This document contains the syllabus for the STEM 352: STEM 2 course offered at Teachers College of San Joaquin. The syllabus outlines the dates, instructor contact information, course description, learning outcomes, assignments, grading policy, schedule, and policies for the course. The course focuses on examining STEM curriculum and pedagogy through labs, a field trip, and a culminating individual course project applying design thinking to develop a STEM experience aligned with academic standards.

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Teachers College of San Joaquin Syllabus
Course Code and Title
STEM 352: STEM 2
Dates and Times of Course:
8/09/2016 (4:30-8:30pm), 8/11/2016 (4:30-8:30pm), 8/16/2015 (4:30-8:30pm), 8/23/2016 (4:30-
8:30pm), 8/30/2016 (4:30-8:30pm), 9/06/2016 (4:30-8:30pm), 9/10/2016 (9:00-3:30pm),
9/20/2016 (4:30-8:30pm), 9/27/2016 (4:30-8:30pm), 10/08/2015 (9:00am-3:30pm)
Instructors Contact Information:
Tim Welsh
(209)603-9985
timwelsh@sjcoe.net
tjwelsh09@gmail.com
tjwelsh@mgrmi.org
Missionof Teachers College of San Joaquin (TCSJ)
To develop a workforce of teachers and school leaders that are comfortable with collaboration,
understand the need to prepare students for both work and higher education, and have the skills
to develop, implement and sustain innovative educational ideas.
TCSJ’s Program Learning Outcomes
TCSJ exemplifies the notion of learning opportunities that are rigorous, provide relevance, are
relationship-driven and incorporate reflection for professional growth.
TCSJ’s Core Learning Outcomes
1. TCSJ graduates have expertise in developing relevant and rigorous curriculum. Graduates
design systems for effective leadership in the classroom, campus, and educational community
to ensure the success of all students.
2. TCSJ graduates have expertise in the implementation of relevant and rigorous curriculum.
Graduates implement systems for effective leadership in the classroom, campus, and
educational community to ensure the success of all students.
3. TCSJ graduates sustain a practice of innovation and reform.
4. TCSJ graduates understand the power of research. They critically analyze and synthesize
findings to support the development and implementation of rigorous and relevant curriculum
and plans. Graduates develop and implement research to contribute to the wider body of
knowledge as well as to reflect on and inform personal practice.
5. TCSJ graduates are collaborative, reflective practitioners who are committed to providing
rigorous, relevant, and innovative educational experiences for all students.
Course Description
Students will examine and experience samples of STEM curriculum, active learning strategies,
and student learning assessment in STEM courses. The course will highlight pedagogical

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practices for teaching and learning within introductory STEM courses and connections to the
Common Core and Next Generation Science Standards.
Student Learning Outcomes (Course Objectives):
1. Students will be able to describe STEM education pedagogy essentials, curriculum design
and supporting teaching practices.
2. Students will be able to identify and support connections between STEM education and
the Common Core Standards and the Next Generation Science Standards.
3. Students will be able to identify the Science, Technology, Engineering and Mathematics
learning outcomes within STEM classroom lessons.
4. Students will be able to synthesize current research regarding STEM Education to
identify the benefits as well as the challenges that are involved.
5. Students will be able to construct and assess a STEM experience given a simple set of
academic standards.
Attendance and Tardy Policy:
Students are expected to be on time and remain for each class session in entirety. Arriving late or
leaving early will result in a 5% grade reduction for each occurrence. Absence of 4 hours or
more will result in inability to pass the course. In the case of unforeseen emergency, please
contact the instructor for alternate assignments and/or make-up hours.
Student Responsibilities and Expectations
 Be an active listener and participant
 Complete required readings and assignments
 Be prepared to participate in class discussions and activities
 Self-monitor participation in group discussions, including using the Norms of
Collaboration (pausing, paraphrasing, probing, putting ideas on the table, paying attention
to self and others, presuming positive intentions, pursuing a balance between advocacy
and inquiry)
 Cell phones should be silenced during class.
 Electronics will be used to access materials needed for course content only
 Notify instructor if you will be absent from class
Assignments & Grading Policies
Title of Assignment Points
Possible
Attendance and Participation 20
Lab Write-Up(s) 20
Field Trip Reflection 10
Course Project 50
Total Course Points 100

