Preparing Math and Science Educators at the Junior college.


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Preparing Math and Science Educators at the Junior college Keith Earth Green Waterway CC To discover this presentation… Go to: http://www.instruction.greenriver.edu/kclay/bestpractices.htm Which is correct…   here  The need: Flow deficiencies in Auxiliary Schools
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Preparing Math and Science Teachers at the Community College Keith Clay Green River CC

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To discover this presentation… Go to: http://www.instruction.greenriver.edu/kclay/bestpractices.htm Which is right…   here 

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The need: Current deficiencies in Secondary Schools Special Education 72% Mathematics 51% Science – Chemistry 44% Science – Physics 38% Science – Biology 38% Music – Instrumental 36% Early Childhood Special Education 33% Music – Choral 31% English as a Second Language 28% Bilingual 18% Japanese 10% Educator Supply and Demand in Washington State Superintendent of Public Instruction

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The issues: Half of our K-12 instructors start school training at a Community Colleges. Optional science educators need double majors: showing + a science subject. Completing in four years is troublesome notwithstanding for all around prompted college understudies. Numerous colleges have differ over courses CC understudies ought to take.

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The objectives: Consensus on courses for future HS educators amid first years of school. Transferable 2-year degrees acknowledged at instructor cert. schools in Washington. Programs inside of the span of junior colleges and their understudies. Very qualified CC graduates on equivalent balance with local college understudies.

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The procedure: 2002: Math, science, and ed masters from 12 CCs met with partners from WSU, WWU, CWU, and EWU. OSPI confirmation prerequisites were evaluated for optional math, science, science, material science, topography, and general science. College necessities were contrasted and offerings at Washington CCs.

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The procedure: Next 6 months: Email flew quick and irate. Advisory group co-seat Skip Paznokas (WSU) looked for accord among college science and ed divisions. Board of trustees co-seat Keith Clay (GRCC) moved in the direction of agreement among CCs. Shared belief was distinguished. Mannerisms were disheartened.

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The procedure: Winter 2003: second meeting occurred. Five HS showing degrees endorsed: Math, Bio, Chem, Physics, Gen. Sci. (Absence of accord tabled Geology) Loretta Seppanen (SBCTC), Paznokas, & Clay exhibited degrees to governing body. Spring 2003: Legislature sanction.

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The degrees: MATH Direct Transfer Associate (DTA or “AA”) 4 quarters analytics (through multivariate analytics – 20 credits of analytics) & straight variable based math, and ideally analytics based likelihood and measurements. 1 quarter Intro to Education, Speech, Psych, Multicultural Ed (suggested), 2 quarters English, and leftover portion from AA degree circulation ranges.

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The degrees: MATH The complete statewide understanding: http://www.instruction.greenriver.edu/kclay/verbalization/AssocMathEd.pdf What it would seem that at GRCC: http://www.greenriver.edu/index/AMDegree.htm (Don’t duplicate this down. You as of now have the connections.)

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The degrees: BIOLOGY Associate of Science (AS-T) 90 to 105 credits! No elective. 2 quarters analytics, 1 qtr. insights, 3 qtrs. science, 6 qtrs. science, 3 qtrs. material science (prescribed). 1 quarter Intro to Education, Speech, Psych, Multicultural Ed (prescribed), 2 quarters English.

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The degrees: BIOLOGY The complete statewide understanding: http://www.instruction.greenriver.edu/kclay/explanation/AssocBioEd.pdf What it would appear that at GRCC: http://www.greenriver.edu/inventory/AssociateBiologyEducation.htm (Don’t duplicate this down. You as of now have the connections.)

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The degrees: CHEMISTRY Associate of Science (AS-T) 90 credits. No elective. 2 quarters math & 1 qtr. detail or calc, 6 qtrs. science, 3 qtrs. material science. 1 quarter Intro to Education, Speech, Psych, Multicultural Ed (suggested), 2 quarters English.

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The degrees: CHEMISTRY The complete statewide assention: http://www.instruction.greenriver.edu/kclay/enunciation/AssocChemEd.pdf What it would seem that at GRCC: http://www.greenriver.edu/index/AssociateChemistryEducation.htm (You have the connections.)

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The degrees: PHYSICS Associate of Science (AS-T) 89 credits? No genuine elective. 4 quarters analytics, 3 qtrs. material science, 2 qtrs. science, straight polynomial math, diff. eq., PC programming 1 quarter Intro to Education, Speech, Psych, Multicultural Ed (prescribed), 2 quarters English.

