meier. 1995-1998, $2,215,805. Integrated Mathematics, Science, and Technology, Phase II (IMaST II). National Science Foundation.
Co-Director with John Dossey. 1995, $100,000. Project CONNECT. National Science Foundation.
Co-Director with Penny Kolloff. 1995, $105,444. Interdisciplinary Teams Educating for Advancement in Mathematics and Science (ITEAMS). Dwight D. Eisenhower Professional Development Program. Illinois Board of Higher Education.
Co-Director with Penny Kolloff. 1996 $110,565. Interdisciplinary Teams Educating for Advancement in Mathematics and Science (ITEAMS). Dwight D. Eisenhower Professional Development Program. Illinois Board of Higher Education.
Co-Director with Penny Kolloff. 1997 $87,000 Interdisciplinary Teams Educating for Advancement in Mathematics and Science (ITEAMS). Dwight D. Eisenhower Professional Development Program. Illinois Board of Higher Education.
Co-Director with John Dossey. 1995, $65,000. Systemic Leadership Initiatives in Mathematics and Science (SLIMS). Scientific Literacy Program, Illinois State Board of Education
Director, National Science Foundation 1997, $38,000. Sub-contract with the Partnership for Advancing Learning in Mathematics and Science, Massachusetts.
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RANK: Assistant Professor of Chemistry
FACULTY STATUS: Undergraduate/Graduate Faculty
YEAR OF APPOINTMENT: 1987
Academic Degrees:
Ph.D. University of Illinois 1987 Chemistry
B.S. Bradley University 1982 Chemistry
Professional Experience:
Illinois State University 1987-present
Faculty and Administrative Load:
Fall Semester, 1996
Chem 301 Teaching Methods 3 credit hours
Chem 110 Fund Chem 4 credit hours
Chem Education Coordinator
Spring Semester, 1997
Chem 110 Fund Chem 4 credit hours
Chem 141 Gen. Chem Lab 1 credit hour
Chem Education Coordinator
Summer Semester, 1997
(1/2) Chem 110 Fund. Chem. (1/2) 4 credit hours
Current Professional and Academic Association or Society Memberships (*those meetings you attend):
American Chemical Society
National Science Teachers Association
Illinois Association of Chemistry Teachers
Publications
M. Welsh, "Georges Claude", Grolier's The Great Lives from History: Twentieth Century, Vol. 3, 455-459, 1989.
M. Welsh, "Preparation of Sterno® from Blackboard Chalk - A "Safe" Student-Teacher Activity", Journal of Chemical Education, Vol. 67, No. 4, 337-338, 1990.
M. Welsh, "Career Symposia: What the Process Teaches," CHEMTECH, Vol. 21, No. 4, 222-223, 1991.
M. Welsh, "Teaching Chemistry to Honors Non-Science Majors," National Honors Report, Fall 1991, Volume XII, No. 3, p. 22-24.
M. Welsh, "Sharing to Enhance Science," In Chemistry, Vol. 2, No. 2 December 1991/January 1992, p. 3.
M. Welsh, "Breaking the Ice," Chem 13 News, No. 210, February 1992, p. 12.
Grants
Illinois State University Small Grant, "Reorientational Motion of Several Solutes in o-Terphenyl", $1000, 1989.
State Farm Insurance, "Science Teacher Liability Workshop," $2000, 1990.
MacArthur/American Association for Higher Education Foundation Grant, "Central Illinois Science Exchange Alliance," $500, 1990.
ACS Student Affiliates Innovative Activities Grant, "Enhancing HS Science Clubs," $375, 1990.
The Upjohn Co., "Career Symposium," $400, 1990, 1991, 1992.
State Farm Insurance, "Science Teacher Liability Workshop," $2000, 1992.
Dwight D. Eisenhower Mathematics and Science Education Program, State of Illinois Board of Higher Education, "Secondary Chemistry Instrumentation Laboratory Network North Central Network," $120,000, 1992.
