BIOL 5311 Course Syllabus

BIOL 5311- Ecology for Teachers (MS2) – Couse Syllabus
Summer I, 2011

Instructor: Dr. Mark McGinley

Office: McClellan Hall Rm 215
mark.mcginley@ttu.edu
806-632-1945

Course Outline
The purpose of this course is to teach students enrolled in the MS2 program how to integrate ecology and mathematics in middle school classrooms. This course will provide both content information as well as examples of how to effectively integrate ecology and mathematics. This course will collaborate closely with MATH 5361.

Required Course Materials
There is no required textbook for this course. The Ecology Reader: Ecology for Teachers located online at the Encyclopedia of Earth (http://www.eoearth.org/article/Ecology_Reader-_Ecology_for_Teachers) should provide information about ecological content for this course.

The blog for this course, http://ms2ecology.blogspot.com/, will provide important information about content, activities, expected learning outcomes, additional resources, etc. Please check this site often.

Expected Learning Outcomes
By the end of the course, a fully-engaged student should be able to:
1) Discuss explain important ecological concepts and use their knowledge to develop curricular materials appropriate to their teaching needs.
2) Discuss how mathematics can be a useful tool for understanding ecological concepts and apply these concepts.
3) Integrate math and science in their classrooms.
4) Explain to their students, student's parents, fellow teachers, school administrators, general citizens, and the people that organize education in the state of Texas why it is essential to be able to integrate mathematics and biology in middle school classroom.

Explicit Expected Learning Outcomes for each lesson will be located in the course blog.

Methods for Assessment of Learning Outcomes
A variety of assessment techniques may be employed, including the teaching project, problems and activities to be completed during class, activities in the learning circles, direct questioning of students, and answering student questions in class.

Grading
The written report/poster portion of the team teaching project will account for 5-% of your grade while the presentation portion will account for 25%. The remaining 25% will be determined by in-class activities in learning circles, homework, and participation.

Grades will be assigned based on the following scale

 > 90 A (represents “excellent” mastery of material)
 80 – 89 B (represents “good” mastery of material)
 70 – 79 C (represents “adequate” mastery of material)
 60 – 70 D (represents “poor” master of material)
 < 60 F (fail)

Because the course grade is based solely on the level of mastery of the material, it is possible for all, or no, students to receive a particular grade. Thus, everyone benefits by working together to help their fellow classmates master the material.


General Policies
Any student, who, because of a disability, may require some special arrangements in order to meet course requirements, should contact the instructor as soon as possible to make such accommodations as may be necessary. Students should present appropriate verification from Student Disability Services. No requirement exists that accommodations be made prior to completion of this approved process.

Texas House Bill 256 requires institutions of higher education to excuse a student from attending classes or other required activities, including examinations, for the observance of a religious holy day. A student who intends to observe a religious holy day should make that intention known to the instructor prior to the absence. A student who is absent from classes for the observance of a religious holy day shall be allowed to take an examination or complete an assignment scheduled for that day within a reasonable time after the absence. A student may not be penalized for the absence; however, the instructor may respond appropriate