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The degrees: PHYSICS The complete statewide assention:/www.instruction.greenriver.edu/kclay/enunciation/AssocPhysicsEd.pdf What it would appear that at GRCC: http://www.greenriver.edu/list/AssociatePhysicsEducation.htm (You have the connections.)

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The degrees: GENERAL SCIENCE Associate of Science (AS-T) 85 - 90 credits. One elective? 3 quarters math, 3 qtrs. insights, Three of the accompanying four: 3 qtrs phys, 3 qtrs chem, 3 qtrs bio, or 2 qrts geol. 1 quarter Intro to Education, Speech, Psych, Multicultural Ed (suggested), 2 quarters English.

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The degrees: GENERAL SCIENCE The complete statewide understanding:/www.instruction.greenriver.edu/kclay/explanation/AssocGenSciEd.pdf What it would appear that at GRCC: http://www.greenriver.edu/inventory/AssociateGeneralScienceEducation.htm (You have the connections.)

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The degrees: GENERAL SCIENCE Lest it get away from your notification: There is no math or science on the general science prerequisite rundown past what is offered at a run of the mill CC. Explained 2 nd ary showing projects could be made with understudies doing ALL math & science learns at a CC. Satellite projects could present HS showing declarations on a CC grounds!

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Tentative degree: GEOLOGY Associate of Science (AS-T) 90 - 100 credits? No elective. 2 quarters pre-calc (?), 2 quarters analytics, 1 qtr. insights. 2 qrts topography, 1-3 qtrs earth science, 3 qtrs chem, 2-3 qtrs phys, 0-1 qtr bio. 1 quarter Intro to Education, Speech, Psych, Multicultural Ed (prescribed), 2 quarters English.

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The degrees: GEOLOGY Questions: Omit notice pre-calc and let understudies make it up all alone? Alternately determine it as a major aspect of the degree, making the aggregate necessity 100 credits? Gatherings will resume fall 2007. (Keith Clay and Leslie H-N will be there) Not yet embraced at GRCC or somewhere else.

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Challenges: Implementation What obstructions isolate your school from these degrees? Instructing burdens? Class offerings? Organization? Coding of degrees? Exhorting? Recognizable proof of understudies?

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Challenges: The Students Choose you\'re profession:

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Challenges: The Students So why do they isn\'t that right? Most rudimentary instructors picked their vocations while still in primary school. Most secondary school science instructors picked their vocations amid their lesser or senior years of school.

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Challenges: The Students A future math or science instructor is: An understudy with a long lasting objective of auxiliary educating (uncommon) A pre-med or pre-engineer who may have qualms (possibly not yet!) A talented researcher and communicator without the outlook to examine. It could be anyone in our classrooms!

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Challenges: Their Teachers (us) How would we instruct our understudies? Is it accurate to say that we are instructing and additionally we need them to show our children? Do school staff comprehend instructing procedures? Request? Displaying? Can understudies take what they find in our classrooms and utilization it in theirs? A “no” doesn’t take care of our issues.

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Challenges: Their Classes What do we educate our understudies? Which of the accompanying courses is more valuable to a future HS material science instructor? 3 dimensional vector math Earth science or meteorology Which one is needed?

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Challenges: Their Classes What do we educate our understudies? Which one is more significant expertise for a fresh out of the box new HS science instructor? Utilization of cutting edge instrumentation? Organizing a modest PC lab? Which one do we instruct?

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Challenges: Their Classes What do we educate our understudies? Which does a recently stamped science instructor need to know how to compose? A lab report with multivariate measurable investigation of difference? A gift proposition to Bill and Melinda Gates? Which one do we instruct?

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The CC Advantage: Low Inertia Community Colleges need auxiliary divisions between “schools” of science and instruction. Junior college instruction and science divisions are typically little and (ideally) brisk to adjust. Junior college workforce ordinarily see instruction as their essential obligation.

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Question: If half of our instructors get their significant math and science from CCs… If CC graduates are no more limited to just 90 exchange credits… If educator affirmation organizations are making satellite projects on CC campuses… …should Community Colleges keep on considering themselves the tail that is wagged by the canine? …or are CCs in a position to change the routes in which our instructors are prepared?

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Shaping the Future The National Science Foundation The Mission: “A huge rate of planned educators start their training in two-year schools. These organizations, with their unmistakable duty to showing and with such a large number of imminent instructors as understudies, must be more noteworthy accomplices in the arrangement

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