Dwight D. Eisenhower Mathematics and Science Education Program, State of Illinois Board of Higher Education, "Secondary Chemistry Instrumentation Laboratory Network North Central Network," $107,000, 1993.
"Secondary Chemistry Instrumentation Lab Network 1994," Eisenhower Math and Science Education Grant, Illinois Board of Higher Education, $75,000.
"Secondary Chemistry Instrumentation Lab Network 1995," Eisenhower Math and Science Education Grant, Illinois Board of Higher Education, $76,000.
"Secondary Chemistry Instrumentation Lab Network 1996," Eisenhower Math and Science Education Grant, Illinois Board of Higher Education, $48,000.
Program Reviews
Review Science Department, Notre Dame High School, Peoria, Ill., 1992.
Review Chemistry Department, Rock Valley Community College, Rockford, Ill., 1992.
Research:
"Secondary Chemistry Instrumentation Lab Network 1997," Eisenhower Math and Science Education Grant, Illinois Board of Higher Education, $48,000.
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Lecturer, Physics (Administrative/Professional)
Undergraduate Faculty
Year of Appointment: 1978
Academic Degrees:
Ed.D. Illinois State University In progress Curriculum & Instruction
M.A.T. Michigan State University 1978 Planetarium Education
B.S. The Ohio State University 1976 Astronomy
Professional Experience:
1997-present Physics Laboratory Instructor, Illinois Wesleyan University
1994-present Physics Teacher Education Program Director
1978-present Planetarium Director
1978-present Certified secondary teacher, physics and mathematics
1994-1995 Physics Faculty Associate, University High School
1992-1994 Lecturer in Physics, Illinois State University
1987-1996 Lecturer in Astronomy, Illinois Wesleyan University
1982-1992 Lecturer in Astronomy, Physics Department, Illinois State University
Faculty and Administrative Load:
Fall Semester, 1996
PHY Physics Education Program Director
PHY Planetarium Director
PHY 301 Teaching High School Physics 4 semester units
Spring Semester, 1997
PHY Physics Education Program Director
PHY Planetarium Director
PHY 302 Computer Applications in High School Physics 1 semester unit
STT 399.72 Supervision of 3 Student Teachers
Other Collegiate Assignments:
Conference Chairman -- Illinois Section of the American Association of Physics Teachers (4/97)
ITEAMS Planning Group Member, Center for Math, Science, and Technology, Illinois State University, Summer 1997
Summer 'AD'Ventures Assistant, Illinois Math and Science Academy at Illinois State University, Summer 1997.
Current Professional and Academic Association or Society Memberships:
Central Illinois Alliance of Physics Teachers
Illinois Science Teachers Association
National Science Teachers Association
American Association of Physics Teachers
Illinois Section of the American Association of Physics Teacher
Phi Delta Kappa
Current Professional Assignment, Activities, and School Involvement:
President-elect of the Illinois Section of the American Association of Physics Teachers
Planning Team Member, Summer 'AD'ventures, in cooperation with Illinois Math and Science Academy (IMSA)
External Reviewer, ITEAMS, in cooperation with the Center for Math, Science, and Technology (CeMaST) and the Illinois Math and Science Academy (IMSA)
University Supervisor for Student Teaching
Implementation Coordinator for Southeastern Illinois, Illinois Goals for Learning, ISBE grant-funded project "Near and Far Sciences
Publications:
(1996, Fall). The state of physics teacher preparation in Illinois. The Illinois Physics Teacher, 8(2).
(1996). Of Camelot, Columbus, and Eclipses. The Science Teacher, 63(7), 53-55.
(1996, Autumn). Total Lunar Eclipse, September 26. ISTA Spectrum
(1996, Autumn). Comet Hale-Bopp to Light Up Spring Skies. ISTA Spectrum
With Meuhsler. (1996). Non-directed research projects in the high school classroom, The Physics Teacher, 34(3), 158-160.
(1996, Spring). Explaining the moon illusion. ISTA Spectrum
(1995). Clinical Experiences & Student Teaching Handbook. Illinois State Board of Education.
(1994, Spring). The great eclipse. ISTA Spectrum.
