Classes
BZ 680 (BZ 670 as of 2017): Teaching Scientific Reasoning and Argumentation
This is a new course I developed in Fall 2016 (loosely based on a college science teaching class that I taught as ECOL 592 a couple of times). This course was recently approved by the university curriculum committee. It will be offered every fall as BZ 670.
This is a new course I developed in Fall 2016 (loosely based on a college science teaching class that I taught as ECOL 592 a couple of times). This course was recently approved by the university curriculum committee. It will be offered every fall as BZ 670.
BZ 220: Evolution (BZ 296: Honors breakout section for Evolution)
There are several instructors for this course. I teach this every other spring semester. This course requires LIFE 102/103 or equivalents as a prerequisite and is intended for those majoring in a life science degree. Most students are sophomores-seniors. We meet twice a week for 75 minutes each, but students are expected to sign up for two discussions during the semester (microevolution and macroevolution). For the discussion sections, students are expected to read a primary journal article assigned for that week and complete a R-E-C table (what concepts introduced in lecture were reinforced in the article/ what concepts were extended/ and what concepts or findings challenge your understanding?)
The Honors breakout section will engage in argumentation mapping of primary journal articles and their popular science article counterparts. Students will also create their own popular science report of primary journal articles that explore evolution research.
There are several instructors for this course. I teach this every other spring semester. This course requires LIFE 102/103 or equivalents as a prerequisite and is intended for those majoring in a life science degree. Most students are sophomores-seniors. We meet twice a week for 75 minutes each, but students are expected to sign up for two discussions during the semester (microevolution and macroevolution). For the discussion sections, students are expected to read a primary journal article assigned for that week and complete a R-E-C table (what concepts introduced in lecture were reinforced in the article/ what concepts were extended/ and what concepts or findings challenge your understanding?)
The Honors breakout section will engage in argumentation mapping of primary journal articles and their popular science article counterparts. Students will also create their own popular science report of primary journal articles that explore evolution research.
EDUC 460: Science Teaching Methods
I taught this course 14 times from 2008-2015 for undergraduate science majors (and a few math majors too) who were in the teacher licensure program. Here is a course website the students and I co-created as a resource. csusciencemethods.wikispaces.com
I taught this course 14 times from 2008-2015 for undergraduate science majors (and a few math majors too) who were in the teacher licensure program. Here is a course website the students and I co-created as a resource. csusciencemethods.wikispaces.com
EDUC 526: Interdisciplinary Teaching Methods
I taught this course from 2009-2014 for Masters + teaching license students who intended to teach secondary school. Students ranged from art, English language art, family/consumer science, science, social studies, mathematics, and business.
I taught this course from 2009-2014 for Masters + teaching license students who intended to teach secondary school. Students ranged from art, English language art, family/consumer science, science, social studies, mathematics, and business.