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WILMINGTON UNIVERSITY COLLEGE

COLLEGE OF EDUCATION
SYLLABUS
COURSE NUMBER MED 7819

COURSE TITLE Design, Build and Test

COURSE CREDIT 3 Credits

MINIMUM TIME REQUIREMENTS (in clock hours):

Teacher Led Instruction SEA Fieldwork/Clinical Lab External Learning
35 5 0 0 70

TEXTBOOK
Title of Book: STEM-Infusing the Elementary Classroom
Author: Miranda Talley Reagan
ISBN: 978-1-4833-9236-3
Publisher: Corwin

FACULTY INFORMATION/ OFFICE HOURS/METHOD OF CONTACT: Check Blackboard for Faculty

Information

COURSE DESCRIPTION
Candidates will explore processes in planning, designing, and testing objects. Using evidence-based practices such
as project-based and problem-based learning, candidates will design, build, and test objects. Topics included group
work, collaboration, and effective communication skills.

Course Format
Course Format: The course is offered in a tradition, hybrid or a distance-learning format. Hybrid courses
are taught in an online Learning Content Management System, Blackboard.
Distance learning: A webcam will enhance the learning experience during a virtual conference or
synchronous sessions.
DIS 095: Distance Learning Orientation for Students is a prerequisite for registering for a hybrid or online
format. DIS 095 is free of charge and can be completed through Blackboard . in approximately 60 minutes.
The orientation is located at http://www.wilmu.edu/distancelearning/dlorientation.aspx

I. CONCEPTUAL FRAMEWORK
The course is structured to reflect the eight essential program attributes described in the College of
Education Conceptual Framework found at
http://www.wilmu.edu/education/clinicalstudies/conceptframework.aspx

II. PROGRAM COMPETENCIES /STANDARD-BASED INSTRUCTIONAL GOALS

A. Model Standards for Teacher Licensing, Assessment and Development from The Interstate New
Teacher Assessment and Support Consortium (2013) by the Council of Chief State School Officers. The
standards are located at the website
http://www.ccsso.org/Resources/Publications/InTASC_Model_Core_Teaching_Standards_and_Learnin
g_Progressions_for_Teachers_10.html
B. Next Generation Science Standards: For States, By States (2013) by the NGSS Lead States. The
standards are located at the website http://www.nextgenscience.org

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III. PROGRAM COMPETENCIES/STANDARDS

Program Competency Standard 1. Learner Development
The teacher understands how children learn and develop, recognizing that patterns of learning and development
vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs
and implements developmentally appropriate and challenging learning experiences.

Program Competency Standard 3. Learning Environments

The teacher works with others to create environments that support individual and collaborative learning, and that
encourage positive social interaction, active engagement in learning, and self motivation.

Program Competency Standard 6. Assessment

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to
monitor learner progress, and to guide the teachers and learners decision making.

Program Competency Standard 7. Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon
knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners
and the community context.

Program Competency Standard 8. Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep
understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Program Competency Standard 9. Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on others (learners, families, and other professionals in the
community), and adapts practice to meet the needs of each learner.

Program Competency Standard 10. Leadership and Collaboration

The teacher seeks appropriate leaderships roles and opportunities to take responsibility for student learning, to
collaborate with learners, families, colleagues, and other school professionals, and community members to
ensure learner growth, and to advance the profession.

IV. METHODOLOGY PHILOSOPHY AND EVALUATION

A. Methodology and Philosophy
Instructional strategies appropriate for adult learners are implemented such as project-based and problem
based instructional practices, active participation in goal setting and self-evaluation, experiential activities,
and student-centered learning environments. The course content and instructional design are informed by
adult learning theories and may take place in student-only, teacher-led, or community-based settings. These
methodologies fit well with transformative theory, situated cognition, and a social-cultural perspective.

B. Assessment and Evaluation

Assignments will be scored using performance-based assessments.
Grade A: Excellent. The student has demonstrated a quality of work and accomplishments far beyond the
normal requirements and shows originality of thought and mastery of material.
To receive an A in this course, the candidate must earn a total of a 95%.
Grade B: Good. The students achievement exceeds satisfactory accomplishment, showing a clearer
indication of initiative, comprehension of material, and the ability to work with concepts.
Grade C: Satisfactory. The student has met the formal requirements and has demonstrated comprehension
of the material and the ability to work with concepts.

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Note. It is the students responsibility to obtain and complete assignments on the due dates. Late
assignments are not accepted. Due to the nature of a seven-week course and to ensure that all candidates are
provided with equal learning experience opportunities, late assignments cannot be accepted without good
reason, prior approval, and evidence. Again, without a justifiable reason and evidence, instructors do not
accept late assignments.

