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Integrated Science, BS

Student Outcomes

Assessment of Student Outcomes

Outcome A NSTA Standard 1: Content Knowledge

Effective teachers of science understand and articulate the knowledge and practices of contemporary science. They interrelate and interpret important concepts, ideas, and applications in their fields of licensure.
Objective 1 Understand the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the National Science Teachers Association.

Measure 1

2019 Status
Not Yet Achieved
Summary MTTC Pass Rate Analysis: The target goal for pass rates on the MTTC ISCI subject area test is 80%. This year is an anomaly with only 3 of 8 students taking the exam passing (38%). Furthermore, this is probably an incomplete set of data for 2019 since we averaged 21 students taking the exam the previous four years. For the previous four years 74 passed with pass rates were 86%, 86%, 85%, and 90%. The data in the MTTC Data document, generated by the College of Education, does not subtract out the multiple, early failed attempts by students. The data therefore include some students taking the test multiple times. We know of one student that failed in her first two attempts. Eliminating these students from the data would generate a significant increase in pass rates, as the majority of ISCI majors do pass the certification test by the time they graduate. However, the State of Michigan requires the College of Education to report pass rates which include repeated attempts, so that is how we have chosen to report the numbers here, as well. The data for 2019 are also incomplete; data for the last quarter of the year are not included. These data will be used in the SPA Report we will submit to the College of Education for their CAEP review. ISCI program faculty currently advise students to take the MTTC test as they complete their capstone course and provide offer support/advice for passing successfully the first time the test is taken. With the exception of the 2018-2019 data GVSU students have consistently scored higher than students from other universities. The five year mean total scaled score of GVSU is 238.2 compared to 231.1 for the state. MTTC data is provide in subareas: Foundations of Scientific Inquiry, Life Science, Earth/Space Science, and Physical Science. Again, this data is skewed because of individual students failing the exam multiple times and a low number of test takes, 8 attempts for an unknown number of takers. A mean subarea score of 3.0 is passing. For 2018-2019, the mean subarea scores are: foundations in scientific inquiry 2.4, life science 2.6, Earth/space science 2.5, and Physical science 2.1. These data are consistently below the mean subarea scores of the 137 takers across the state of 2.7, 3.2, 2.7. and 2.9, respectively. Our 2017-2018 scores, based on 29 takers, were 3.1, 3.4, 3, and 2.9 and all consistently higher than the mean subarea scores for the state (187 takers) of 2.9, 3.2, 2.7, and 2.8, respectively. The most disturbing trend in the MTTC data is the declining number of test takers, a reflection of the number of new teachers with a science background. Statewide the numbers declined from 331, to 251, to 205, to 187, from 2014-2015 to 2017-2018. For GVSU, over the same years, our number of takers was 21, 13, 22, 29.

2017 Status
Achieved
Overall three year pass rate for the ISCI MTTC test is 82.81%, which is above the required 80% threshold for CAEP accreditation. While 2015/2016 pass rates were significantly lower than other years, 2016/2017 pass rates rebounded, allowing pass rates to remain above the target. We continue to work on continued improvement of scores in the subarea disciplines.

2016 Status
Achieved
For our CAEP accreditation, we require a three year average of >80%. Although we had a decline in overall pass rate for this year's cohort, the overall three year average for the program is 87.08%, which is well above the requirement for continued accreditation.

Measure 2

2019 Status
Achieved
2019: Achieved The ISCI Program SPA report was approved by CAEP in 2017, giving the program national accreditation using this measure for the Outcome A: NSTA Standard 1: Content Knowledge

2018 Status
Achieved
2018: Achieved The ISCI Program SPA report was approved by CAEP in 2017, giving the program national accreditation using this measure for the Outcome A: NSTA Standard 1: Content Knowledge

2017 Status
Achieved
The ISCI Program SPA report was approved by CAEP in 2017, giving the program national accreditation using this measure for the Outcome A: NSTA Standard 1: Content Knowledge

2016 Status
Achieved
In 2016 we submitted a SPA report for Integrated Science to the National Science Teachers Association for our national accreditation review. At that time, the ISCI major coursework was fullfilling 100% of the content in the 2012 NSTA subject matter list for an Elementary Science Specialist or Middle School Science Teacher.