(1994). The great eclipse: Observers guide. [16-page booklet], Illinois State University, Normal, IL.
(1993, November). Experimenting with the moon illusion. Odyssey.
With others. (1993). Great ideas for teaching: Geology. [Booklet], West Educational Publishing, Milwaukee, WI.
With others. (1992). Project earth science: Astronomy. [Booklet]. National Science Teachers Association, Washington, DC.
With others. (1991). Great ideas for teaching physics. [Booklet]. West Educational Publishing, Milwaukee, WI.
With others. (1990). Great ideas for teaching astronomy. [Booklet]. West Educational Publishing, Milwaukee, WI.
Presentations:
(1996). Comet Hale-Bopp. Illinois Science Teachers Association, Chicago.
(1996). History of the Emerson McMillin Observatory, Columbus, OH, Keynote address at 100th Anniversary reunion.
(1996). The Role of the Collaborative in Enhancing Physics Teacher Preparation. American Association of Physics Teachers, Indianapolis.
(1996). The State of Physics Teacher Preparation in Illinois. Illinois Section meeting of the American Association of Physics Teachers, Urbana.
(1995). Ideas for Professional Development, Project CONNECT, Peoria.
(1995). The Role of the Collaborative in Improving Physics Teacher Education at Illinois State University. Illinois section of the American Association of Physics Teachers, Springfield.
(1994). Amateur astronomy today. Keynote address to the North Central Region Astronomical League Convention, Burlington, IA.
(1991). Observational and physical astronomy. National Science Foundation Summer Institute for Outstanding Science Teachers of Illinois. Illinois State University.
Research:
Clinical Experiences & Student Teaching Handbook: Illinois State Board of Education, Grant No. 953660-0065-108-6040-51, $110,000 for one year. 1994-95.
Differences in problem-solving strategies used by novices and experts in physics. (in progress).
Undergraduate physics research: A qualitative study. (in progress with others).
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Lecturer, Biological Sciences
Year of Appointment: 1993
Academic Degrees:
M.S.. Illinois State University 1992 Curriculum and Instruction
B.S. Illinois State University 1984 Curriculum and Instruction
B.S. Illinois State University 1981 Biology/Chemistry
Professional Experience:
1995-present Biology Teacher and Volleyball Coach, Normal Community High School, Normal, Illinois
1993-present Instructor, Biological Sciences, Illinois State University
1994-1995 Student Teacher Supervisor, Biological Sciences, Illinois State University
1991-present Volleyball Camps, Illinois State University
1984-1995 Science Faculty Associate, University High Laboratory School, Illinois State University
Faculty and Administrative Load:
Fall and Spring Semesters, 1996-1997
BSC 307 Methods in the Teaching of Biology (Illinois State University)
Biology Teacher (Normal Community High School)
Volleyball Coach (Normal Community High School)
Other Collegiate Assignments: None
Current Professional and Academic Association or Society Memberships:
Illinois Science Teachers Association
National Science Teachers Association
Central Illinois Science Exchange
Association for Supervision and Curriculum Development
Illinois Coaches Association
National Association of Biology Teachers
American Association of University Women
Current Professional Assignment, Activities, and School Involvement:
Teacher Education Pre-service Student Teacher Supervision
Team Bench Coordinator, Illinois High School volleyball State Tournament
Biology Teacher Education Advisory Committee
Illinois College ISBE Evaluation Team
Publications:
1996. Learning muscles through peer teaching. NCREL Exemplary Practice publication.
1994. Problem solving, peer teaching and June beetles. Electronic Journal Publication, Exemplary Practice: Illinois State University Laboratory School Journal, ilstu.edu, departmental information, exemplary practice.
1994. Utilizing the June beetle to introduce problem solving. Electronic Journal Publication, Exemplary Practice: Illinois State University Laboratory School Journal, ilstu.edu, departmental information, exemplary practice.
1994. Science Internships. Electronic Journal Publication, Exemplary Practice: Illinois State University Laboratory School Journal, istu.edu, departmental information, exemplary practice.
