Department of Physical Sciences School of Science and Technology. B.S. in Chemistry Education CIP CODE: 13.1323 PROGRAM CODE: 345. Student-Learning Outcomes Standards mandated by an accreditation agency (NCATE/NSTA).
B.S. in Chemistry Education
CIP CODE: 13.1323
PROGRAM CODE: 345
Program Quality Improvement Report 2009-2010
Outcome 1: The chemistry education majorunderstands the major concepts, principles, theories, laws, and interrelationships found in the discipline of chemistry and related fields.
Outcome 2: The chemistry education majorunderstands the major unifying concepts of science.
Outcome 3: The chemistry education majorunderstands important personal and technological applications of science.
Outcome 4: The chemistry education majorunderstands research and can successfully design, conduct, report evaluate investigations in science.
Outcome 5: The chemistry education majorunderstands the historical and cultural development of science and the evolution of knowledge in chemistry.
Outcome 6: The chemistry education majorunderstands the philosophical tenets, assumptions, goals, and values that distinguish science from technology and from other ways of knowing the world.
Outcome 7: The chemistry education majorunderstands the legal and ethical responsibilities in chemistry and in science, in general, regarding safety issues related to the proper treatment of animals; the maintenance and disposal of materials; knows and follows emergency procedures; knows how to maintains safety equipment; and knows safety procedures.
Objective 1: Teachers of science understand and can articulate the knowledge and practices of contemporary science.
Objective 2: Teachers of science engage students effectively in studies of the history, philosophy, and practice of science.
Objective 3: Teachers of science engage students both in studies of various methods of scientific inquiry and in active learning through scientific inquiry.
Objective 4: Teachers of science recognize that informed citizens must be prepared to make decisions and take action on contemporary science- and technology-related issues of interest to the general society.
Objective 5: Teachers of science plan and implement an active, coherent, and effective curriculum that is consistent with the goals and recommendations of the National Science Education Standards.
Objective 6: Teachers of science relate their discipline to their local and regional communities, involving stakeholders and using the individual, institutional, and natural resources of the community in their teaching. The candidate actively engages students in science-related studies or activities related to locally important issues.
Objective 7: Teachers of science construct and use effective assessment strategies to determine that backgrounds and achievements of learners and facilitate their intellectual, social, and personal development.
Objective 8: Teachers of science organize safe and effective learning environments that promote the success of students and the welfare of all living things.
Objective 9: Teachers of science strive continuously to grow and change, personally and professionally, to meet the diverse needs of their students, school, community, and profession. They have a desire and disposition for growth and betterment.
Alignment with Cameron University Mission:
Foster “a student-centered academic environment that combines innovative classroom teaching with experiential learning”.
Prepare “students for professional success, responsible citizenship, life-long learning, and meaningful contributions to a rapidly changing world”.
Alignment with School of Science and Technology Mission
Educate students based on “excellence in academic work” and “exposure to latest technological advances”.
Provide students the skills and confidence to excel as lifelong learners”.
“Ensure success of graduates in a diverse and ever-changing environment”.
Alignment with Physical Sciences Department Mission
Provide “a rigorous basic education in chemistry and physics both in theory and practice at various levels appropriate for students to prepare to become professionals in their selected fields of study as a major in chemistry …”
Provide an education in chemistry and physics appropriate for students preparing for various careers, e.g., teaching science in secondary schools and health care.
Relationship with Cameron University Plan 2013 (Goal One):
Highest quality in instruction, research, and service to better meet the needs of the citizens of the region.
Effective assessment of student learning .
University and programmatic accreditation.
Efficient, effective course delivery in multiple formats.
Student/faculty opportunities to demonstrate scholarship in regional and national forums.
To prepare reflective, well-prepared science
teachers in science, particularly in the
To accomplish the objective, chemistry education majors referred to as candidates (candidates for licensure in the State of Oklahoma as a science teacher) must complete a series of transition points which follow those of the Education Unit.
Eight assessments are used as evidence demonstrating that the candidate is meeting the most current National Science Teachers Association standards. For each assessment used in the chemistry education program, the type of the assessment and the time it is administered is identified below. The eight assessments align with the chemistry education’s specific objectives: content knowledge, pedagogical knowledge, and professional knowledge. Content knowledge relates to subject area content, the ways of science through investigation and research, and the disposition of liability and safety.
1a) Content Knowledge – State Licensure Tests
Oklahoma Subject Area Tests (OSAT) in Chemistry, Physics, Physical Science, Earth Science
1b)Content Knowledge – Standardized Exams
American Chemical Society (ACS) standardized first-year chemistry examination
1c)Content Knowledge–Grades (Courses aligned with NSTA competencies)
Completion of chemistry course sequence (i.e. general chemistry)
Science Integrated Lesson Plan - Inquiry
Nature of Science
Classroom/Laboratory Safety and Liability
Cultural/Historical Relationships to Science
2b) Pedagogical and Professional Knowledge and Skills
Student Teaching Assessment (Rubric) - Part 3
Student Teaching Evaluation EDUC 4965/4975
Teacher Work Sample
IN-DIRECT MEASURES OF STUDENT-LEARNING:
1) Program Entry-Points (defined by the Education Unit)
Exit Interview (defined by Department)
OGET (general education mean scores)
The chemistry education majorcan successfully design, conduct, report, and evaluate investigations in science.
The chemistry education majorunderstands the historical and cultural development of science and the evolution of knowledge in chemistry.
The chemistry education majorunderstands the philosophical tenets, assumptions, goals, and values that distinguish science from technology and from other ways of knowing the world (nature of science).
A significant amount of data is being collected this semester; however, we only have two students in the program at this time. The data will be limited. We, at this time, do not have enough data to evaluate the program.
We are currently collecting initial data to determine outcomes so we can plan for the future.
No actions at this time.
We have no graduates at this time.