Measure 3

2019 Status
Achieved
Baseline Overall GPA Entering Fall: Fall 2018 Fall 2019 0.00 - 1.99 0, 0 2.00 - 2.49 0, 0 2.50 - 2.99 0, 0 3.00 - 3.49 4, 3 3.50 - 4.00 5, 11 Average GPA 3.56, 3.60 2019: Achieved Average GPAs are above 2.70. This is an indication that most students are academically prepared in Content Knowledge to be teachers in Michigan. Because our curriculum is aligned with the NSTA Content Standards (as discussed above), meeting GPA goals aligns the academic preparedness of our candidates with content expectations of each discipline.

2018 Status
Achieved
Baseline Overall GPA Entering Fall: Fall 2018 Fall 2019 0.00 - 1.99 0, 0 2.00 - 2.49 0, 0 2.50 - 2.99 0, 0 3.00 - 3.49 4, 3 3.50 - 4.00 5, 11 Average GPA 3.56, 3.60 2018: Achieved Average GPAs are above 2.70. This is an indication that most students are academically prepared in Content Knowledge to be teachers in Michigan. Because our curriculum is aligned with the NSTA Content Standards (as discussed above), meeting GPA goals aligns the academic preparedness of our candidates with content expectations of each discipline.

2017 Status
Achieved
Average GPAs are above 2.70. This is an indication that most students are academically prepared in Content Knowledge to be teachers in Michigan. Because our curriculum is aligned with the NSTA Content Standards (as discussed above), meeting GPA goals aligns the academic preparedness of our candidates with content expectations of each discipline.

2016 Status
Achieved
Average GPAs are above 2.70. This is an indication that most students are academically prepared in Content Knowledge to be teachers in Michigan. Because our curriculum is aligned with the NSTA Content Standards (as discussed above), meeting GPA goals aligns the academic preparedness of our candidates with content expectations of each discipline.

Outcome B NSTA Standard 2: Content Pedagogy

Effective teachers of science understand how students learn and develop scientific knowledge. Preservice teachers use scientific inquiry to develop this knowledge for all students.
Objective 2 Plan multiple lessons using a variety of inquiry approaches that demonstrate their knowledge and understanding of how all students learn science.

Measure 1

2019 Status
Achieved
SCI-495 2019: Achieved In 2019 we have data on 22 students from two sections that completed the SCI 495 course. 90.1% of students in SCI 495 were proficient (rating > 2.0) in producing lesson plans that include a variety of inquiry approaches that demonstrate their knowledge and understanding of how all students learn science. Two students scored less than proficient.

2018 Status
Achieved
SCI-495 2018: Achieved In 2018 we have data on 12 students from one section that completed the SCI 495 course. 100% of students in SCI 495 were proficient (rating > 2.0) in producing lesson plans that include a variety of inquiry approaches that demonstrate their knowledge and understanding of how all students learn science. No individual student scored less than proficient.

2017 Status
Not Yet Achieved
This one year snapshot shows that 73% of students in SCI 495 were proficient in producing lesson plans that include a variety of inquiry approaches that demonstrate their knowledge and understanding of how all students learn science. This is close to the 80% target for Integrated Science students. As we have just begun a new assessment cycle for these objectives, we will continue to gather data and increase proficiency in this area over the next few years.

2016 Status
Achieved
We submitted a SPA report to CAEP in March 2017 that included three years of data for student proficiency in this Objective. In June 2017 we were notified that our SPA report was approved and that our ISCI Program has received national recognition by our accrediting body, the National Science Teachers Association.

Measure 2

2019 Status
Achieved
EDI 330 W2019: Only data from winter semester are available. Achieved 100% of two students are proficient in planning multiple lessons using a variety of inquiry approaches by the end of their Student Teaching experience. This is above the 80% target for Integrated Science students. EDI 430 W2019: Only data from winter semester are available. Achieved 100% of students are proficient in planning multiple lessons using a variety of inquiry approaches by the end of their Student Teaching experience. This is above the 80% target for Integrated Science students. 14 of 14 students rated proficient or higher.