1993. Creative writing assignments for the biology curriculum. Central Illinois Science Exchange Publication.
1992. Breaking the discipline barriers: creative writing in the science classroom. Western Ohio Journal, Bellbrook, Ohio, 45305.
1986. An introductory science and technology unit. ERIC
Presentations:
1995. Science certification proposal. Illinois State Board of Education.
1995. Integration and peer teaching within the sciences, Illinois State University, Elementary Science Methods Course.
1994. Using science Olympiad events in the classroom. Illinois State University, Elementary Science Methods Course.
1993. Useful acids, the chemistry of glass etching. Expanding Your Horizons Conference, Illinois State University.
1993. Volleyball coaches panel discussion: coaches perceptions of quality officiating. Volleyball Officials Association Meeting.
1992. CAPTAINS Workshop: parental involvement program. Corn Belt Conference Retreat.
1992. Science internships; the ultimate hands on experience. ISTA State Convention, St. Charles, Illinois.
1992. Science and technology, an integrated, introductory unit. Illinois State Service Center Sponsored Workshop.
1991. The library as a science Resource. ISTA State Convention.
1984-91.
National Science Teachers Association: 1985, 86, 88 and 91
American Association of Higher Education: 1985, 86.
National Association of Laboratory Schools: 1986, 88.
National Science and Technology Conference: 1986, 87.
Awards:
1997. Illinois Math and Science Academy Teaching Award: Dare to Challenge
1995. Class A Volleyball Coach of the Year
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Appendix 8 -- Miscellaneous Supporting Documents
Illinois State University has a historic and enduring commitment to educate teachers who will be responsive to the moral and intellectual demands a democratic society places upon them. To teach in a democracy is self-consciously to take up the burden of improving the moral and epistemological quality of our societal dialogue by including in it as many educated voices as possible. The democratic ideal unites caring and knowing: the more voices we elicit and the less fettered the mutual exchange among those voices becomes, the truer our convictions and conclusions will be. This is, in a way, a democratic article of "faith," and it is why our graduates aspire to teach everyone, especially those on the margins, those who have been or are in danger of being excluded.
This democratic conception of education informs all aspects of teacher education at Illinois State University. In our view, the kind of teacher appropriate to the challenges and rewards of teaching in a democratic society unites the moral and intellectual aspects of teaching by embodying what one might call its virtues.
The moral virtues are:
a sensitivity toward the varieties of individual and cultural diversity
a disposition and ability to collaborate ethically and effectively with others
a reverence for learning and a seriousness of personal, professional and public purpose
a respect for learners of all ages and a special regard for childhood and adolescence
The intellectual virtues are:
a wide general knowledge and a deep knowledge of the content to be taught
a knowledge and appreciation of the diversity among learners
an understanding of what affects learning and of appropriate teaching strategies
an interest in and an ability to seek out informational and collegial resources
a contagious intellectual enthusiasm and courage enough to be creative
Of the challenges facing teachers in the next millennium, none is more pressing than for them to develop and maintain a strong sense of their moral and intellectual roots--a professional identity. Toward this end, Illinois State University prepares teachers who have a strong sense of themselves and their mission as teachers: through caring and knowing they realize the democratic ideal. This, along with a high level of competence in their chosen areas, makes them teachers for whom we are thankful and of whom we are proud.
(03/04/97)
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PHYSICS TEACHING ADVISORY COUNCIL MINUTES
Saturday, April 9, 1994
prepared by Carl J. Wenning
The following individuals were present for the PTAC meeting that was held in Moulton Hall, room 311C: Charles Chase (CC), David Toniny (DT), Joe Kulesza (JK), Robert Fisher (RF), George Skadron (GS), Sadri Hassani (SH), and Carl Wenning (CW). Following a round of introductions, the meeting was called to order at 9:15 a.m.
RATIONALE FOR THE CREATION OF PTAC:
CW began the meeting by presenting a rationale for the formation of the Physics Teaching Advisory Council. Among his points were the facts that: 1) the ISBE accreditation process encourages it, 2) a recent survey of Physics Education program graduates indicates that changes in the program are needed, and 3) that guidance for making changes must come from persons with experience in secondary physics teaching.
