Main Content
Syllabus
MTHED/SCIED 460 (3 Credits): Trends and Issues in Science, Technology, Engineering, and Mathematics (STEM) Education
Develops understandings of research and practices around issues in PreK-12 Science, Technology, Engineering, and Mathematics (STEM) Education.
Overview | Objectives | Materials | Library Resources | Technical Requirements | Course Requirements and Grading | Course Schedule | Academic Integrity | Accomodating Disabilities | Additional Policies
Overview
The learning activities that form the content of this course are designed to help you understand current issues and trends in the research and practices around the teaching and learning of Science, Technology, Engineering, and Mathematics (STEM) in pre-kindergarten through grade 12. Each week, you will engage with content through three types of learning activities: 1) a lesson assignment, 2) a discussion forum, and 3) writing in your learning journal. It is through active engagement in those three weekly activities that you will learn about how the different STEM content expectations, student practices, and teaching practices can be coherently integrated to support Prek-12 student learning across the disciplines. You will examine issues and trends in STEM Education through engagement with research-based resources about student learning and teaching practices, standards documents, as well as research-based scholarship in STEM education.
In Module 1 (Lessons 2-4), you will focus on an examination of K-12 curriculum standards (the content that students “should” learn) in mathematics and science. You will also consider issues of equity in PreK-12 mathematics and science education and the role that standards documents can play in providing equitable access to important disciplinary content for all PreK-12 students. In Lesson 5, you will engage in the beginning steps of designing your final project for the course.
In Module 2 (Lessons 5-7), you will focus on learning about PreK-12 student practices (what should students be “doing” while learning the content identified in the standards documents from Module 1) in each of the disciplines. You will examine student practices advocated in each of the disciplines of STEM education to understand them and draw connections to content from Module 1. Finally, you will again consider proposed or potential models for synthesis and integration of student practices across the STEM disciplines and integrate what you have learned in Module 2 into your final project plan.
In Module 3 (Lessons 8-9), you will focus on learning about research-based PreK-12 teaching practices in each of the STEM education disciplines. You will examine teaching practices advocated in each of the disciplines of STEM education to understand them and draw connections to content from Modules 1 and 2. Module 3 ends with an integration of new knowledge and information into your final project plan.
In Module 4 (STEM Final Project), you will continue to synthesize and apply what you have learned from Modules 1, 2, and 3 in order to complete work on your final project - consisting of 2 parts: 1) an articulation of a scholarly-based argument for the integration of STEM education in PreK-12 education; and 2) a series of lessons that could be carried out in your local context and that reflect the integration of STEM content, student practices, and teaching practices. Details of the final project assignment are contained in the course syllabus.
Course Objectives
The primary emphasis of this course is to explore issues and trends in Science, Technology, Engineering, and Mathematics (STEM) education in pre-kindergarten to 12th grade. Through participation in the course, students will: .
- Understand the current issues and trends in STEM education.
- Understand the interconnected nature of PreK-12 STEM education disciplinary knowledge and practices.
- Develop knowledge of relevant curriculum standards documents and curriculum materials in the PreK-12 STEM education.
- Apply course understandings to design an integrated STEM education project for enactment in their local context.
Required Course Materials
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.
Links for other required readings are provided within the course content.
Library Resources
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
Technical Requirements
| Operating System | Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems. To determine if your operating system is supported, please review Canvas' computer specifications. |
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| Browser | Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites. |
| Additional Canvas Requirements | For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications. |
| Additional Software | All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. |
| Hardware | Monitor: Monitor capable of at least 1024 x 768 resolution |
| Mobile Device (optional) | The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Course Requirements and Grading
| Assessments | Points |
|---|---|
| Learning Journals (9) | 10 pts (90 total) |
| Lesson Assignments (9) | 20 pts (180 total) |
| Synthesis and Integration Assignments (3) | 20 pts (60 total) |
| Discussion Forums (assessed via Discussion Reflection Post in your Learning Journal) (3) | 20 pts per reflection post (60 total) |
| Final Project - STEM Rationale Paper | 40 pts |
| Final Project - STEM Implementation Plan | 100 pts |
| Total | 530 pts |
Discussion Forums
Discussion forums provide the context in which you will actively participate in constructing our classroom community - where we learn from and with one another. In the discussion forums, you will raise and answer questions for the community based on course content, such as assignments and readings. You will also draw upon your own experiences as a teacher and student of STEM. It is important we hold one another accountable for our collective growth as teaching professionals. Each week you will be asked to both start a discussion thread and respond to classmates’ discussion starters.