2018 Status
Achieved
EDI 330 2018: Achieved 88.5% of students are proficient in planning multiple lessons using a variety of inquiry approaches by the end of their Student Teaching experience. This is above the 80% target for Integrated Science students. 23 of 26 students rated proficient or higher. EDI 430 2018: Achieved 100% of students are proficient in planning multiple lessons using a variety of inquiry approaches by the end of their Student Teaching experience. This is above the 80% target for Integrated Science students. However, the Program Coordinator eyes this data with suspicion. The COE provide data on e one (1) student for all of 2018.

2017 Status
Achieved
This one year snapshot shows that 83% of students are proficient in planning multiple lessons using a variety of inquiry approaches by the end of their Student Teaching experience. This is above the 80% target for Integrated Science students. As we have just begun a new assessment cycle for these objectives, we will continue to gather data and increase proficiency in this area over the next few years.

2016 Status
Achieved
We submitted a SPA report to CAEP in March 2017 that included three years of data for student proficiency in this Objective. In June 2017 we were notified that our SPA report was approved and that our ISCI Program has received national recognition by our accrediting body, the National Science Teachers Association. Greater than 80% of our students are currently Proficient in this Objective. We begin a new assessment cycle for CAEP in 2017.

Objective 3 Include active inquiry lessons where students collect and interpret data in order to develop and communicate concepts and understand scientific processes, relationships and natural patterns from empirical experiences.

Measure 1

2019 Status
Achieved
2019: Achieved 95.5% of students in SCI 495 were proficient in including active inquiry lessons where students collect and interpret data in order to develop and communicate concepts and understand scientific processes, relationships and natural patterns from empirical experiences. This exceeds the 80% target for Integrated Science students. Only one of 22 students did not achieve a proficient score in this category.

2018 Status
Achieved
2018: Achieved 100% of students in SCI 495 were proficient in including active inquiry lessons where students collect and interpret data in order to develop and communicate concepts and understand scientific processes, relationships and natural patterns from empirical experiences. This is exceeding the 80% target for Integrated Science students.

2017 Status
Achieved
This one year snapshot shows that 77% of students in SCI 495 were proficient in include active inquiry lessons where students collect and interpret data in order to develop and communicate concepts and understand scientific processes, relationships and natural patterns from empirical experiences. This is very close to the 80% target for Integrated Science students. As we have just begun a new assessment cycle for these objectives, we will continue to gather data and increase proficiency in this area over the next few years.

2016 Status
Achieved
We submitted a SPA report to CAEP in March 2017 that included three years of data for student proficiency in this Objective. In June 2017 we were notified that our SPA report was approved and that our ISCI Program has received national recognition by our accrediting body, the National Science Teachers Association.

Measure 2

2019 Status
Achieved
EDI 330 W2019: Only data from winter semester are available. Achieved 100%, one student is proficient in including active inquiry lessons where students collect and interpret data in order to develop and communicate concepts and understand scientific processes, relationships and natural patterns from empirical experiences. This is above the 80% target for Integrated Science students. EDI 430 W2019: Only data from winter semester are available. Achieved 100% of students are proficient in including active inquiry lessons where students collect and interpret data in order to develop and communicate concepts and understand scientific processes, relationships and natural patterns from empirical experiences. This is above the 80% target for Integrated Science students. 14 of 14 students rated proficient or higher.

2018 Status
Achieved
EDI 330 2018: Achieved 100% of one student proficient at including active inquiry lessons where students collect and interpret data in order to develop and communicate concepts and understand scientific processes, relationships and natural patterns from empirical experiences. This is above the 80% target for Integrated Science students. EDI 430 2018: Achieved 100% of students are proficient in including active inquiry lessons where students collect and interpret data in order to develop and communicate concepts and understand scientific processes, relationships and natural patterns from empirical experiences. This is above the 80% target for Integrated Science students. 14 of 14 students rated proficient or higher.

2017 Status
Achieved
This one-year snapshot shows that 79% of students are at least proficient by the end of the Student Teaching semester in including active inquiry lessons where students collect and interpret data in order to develop and communicate concepts and understand scientific processes, relationships and natural patterns from empirical experiences. This is very close to the 80% target for Integrated Science students. As we have just begun a new assessment cycle for these objectives, we will continue to gather data and increase proficiency in this area over the next few years.