OVERVIEW OF PHYSICS EDUCATION PROGRAM/SPECIALTY COURSES:
CW then gave an overview of the Physics Education course work. He summarized departmental, professional education, and certification requirements. In particular, he focused on PHY 301, PHY 302, and PHY 102.
Discussion branched out into the other science specialty courses, including CHE 301 and BIO 307. The consensus was reached that specialty courses should be just that, and that some common elements of science teaching might be better taught in a composite course that included PHY, CHE, and BIO. RF mentioned that this would be appropriate in light of the fact that there is new emphasis in the educational community on unified curricula, and that so many of our PHY teachers also teach in other science content areas. GS noted that connections between physics, chemistry, biology must be found and demonstrated, and that these might serve as the basis for a consolidated PHY/CHE/BIO science teaching course. Areas that do not overlap should serve as the basis of specialty courses such as PHY 301, PHY 302, CHE 301, and BIO 307.
Following a short break, CW exhibited a draft version Physics Education advisement manual he recently prepared. This manual attempts to gather into one place all major, professional education, and certification requirements. RF stated that starting in 1995 there would be new requirements for middle school certification -- 6 additional hours of course work. This will disqualify our physics education majors from teaching at the middle school level unless they choose to pick up additional course work.
REVIEW OF DEPARTMENTAL GOALS:
CW then summarized the Physics Education program goals as they currently appear in the ISBE accreditation documents. He asked if these goals were necessary and sufficient. There were no recommended changes; there were, however, some recommended additions. CW was directed to come up with new goals based upon the following considerations:
CC suggested including physics activities and approaches that can be helpful in maintaining classroom discipline.
CC said that planning for the long-term and short-term should be included. (RF suggested a look at Hassard.)
GS questioned where academic standards might fit in. What are the minimum expectations for an A? CC suggested the availability of advisement for our new teachers because a good sense for grading setting takes many years to develop.
CW suggested that we assist our students in learning how to set content standards, how to assess progress toward those goals, and give them experience in building a syllabus based upon this content.
GS mentioned that US Education Secretary Riley stated that Goals 2000 were necessary for raising academic standards. GS also noted that standards we set as professors for our students are the same kind of standard our students will probably follow when they become teachers. RF stated that the needs of outcome-based education be clearly defined, including reasons for standards, good assessment practices, and identification of processes that need to be carried out in order for the work to flow efficiently.
SH asked, "What constitutes the minimum standard for passing a physics course?" CC responded that if one is teaching a physics, one doesn't generally don't worry about Ds and Fs. However, in lower-level courses, one must be willing to work one-on-one with students. Most students generally do not lack ability; rather, it's a lack of interest. He gives Ds as "wake-up calls."
GS mentioned that by setting higher standards, students will work harder. The goal is to instill a sense of commitment in students.
DT suggested more work in classroom management skills, methods of documentation should be included for unruly students, philosophical background for discussions with parents might be included, etc.
CC and RF both suggested a follow-up seminar for students who have recently completed student teaching, cross-disciplinary interaction if at all possible.
PROPOSED PHY 301 CLINICAL EXPERIENCES
Vertical Studies (A): RF did not see the significance of comparing and contrasting different teaching strategies at the various grade levels. He then suggested using video tapes of elementary teachers (such as in C&I 351) if there are specific examples of things that needed to be seen. CC seconded the use of video tapes and suggested that merely following teachers about for 4 or 5 days becomes an exercise in triviality. RF mentioned that almost any activity could qualify as a clinical experience, but that its need must be clear.
Vertical Studies (B): RF indicated that evaluation of teaching methods was not really appropriate. CC suggested that work progress from identification of behaviors to compare and contrast. RF gave as an example the definition of misbehavior -- what may be misbehavior in one setting is not in another. Compare behaviors, RF suggests, to see if students are on task. RF suggested examining concept learning in the various grade levels. SH questioned whether or not the tasks should be specific only to physics. CW commented that many science teaching skills are common to PHY, BIO, and CHEM, and that our students rarely end up teaching only PHY. CC suggested that clinical experiences should include comparison of students and facilities in both in-town and out-of-town locations.