It is important to note you will not be given a grade based on your instructor’s assessment of your participation in our discussion forums. Rather, your grade on this assignment will be based on the Discussion Reflection self-assessment you complete at the end of each module, in which you will evaluate yourself and provide evidence you were an active, collegial, and professional member of our Discussion Forum community. More details about the Discussion Reflection self-assessment are provided below. If you are not an active, collegial, and professional member of our Discussion Forum community, you will not be able to provide sufficient evidence to receive full credit for your Discussion Forum participation.
Many of the Discussion Forum assignments ask you to start a discussion thread with specific prompts or questions.
First Week of Discussion Forum:
- Read the prompt and make your initial reply by Tuesday at 11:59 PM (EST).
- This is a reply-first forum which means you will not be able to see any other replies until you make your initial reply.
Second Week of Discussion Forum:
- You are expected to read and respond to your classmates by Sunday at 11:59 PM (EST) of the second week. Sometimes your instructor will allow you to choose which replies to respond to; other times your instructor will require you to respond to specific posts.
- You may have an initial reply for the next discussion forum due this week by Tuesday.
You should write professionally (e.g., complete sentences and standard spelling), but you can be conversational (i.e., you do not need to use a formal or academic stance, and you can certainly write from a “first person” perspective!).
Your posts should respond specifically to your classmates’ prompts or questions and reflect that you have read and thought about that lesson’s content and readings. Your posts should reflect a willingness to consider new ideas, and you should also help support your classmates’ learning by posing thoughtful questions or proposing interesting connections.
Please remember the discussion forums are the heart of the interactions of the course. It is critical that you spend time and energy making replies in the forums and replies to your colleagues, as this is one of the ways you will best learn. Being an active, productive and responsive member of the discussion forums will also provide the evidence you need for the reflections which are the foundation of your grade.
Discussion Reflection Post
At the end of the each module, you will write a self-assessment of your participation in the module’s discussion forums. The self-assessment will be your Learning Journal assignment for lessons 5, 8, and 12 and will allow you to comment on the quantity and quality of your contributions to our professional learning community (i.e., our class) through the discussion in the forums. This graded self-assessment will be your only grade for all of the forums in the module. Your discussion forum grade is based on how well you articulate and provide evidence of your contributions.
Provide your answers to the questions below by reflecting on your participation in the Discussion Forums this module. This is your chance to comment on your overall contributions to the Professional Learning Community. Your reflections should address the following questions by providing SPECIFIC examples. Provide dates of posts, names of classmates, or direct quotes as helpful so that your instructor can evaluate your claim by easily finding the piece of evidence to which you are referring.
Part 1: First, reflect on your level of engagement with your classmates. Specifically address the bolded questions below (the sub-questions are things for you to consider in writing your answers to the bolded questions - please do not write a separate answer for each sub-question)
- How do you assess the quality of your initial discussion thread starters? For example,
- Did you ask open-ended questions that invited thoughtful response?
- Were your thread starters tightly or loosely connected to the lesson content?
- Did your discussion starter generate a lively discussion?
- How did you contribute to the threads themselves? For example,
- Did you post enough times to be considered a contributing member of the discussion?
- Do you double-check your postings for grammar, spelling, and so on? Are you making an effort to communicate clearly?
- Did you post consistently, on a regular schedule, or did you just wait until the last minute?
- How did you contribute to the ideas of the course? For example,
- Did you contribute new ideas or content?
- Did you connect specific ideas from our course to other course ideas or to your own experiences?
- How did you contribute to the community (the people in the course)? For example,
- Did you learn something from a classmate?
- Did you contribute to others' learning?
- Did you ask constructive and challenging questions of your peers?
- Did you reply to questions and issues raised by your peers?
- Did you engage in deep conversations with your peers (three or more threads deep)?
Part 2: Self-assessment summary
Examine your answers to the questions above and consider your participation in the Discussion Forums this module. Comment on your overall contributions to the Professional Learning Community. What were your strengths and weaknesses as a developing professional? What did you add? What is something you can work on in the next module? Write at least one paragraph assessing yourself in this component of our course.
Learning Journals
Learning journals are the context for you to communicate one-on-one directly with the instructor about your learning in this course. You will have a learning journal assignment each week that is linked to required readings and/or other course content, and your response will be guided by specific prompts. Along with demonstrating that you are engaging thoughtfully with the course content, this is an opportunity for you to ask questions about your work without having them in the public discussion forums. You will have 8 Learning Journal entries during this course; however, as described above, three of those learning journals will be about your participation in discussion forums.
Just as with your discussion posts, your learning journals should be written professionally (e.g., complete sentences and standard spelling), but you can be conversational (i.e., you do not need to use a formal or academic stance, and you can certainly write from a “first person” perspective!). I expect your Learning Journals to contain thoughtful reactions to the prompts that I pose in addition to commenting on aspects of the course or readings other than those I specifically suggest. This is your opportunity to communicate with me on an individual basis about the course as well as your thoughts regarding STEM education.