2016 Status
Achieved
We submitted a SPA report to CAEP in March 2017 that included three years of data for student proficiency in this Objective. In June 2017 we were notified that our SPA report was approved and that our ISCI Program has received national recognition by our accrediting body, the National Science Teachers Association. Greater than 80% of our students are currently Proficient in this Objective. We begin a new assessment cycle for CAEP in 2017.

Objective 4 Design instruction and assessment strategies that confront and address naïve concepts/preconceptions.

Measure 1

2019 Status
Achieved
2019: Achieved Data for this year show that 95.5% of students in SCI 495 were proficient in producing lesson plans that include instruction and assessment strategies that confront and address naïve concepts/preconceptions. This meets the 80% target for Integrated Science students. One student of 22 was still in the progressing category.

2018 Status
Achieved
2018: Achieved Data for this year show that 100% of students in SCI 495 were proficient in producing lesson plans that include instruction and assessment strategies that confront and address naïve concepts/preconceptions. This meets the 80% target for Integrated Science students.

2017 Status
Not Yet Achieved
This one year snapshot shows that 65% of students in SCI 495 were proficient in producing lesson plans that include instruction and assessment strategies that confront and address naïve concepts/preconceptions. This is below the 80% target for Integrated Science students. As we have just begun a new assessment cycle for these objectives, we will continue to gather data and target methods for an increased proficiency in this area over the next few years.

2016 Status
Achieved
We submitted a SPA report to CAEP in March 2017 that included three years of data for student proficiency in this Objective. In June 2017 we were notified that our SPA report was approved and that our ISCI Program has received national recognition by our accrediting body, the National Science Teachers Association.

Measure 2

2019 Status
Achieved
EDI 330 W2019: Only data from winter semester are available. Achieved 100%, two students are proficient in designing instruction and assessment strategies that confront and address naïve concepts/preconceptions. This is above the 80% target for Integrated Science students. EDI 430 W2019: Only data from winter semester are available. Achieved 100% of students are proficient in designing instruction and assessment strategies that confront and address naïve concepts/preconceptions. This is above the 80% target for Integrated Science students. 14 of 14 students rated proficient or higher.

2018 Status
Not Yet Achieved
EDI 330 2018: Achieved 100% of one student proficient at in designing instruction and assessment strategies that confront and address naïve concepts/preconceptions. This is above the 80% target for Integrated Science students. EDI 430 2018: Not Achieved 79.2% of students are proficient in designing instruction and assessment strategies that confront and address naïve concepts/preconceptions. This is just above the 80% target for Integrated Science students. 19 of 24 students rated proficient or higher.

2017 Status
Achieved
This one-year snapshot shows that 79% of students are at least proficient by the end of the Student Teaching semester in designing instruction and assessment strategies that confront and address naïve concepts/preconceptions, by the end of their Student Teaching experience. This is very close to the 80% target for Integrated Science students. As we have just begun a new assessment cycle for these objectives, we will continue to gather data and increase proficiency in this area over the next few years.

2016 Status
Achieved
We submitted a SPA report to CAEP in March 2017 that included three years of data for student proficiency in this Objective. In June 2017 we were notified that our SPA report was approved and that our ISCI Program has received national recognition by our accrediting body, the National Science Teachers Association. Greater than 80% of our students are currently Proficient in this Objective. We begin a new assessment cycle for CAEP in 2017.

Outcome C NSTA Standard 3: Learning Environments

Effective teachers of science are able to plan for engaging all students in science learning by setting appropriate goals that are consistent with knowledge of how students learn science and are aligned with state and national standards. The plans reflect the nature and social context of science, inquiry, and appropriate safety considerations. Candidates design and select learning activities, instructional settings, and resources--including science-specific technology, to achieve those goals; and they plan fair and equitable assessment strategies to evaluate if the learning goals are met.
Objective 5 Use a variety of strategies that demonstrate the candidates’ knowledge and understanding of how to select the appropriate teaching and learning activities. These strategies are inclusive and motivating for all students.