Vertical Studies (C): JK noted how deficient he felt in dealing with main streamed students who have learning difficulties (special ed) and are discipline problems. This appears to be more of a problem in the general physical science courses than in elitist physics courses. CC noted that these skills are extremely important in light of the fact that there is more of a movement toward main streaming than ever before. RF seconded this comment and noted that Metcalf is a good source of clinical experiences with respect to this problem. CC suggested that one clinical experience was worded too specifically. The words "physically challenged" should be changed so as to include discipline, intellectual, and other sorts of problems. RF suggested structuring inquiry along the lines of Benchmarks -- what is being taught with respect to Project 2061: Benchmarks for Science Literacy. GS noted that this would be a good use for the vertical study in particular. Attention should be focused on specific physics-related concepts.
Horizontal Studies (A): RF noted that critiquing was not the purview of pre-student teachers. Rather one might note the impact of various teaching strategies. CC noted that student teachers are very idealistic. RF suggest replacing any "analyze" with the word "evaluate." With respect to science teaching, CC noted that honesty and fairness go a long way toward establishing a workable educational situation. RF added the comment "worthwhile" as well. DT suggested comparing the environments at larger versus smaller schools.
Horizontal Studies (B): SH again drew attention to the fact that PHY 301 course is specifically intended for physics teaching and that the course should be directed along those lines. RF reiterated that the majority of our grads will be teaching other science courses in addition to PHY. CC suggested that clinical experiences should include a mix of 20/10/5 PHY/CHE/BIO. RF commented that by learning science teaching one is learning physics teaching. GS argued that PHY 301 must focus on the unique challenges of physics teaching during clinical experiences. The department must define what these unique challenges are. RF said that the various areas of science teaching are more alike than different and amplified GS's comment that we must define what distinguished physics teaching from science teaching in general. He suggested looking at Project 2061: Benchmarks for Science Literacy for help. GS suggested that a future meeting of the PTAC focus this dimension of physics teaching. RF mentioned that this work would be very germane to the physics component of the four new general education studies mandated by ISU.
Case Studies (A): RF suggested that pre-student teachers refrain from "evaluating" teacher effectiveness; rather, students should "analyze." We must learn to respect different teaching strategies. What may not work for one person may work very well for another.
Case Studies (B): CC suggested that one clinical experience be to look at how teachers achieve the same goals by incorporating their physical facilities. Compare three classroom settings. Note the advantages of one sort of facility over another. Determine what can be done within different settings.
Case Studies (C): RF suggested that one clinical experience might consist of getting pre-student teachers involved in a school-based science club, and that membership in the local physics club might be helpful but would not give clinical experience credit for doing so.
As the meeting drew to a close, CC put forward three points (and added a fourth later) that had been discussed by the Olympia HS science faculty in preparation for the PTAC meeting. The points were as follows: 1) lengthen the student teaching experience beyond the minimum 10-week requirement, 2) incorporate PHY 301 clinical experiences into schools where student teaching will take place, 3) following and even during student teaching there should be some sort of seminar or round table where science teaching majors can get together and compare experiences, and 4) (added in discussions after the PTAC meeting) have students work up labs with a minimum of materials -- don't make it easy -- students must be inventive.
RF added that BIO has a seminar for its students part way through the student teaching experience for their students. He suggested that a whole day be set aside a mid-point in student teaching for such a seminar and that it include all science student teachers from ISU. The prevailing consensus was that this would be an excellent idea.
The next PTAC meeting will focus on PHY 301 "modules" and the details of proposed clinical experiences. The date for the meeting was not set; however, it was decided that the best dates would be Saturdays around mid-August, afternoons (say, 2:00 p.m.) being the preferred starting time. CW will get back to everyone about the date. The meeting adjourned at 12:30 p.m.