Earth/Space Science Section 2 Program Summary
a. Describe the philosophy, rationale, and objectives of the program and explains how the program is consistent with the philosophy, rationale, and conceptual framework of the unit.
PHILOSOPHY, RATIONALE AND OBJECTIVE
In recent years, scientific understanding of the earth has matured to the point that the earth is viewed as a single entity: the Earth System. The Earth System comprises four intricately interconnected components: lithosphere; atmosphere; hydrosphere, and biosphere. Study of the Earth System, through application of fundamental laws of physics and chemistry, in the context of the scientific method, is known as Earth System Science. Curricula nationwide, at every level, are currently being revised to embrace this new paradigm.
Geology is the subfield of Earth System Science that focuses specifically on the lithosphere; whereas, Earth Science is the subfield that focuses on the interactions and connections between the various components of the Earth System. An important implication of the latter is that the future teacher who seeks to teach Earth System Science, must have an understanding of the relationship of the ocean on weather and climate, and the relation of weather and climate on rock formation, geologic structures, and environment throughout our planet’s history.
The College of Education's and the Department of Geography and Geology's conceptual framework uses the University mission as its foundation. The University mission serves to guide both the Earth/Space Science major and minor. The Department of Geography and Geology is determined to develop scientific inquiry by utilizing laboratory experiments and projects that lead to hands-on experience, data collection, and hypothesis testing.
The University mission guides the Department of Geography and Geology in two ways. First, we provide an exceptional learning environment, and we apply new technologies to teaching and learning. Second, we address scientific, technological and mathematical needs, which students must achieve to be successful graduates and informed citizens. Thirdly, the University has an additional goal in regard to general education, in which students are prepared to continuously interpret and respond to a changing regional, national and global society.
The Department of Geography and Geology curriculum addresses these central goals through required courses in Earth/Space Science that incorporate the scientific method within laboratory assignments. Through such courses and required work, student's creativity are enhanced, and they gain ability to see the interconnectedness of Biology, Chemistry, Earth/Space Science, and Physics in a changing world under environmental stress.
The College of Education and the Department of Geography and Geology have conceived a framework describing content and pedagogical preparation as equal partners in the development of pre-service secondary teachers. In regard to professional education, students participate in pedagogical field experiences oriented to the student's academic major and minors. Students majoring in Earth/Space Science work with earth science teachers in secondary schools. In addition, Earth/Space Science students are required to take a methods course taught by an earth science faculty member. Earth/Space Science students learn about the best practices of teaching in their course work, and through observation of faculty who teach these courses. Students learn and are encouraged to promote curiosity, creativity and collaboration in both the classroom and earth science laboratory through class discussion after the assignments have been completed.
The conceptual framework developed by faculty of the College of Education, and Geography and Geology, consistently reinforces themes of diversity, collaboration, and reflection in the required course work. Additionally, students are encouraged to attend multi-cultural events, like those prepared in honor of Martin Luther King Day, and other such events that take place on and off the EMU campus. Finally, students are often required to work in groups to discuss their experiments, projects and conclusions utilizing scientific inquiry. This approach helps students to gain insight not only from faculty, but also their peers upon completion of their assignments.
b. Describes the sequence of courses and/or experiences to develop an understanding of the structure, skills, core concepts, ideas, values, facts and methods of inquiry, and uses of technology.
Programs to train secondary-level Earth Science teachers (EST programs) should provide a broad overview of all four components of the Earth System. In addition, at least one course should be provided that specifically and entirely focuses on the connections and interactions between the components of the Earth System. Also, such a program should include one course in astronomy, and two courses in weather/climate, given the heavy coverage of this subject area on the Michigan State Teacher Certification Exam. The importance of the oceans on this planet can only be understated; therefore, a comprehensive course in regard to oceanography should also be provided. A future teacher should have a good understanding of the earth’s development throughout its 4.6 billion year history, which includes the evolution of life; therefore, courses in historical geology and paleontology should be mandatory.
SEQUENCE OF COURSES IN EARTH/SPACE SCIENCE
Earth/Space Science Major
|
COURSE # |
COURSE TITLE |
CR HRS |
|
ESSC 110 |
The Dynamic Earth System |
4 |
|
ESSC 111 |
The Earth System Through Time |
4 |
|
ESSC 212 |
Weather, Climate and the Earth System |
3 |
|
ESSC 229 |
Rocks and Minerals |
3 |
|
ESSC 320 |
Oceanography |
3 |
|
ESSC 324 |
Weather |
3 |
|
ESSC 331 |
Paleontology |
4 |
|
ESSC 325 |
Geomorphology |
4 |
|
OR |
||
|
ESSC 370 |
Glacial Geology |
4 |
|
ASTR 205 |
Principles of Astronomy |
4 |
Earth/Space Science Minor
|
COURSE # |
COURSE TITLE |
CR HRS |
|
ESSC 110 |
The Dynamic Earth System |
4 |
|
ESSC 111 |
The Earth System Through Time |
4 |
|
ESSC 212 |
Weather, Climate and the Earth System |
3 |
|
ESSC 229 |
Rocks and Minerals |
3 |
|
ESSC 320 |
Oceanography |
3 |
|
ASTR 205 |
Principles of Astronomy |
4 |
c. Describe how candidates are prepared to utilize a variety of instructional approaches to address the various learning style of students.