Measure 1

2019 Status
Achieved
2019: Achieved 95.5% of students in SCI 495 were proficient in using a variety of strategies that demonstrate the candidates’ knowledge and understanding of how to select the appropriate teaching and learning activities. This is over the 80% target for Integrated Science students. One of 22 students remained at the progressing level.

2018 Status
Achieved
2018: Achieved 100% of students in SCI 495 were proficient in using a variety of strategies that demonstrate the candidates’ knowledge and understanding of how to select the appropriate teaching and learning activities. This is over the 80% target for Integrated Science students.

2017 Status
Achieved
This one year snapshot shows that 89% of students in SCI 495 were proficient in using a variety of strategies that demonstrate the candidates’ knowledge and understanding of how to select the appropriate teaching and learning activities. This is over the 80% target for Integrated Science students. As we have just begun a new assessment cycle for these objectives, we will continue to gather data and show consistent proficiency in this area over the next few years.

2016 Status
Achieved
We submitted a SPA report to CAEP in March 2017 that included three years of data for student proficiency in this Objective. In June 2017 we were notified that our SPA report was approved and that our ISCI Program has received national recognition by our accrediting body, the National Science Teachers Association. Greater than 80% of our students are currently Proficient in this Objective. We begin a new assessment cycle for CAEP in 2017.

Measure 2

2019 Status
Achieved
EDI 330 W2019: Only data from winter semester are available. Achieved 100%, two students are proficient in using a variety of strategies that demonstrate the candidates’ knowledge and understanding of how to select the appropriate teaching and learning activities. This is above the 80% target for Integrated Science students. EDI 430 W2019: Only data from winter semester are available. Achieved 100% of students are proficient in using a variety of strategies that demonstrate the candidates’ knowledge and understanding of how to select the appropriate teaching and learning activities. This is above the 80% target for Integrated Science students. 14 of 14 students rated proficient or higher.

2018 Status
Achieved
EDI 330 2018: Achieved 100% of one student proficient at in using a variety of strategies that demonstrate the candidates’ knowledge and understanding of how to select the appropriate teaching and learning activities. This is above the 80% target for Integrated Science students. EDI 430 2018: Achieved 84.6% of students are proficient in using a variety of strategies that demonstrate the candidates’ knowledge and understanding of how to select the appropriate teaching and learning activities. This is just above the 80% target for Integrated Science students. 22 of 26 students rated proficient or higher.

2017 Status
Achieved
2017 data show that 78% of students are proficient in using a variety of strategies that demonstrate the candidates’ knowledge and understanding of how to select the appropriate teaching and learning activities, by the end of their Student Teaching experience. This is very close to the 80% target for Integrated Science students. As we have just begun a new assessment cycle for these objectives, we will continue to gather data and increase proficiency in this area over the next few years.

2016 Status
Achieved
We submitted a SPA report to CAEP in March 2017 that included three years of data for student proficiency in this Objective. In June 2017 we were notified that our SPA report was approved and that our ISCI Program has received national recognition by our accrediting body, the National Science Teachers Association. Greater than 80% of our students are currently Proficient in this Objective. We begin a new assessment cycle for CAEP in 2017.

Objective 6 Develop lesson plans that include active inquiry lessons where students collect and interpret data using applicable science-specific technology.

Measure 1

2019 Status
Achieved
2019: Achieved Data shows that 100% of students in SCI 495 were proficient in producing lesson plans that include active inquiry lessons where students collect and interpret data using applicable science-specific technology. This exceeds the 80% target for Integrated Science students. Data is for 22 students.

2018 Status
Achieved
2018: Achieved Data shows that 100% of students in SCI 495 were proficient in producing lesson plans that include active inquiry lessons where students collect and interpret data using applicable science-specific technology. This exceeds the 80% target for Integrated Science students. Data is for 12 students.

2017 Status
Not Yet Achieved
This one year snapshot shows that 77% of students in SCI 495 were proficient in producing lesson plans that include active inquiry lessons where students collect and interpret data using applicable science-specific technology. This is close to the 80% target for Integrated Science students. As we have just begun a new assessment cycle for these objectives, we will continue to gather data and increase proficiency in this area over the next few years.