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Grading Scale and Description
Grades Minimum Score Grade-Point
Equivalent
A 93% 4.0
A- 90% 3.7
B+ 87% 3.3
B 83% 3.0
B- 80% 2.7
C+ 77% 2.3
C 73% 2.0
C- 70% 1.7
D+ 67% 1.3
D 63% 1.0
D- 60% 0.7
F 0% 0.0
Special Considerations Policy
Any student in this course who has a disability that prevents the fullest expression of his/her
abilities should contact the instructor as soon as possible so that reasonable accommodations can
be made.
Professional Conduct
Students and staff agree to treat one another with mutual trust and respect, promote the success
of the individual and the group as a whole, and refrain from behavior that is disruptive, offensive
or reflects bias of any kind. All members of this learning community agree to maintain personal
and academic integrity including refraining from plagiarism.

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Course Schedule
Day Date Topic(s) Covered Homework
T Aug
09
Syllabus
Intro to Design Thinking as a Model
Wallet Project
Focus: Define
Define
• Decide what issue you are trying to resolve.
• Agree on who the audience is.
• Prioritize this project in terms of urgency.
• Determine what will make this project
successful.
• Establish a glossary of terms.
Homework:
Decide on an issue you are going to try to
resolve as your course project
Complete all of the “Define” steps for your
issue
Due by the beginning of the next class on
Haiku
Record on Template Provided
Th Aug
11
Focus: Can Sat Lab
Ideation
• Identify the needs and motivations of your end-
users (individual, societally, globally)
• Generate as many ideas as possible to serve
these identified needs.
• Log your brainstorming session.
• Do not judge or debate ideas.
• During brainstorming, have one conversation at
a time.
Homework:
For your course project, list the needs and
motivations of your end users
Organize your brainstorming log
Due by the beginning of the next class
Record on Template Provided
T Aug
16
Soda Bottle Bio- Reactor Lab (background
knowledge to influence prototype) including:
How do we find the moisture content of materials?
How do we find the nitrogen content of materials?
How do we find the Carbon content of materials?
How do we find the ratio of Carbon: Nitrogen of a
mix of materials?
Homework:
For your course project, plan a lesson that
would build students’ requisite
background knowledge for the topic.
T Aug
23
Focus: Prototype Design & Implementation -
Build Bioreactors
Prototype
• Combine, expand, and refine ideas.
• Create multiple drafts.
• Seek feedback from a diverse group of people,
include your end users.
• Present a selection of ideas to the client.
• Reserve judgment and maintain neutrality.
• Create and present actual working prototype(s)
Build Prototype
Homework:
Take home bioreactor and soil analysis
supplies
Test the following daily:
• temperature
• Nitrates
• PH
• Moisture
Organize data for use in the next class
meeting
AND
Complete the Prototype planning step for
your course project.
Due by the beginning of the next class
Record on Template Provided

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T Aug
30
Focus: Learn Sylvia Turner
Data as a method for evaluating prototype –
Collection, organization, interpretation,
presentation
Learn
• Collect data & analyze product
• Gather feedback from the consumer.
• Determine if the solution met its goals.
• Discuss what could be improved.
• Measure success
Homework:
Make a plan for how you would do each of
the “Learn” steps for your course project.
(You do not have to actually carry out the
plan.)
Due by the beginning of the next class
Record on Template Provided
T Sep
6
Infusing NGSS:
Lab related to topic and resulting in data
collection/analysis
Homework:
Lab Write-Up
Sat Sep
10
Field Trip:
Meet at Boggs Tract Community Farm
9-12:00
How does project connect to community?
How does the experience influence rethinking
your prototype?
Build a refined prototype
Homework:
Write about how you would redefine the
class prototypes based on your experience
at the community farm.
How do you view the project differently?
How do the new views effect your
rethinking the prototype?
T Sep
20
Water Quality lab:
Water quality assessment
pH, conductivity,dissolved oxygen, temperature
Homework:
Online discussion:How can the water
quality assessment be linked to NGSS and be
used as a prototype for community
involvement?
T Sep
27
Work on Course Projects Homework:
Finish course project
Be prepared to share project next class.
Presentations must include design
thinking stages, standards alignment, and
how you incorporated 21st Century skills.
Sat Oct
8
Evaluation of class design
Presentations of individual course projects
Homework:
Individual course projects due