As students progress through the Earth/Space Science program they are introduced to the scientific method, and demanding and challenging laboratory exercises that begin with the introductory course. The exercises, projects and laboratory work require the use of knowledge gained in previous assignments; therefore, students are able to utilize scientific facts as they move through the courses. In the upper level courses students get hands-on experience with sophisticated instruments and methods. This provides and encourages students to find alternative methods to perform hypothesis testing. This will allow students to move from sophisticated to non-sophisticated teaching methods when they move into the classroom as professional teachers. When their program is complete, students are expected to understand scientific inquiry and the scientific method of investigation to such a degree, that they should be able to design and carry out an experiment, design a hypothesis, collect data, and draw reasonable conclusions, and be able to summarize what they have observed and designed. Not only are they expected to use concepts obtained from their Earth Science courses, but also knowledge gained in required math, biology, astronomy, chemistry and physics courses. It is expected that students' experiences in the Earth/Space Science courses, and their professional education courses, will build their knowledge base to provide, promote and emphasize creativity, inquiry and discovery, with less emphasis on memorization.
In addition, both the unit in CURR 305 and the student teaching unit require both variety in teaching strategies and reflections on how the unit meets the needs of diverse learners.
d. Describes any differences that may exist between elementary or secondary preparation to teach in each major or minor area (e.g. instructional resources, field placements, and instructional techniques).
There are no philosophical differences in regard to instructional resources, field placements, and instructional techniques, between elementary or secondary school preparation in the Earth/Space Science major and minor.
e. Describes how the program incorporates gender equity, multicultural, and global perspectives into the teaching of the subject area.
The Eastern Michigan University student body is diverse with more than 80% of these students coming from southeastern Michigan. In general, 16% of the undergraduate student population is black. About 38% of our students are over the age of 24, and the leading gender is female, occupying approximately 60% of the student population. The Academic Affairs Committee on Curriculum Diversity represents the most recent effort of the University to address challenges to teaching and learning posed by the demands of a changing domestic and global order. The Committee launched the Diversifying the Curriculum Fellowship Program, under the direction of the Office of the Provost. The program’s purpose is to strengthen faculty effectiveness in developing curriculum that acknowledges and reflects diversity. In addition, reflection questions in both CURR 305 and student teaching require students to reflect on gender and multi-cultural issues regarding their unit.
The Faculty Center for Instructional Excellence (FCIE) provides ongoing support and resources designed to increase teaching effectiveness through one-on-one workshops and lecture series. The workshops are offered to all faculty members; some with the purpose to facilitate discussion in regard to multicultural affairs from a global perspective. Several faculty from the College of Arts and Sciences are FCIE liaisons. Workshops are also designed and offered on a regular basis to new faculty.
In addition, the Earth Science faculty
have three women on staff, one from
f. Describes how the program covers multiple methods of student assessment appropriate to content area.
Assessment of student learning in the Earth/Space Science program has different components. Various types of exams are used to assess the learning and abilities of students from the introduction of basic concepts and inquiry to complex problem solving in the upper courses of the major. These exams are used to measure students’ understanding of concepts and complex problems, and their abilities to interpret and problem solve in a concise manner.
In addition, class projects are also assigned to individual students, and to working groups, in order to facilitate collaborative learning, which is a reality in the education profession after graduation. Students also have to make presentations to peers and faculty, and they have to access pertinent information from the literature that can be obtained through the library and the Internet.
Laboratory assignments are either built into many of the courses, or are a component of the courses. Special laboratory reports assess students’ ability to collect, compile and interpret data, and to complete written reports of professional quality.
EDPS 340 requires the CAP (Classroom Assessment Plan) which requires students to develop both traditional and authentic assessments. In student teaching, students must create and implement an assessment plan for their unit, documenting evidence for student learning.
Students’ performance on the external Michigan Teacher’s Certification Exam, shows that our students are passing at a rate that exceeds the rest of the State as a whole (see Section 4 Candidate Preparation).
However, the assessment process is continuous, and remains as a means to improve the program over both short and long terms.