It is the students responsibility to obtain and complete assignments on the due dates. Candidates who
register and enter the course on the drop/add date have four days to complete the first weeks assignments.

V. ATTENDANCE POLICIES: College of Education Policy

In the College of Education, faculty must approve all requests for absences that are exceptions to the
University policy. Vacations are not considered to be legitimate reasons for missing classes. Faculty must
be contacted prior to class in all cases except valid emergencies. Failure to obtain approval for exceptions
may result in lowering the final passing grade or assigning a FA (failure due to absence). Students who
have registered for a course and never attended the class at all will receive a grade of NA (never attended).
Early departures and late arrivals will be cumulative towards class absences. Note. Candidates who register
and enter the course on the drop/add date have four days to complete the first weeks assignments.

VI. PROGRAM COMPETENCY PROJECTS /STRUCTURED EXTERNAL ASSIGNMENT

CeCRAM/Structured External assignments that measure program competencies for this course must be
uploaded into E-Folio (TaskStream). Failure to upload the assignment will automatically result in a failing
score for that assignment.
PROGRAM COMPETENCY Standard 3. Learning Environment
PROGRAM COMPETENCY Standard 6. Assessment
PROGRAM COMPETENCY Standard 7. Planning for Instruction
PROGRAM COMPETENCY Standard 8. Instructional Strategies
STEM-Infused Lesson Plan with a Design Challenge: A lesson plan that has all of the qualities of a STEM-
Infused problem-based design challenge.

WEEKLY SCHEDULE

Weekly Assignments with Due Dates

Start Here Acknowledge Agreement to Academic Integrity (Due this week)

Introductory Discussion Board Forum (Due this week)

Week 1. W1.A1. Readings: Textbook Chapters 1 & 8, Resource A, Articles

What is STEM? W1.A2. Evaluate Pipeline Lesson Plan (Due this week)
Growth Mindset W1.A3. Self-Analysis of Growth Mindset Discussion Board Forum (Due this week)

Week 2 W2.A1. Readings: Textbook Chapters 2 & 3, Resource O, Articles

Exploring Standards W2.A2. Aligning a Design Challenge with Multiple Sets of Standards (Due this week)
Rigor/Relevance W2.A3. Rigorous and Measurable Objective Discussion Board (Due this week)

Week 3 W3.A.1. Readings: Textbook Chapters 4, 5, & 6, Resources A-L

STEM-Infusion into W3.A2. STEM-Infused Lesson Plan with a Design Challenge (Due end of Week 5)
the Curriculum W3.A3. Three Approaches to STEM-Infusion Discussion Board (Due this week)

Week 4 W4.A1. Readings: Textbook Chapter 7

Assessment W4.A2. STEM-Infused Lesson Plan with a Design Challenge (Due end of Week 5)
W4.A3. Assessing STEM Discussion Board (Due this week)

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Week 5 W5.A1. Readings: Textbook Chapters 3 & 9

Use of Technology for W5.A2. STEM-Infused Lesson Plan with a Design Challenge (Due this week)
21st Century Skills W5.A3. Technology for Collaboration or Product Development (Due this week)

Week 6 W6.A1. Readings: Articles and Videos

Technology for W6.A2. Tinkercad Models (Due this week)
Engineering Design W6.A.3 Sharing Technology Screencast Discussion Board (Due this week)
IDEA Evaluation

Week 7 W7.A1. Readings: Textbook Chapter 10

Leadership W7.A2. Digital Media Leader of Change (Due this week)
W7.A3. Thingverse Design Challenge Discussion Board (Due this week)
IDEA Evaluation

Assignments
Graded Assignments Point Value
Academic Integrity Agreement 1
Introductory Discussion Board Forum 5
W1.A2. Evaluate Keystone Lesson Plan 12
W1.A3. Self-Analysis of Growth Mindset 5
W2.A2. Aligning a Design Challenge with Multiple Sets of Standards 12
W2.A3. Rigorous and Measurable Objective Discussion Board 5
W3-5.A2. STEM-Infused Lesson Plan with a Design Challenge 35
W3.A3. Three Approaches to STEM-Infusion Discussion Board 5
W4.A3. Assessing STEM Discussion Board 5
W5.A3. Technology for Collaboration or Product Development 12
W6.A2. Tinkercad Models 10
W6.A3. Sharing Technology Screencast Discussion Board 3
W7.A2. Digital Media Leader of Change 10
W7.A3. Thingverse Design Challenge Discussion Board 9
Total 129

Syllabus is sole property of Wilmington University

Professional Partners Creating Environments for Learning