All learning journals are individual assignments and will be assessed using the rubric below:
| Receiving 9 or 10 points means you have: | Receiving 7 or 8 points means you have: | Receiving 6 points or below means you have: |
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Lesson Assignments
The lesson assignments are the most varied in their purpose and form. In some weeks you will be asked to collect and share resources for developing your final project. In other weeks you will be asked to create visualization or graphic organizers of mathematics or science content. These assignments are tailored to the particular lesson and the content and pedagogical approach of that particular week. Each lesson assignment will have a complete explanation of the task in the lesson, as well as a rubric for evaluating the product of the lesson.
Final Project
Your final project will represent a synthesis of all you have done and learned during your weeks engaging with STEM content and practices. The course is designed to support continued work on your final project throughout the semester (through the Synthesis and Integration activities) and concentrated time for working on your final project in Module 4.
Integrated STEM Unit Plan Draft and Final
The Integrated STEM Unit Plan should consist of 10-12 days of instructional time designed for your local context. You will submit a draft unit plan, provide feedback to your peers, and complete a final version by the end of Module 4. This unit plan should specify the mathematics and science content that are the foci of the unit, citing specific content standards from both NGSS and CCSS-M. Your unit plan should also clearly spell out specific supports for and references to the disciplinary student practices in all four disciplines. Lastly, you must indicate how you have incorporated the mathematics and science teaching practices as part of your planning. The lesson plans should be spelled out and complete enough (see the template in Module 4) so that another STEM teacher could use them or adapt them to their local context. There should be one complete lesson plan for each day of your unit, including the final summative assessment. You also need to include any documents that student would use as part of the lesson - whether that is worksheets, laboratories, or other student materials.
Rationale for STEM Integration
The Rational for STEM Integration is a 5-page paper (1250 words) in which you articulate a rationale for “Why STEM?”. In this paper, you should seek to provide a rationale that both explains your thinking about integrating the four constituent disciplines of Science, Technology, Engineering and Mathematics and provides the theoretical grounding for the Integrated STEM Unit Plan. I expect your rationale to be supported in specific ways by the readings and videos that make up the practical and scholarly content of the course. Think of framing an argument for an administrator or decision-maker in your context as to the value of STEM, and what it means for your local context. My expectation is that you will provide evidence from what you have read and watched to make a case for the value of integrating STEM education in your context. If warranted, you can also provide evidence against integration as part of that argument. The main thing is that you write a clear and well-supported discussion of the issues around STEM integration.
Course Schedule
The schedule below outlines the topics we will be covering in this course, along with the associated assignments.
- Course length: 15 weeks
Getting Started
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Module 0
Lesson 1: Exploring STEM Education Issues and Trends
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National Academy of Engineering and National Research Council. STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. Washington, DC: The National Academies Press, 2014. doi:10.17226/18612 Go to the National Academies Press to read. Select ‘Read Online’. Read the following sections of the online book:
View the STEM videos provided in the Lesson content. |
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Module 1: STEM Curriculum and Standards
Lesson 2: Standards and Curriculum Materials in Math
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Lesson 3: Standards and Curriculum Materials in Science
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Lesson 4: The Importance of Equity in STEM
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Module 1 Synthesis and Integration across STEM
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Module 2: Student Practices in STEM
Lesson 5: Student Practices in Math
Lesson 6: Student Practices in Science
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Lesson 7: Student Practices in Technology and Engineering
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Module 2 Synthesis and Integration across STEM
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Module 3: Teaching Practices in STEM Education
Lesson 8: Teaching Practices in Math
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Lesson 9: Teaching Practices in Science
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Module 3 Synthesis and Integration across STEM
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Module 4: STEM Final Project
Integrated STEM Unit Plan Draft
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Rationale for STEM Integration
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Integrated STEM Unit Plan Final
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Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please go to the Graduation Information on the My Penn State Online Student Portal.
Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
Academic Integrity
According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and
personal integrity; respect other students' dignity, rights, and
property; and help create and maintain an environment in which all
can succeed through the fruits of their own efforts. An environment
of academic integrity is requisite to respect for oneself and
others, as well as a civil community.
In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.
All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .
Accommodating Disabilities
Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has resources for students with disabilities. The Student Disability Resources (SDR) website provides contacts for disability services at every Penn State campus. For further information, please visit the SDR website.
In order to apply for reasonable accommodations, you must contact the appropriate disability resources office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation based on the documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability resources office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
Additional Policies
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.