2016 Status
Achieved
We submitted a SPA report to CAEP in March 2017 that included three years of data for student proficiency in this Objective. In June 2017 we were notified that our SPA report was approved and that our ISCI Program has received national recognition by our accrediting body, the National Science Teachers Association. Greater than 80% of our students are currently Proficient in this Objective. We begin a new assessment cycle for CAEP in 2017.

Measure 2

2019 Status
Achieved
EDI 330 W2019: Only data from winter semester are available. Achieved 100%, two students are proficient in writing unit plans that include science lessons they will teach to K-8 students. Within these lessons, students are expected to include consideration of Learning Environments, including active inquiry strategies. This is above the 80% target for Integrated Science students. EDI 430 W2019: Only data from winter semester are available. Achieved 93.8% of students are proficient in writing unit plans that include science lessons they will teach to K-8 students. Within these lessons, students are expected to include consideration of Learning Environments, including active inquiry strategies. This is above the 80% target for Integrated Science students. 15 of 16 students rated proficient or higher.

2018 Status
Achieved
EDI 330 2018: Achieved 100% of one student proficient at in writing unit plans that include science lessons they will teach to K-8 students. Within these lessons, students are expected to include consideration of Learning Environments, including active inquiry strategies. This is above the 80% target for Integrated Science students. EDI 430 2018: Achieved 92.3% of students are proficient in writing unit plans that include science lessons they will teach to K-8 students. Within these lessons, students are expected to include consideration of Learning Environments, including active inquiry strategies. This is just above the 80% target for Integrated Science students. 24 of 26 students rated proficient or higher.

2017 Status
Achieved
Fall 2017 data show that 86% of students are proficient by the end of the Student Teaching semester in using a variety of strategies that demonstrate the candidates’ knowledge and understanding of how to select the appropriate teaching and learning activities, by the end of their Student Teaching experience. This is above to the 80% target for Integrated Science students. As we have just begun a new assessment cycle for these objectives, we will continue to gather data and monitor proficiency in this area over the next few years.

2016 Status
Achieved
We submitted a SPA report to CAEP in March 2017 that included three years of data for student proficiency in this Objective. In June 2017 we were notified that our SPA report was approved and that our ISCI Program has received national recognition by our accrediting body, the National Science Teachers Association. Greater than 80% of our students are currently Proficient in this Objective. We begin a new assessment cycle for CAEP in 2017.

Objective 7 Plan fair and equitable assessment strategies to analyze student learning and to evaluate if the learning goals are met. Assessment strategies are designed to continuously evaluate preconceptions and the understandings that students have formed.

Measure 1

2019 Status
Achieved
2019: Achieved Data shows that 95.5% of students in SCI 495 were proficient in planning fair and equitable assessment strategies to analyze student learning and to evaluate if the learning goals are met. Assessment strategies are designed to continuously evaluate preconceptions and the understandings that students have formed. This meets the 80% target for Integrated Science students.

2018 Status
Achieved
2018: Achieved Data shows that 100% of students in SCI 495 were proficient in planning fair and equitable assessment strategies to analyze student learning and to evaluate if the learning goals are met. Assessment strategies are designed to continuously evaluate preconceptions and the understandings that students have formed. This meets the 80% target for Integrated Science students.

2017 Status
Not Yet Achieved
This one year snapshot shows that 65% of students in SCI 495 were proficient in planning fair and equitable assessment strategies to analyze student learning and to evaluate if the learning goals are met. Assessment strategies are designed to continuously evaluate preconceptions and the understandings that students have formed. This is below the 80% target for Integrated Science students. As we have just begun a new assessment cycle for these objectives, we will work on targeting an increased in proficiency in this area, and continue to gather data and target methods for an increased proficiency in this area over the next few years.

2016 Status
Achieved
We submitted a SPA report to CAEP in March 2017 that included three years of data for student proficiency in this Objective. In June 2017 we were notified that our SPA report was approved and that our ISCI Program has received national recognition by our accrediting body, the National Science Teachers Association. Greater than 80% of our students are currently Proficient in this Objective. We begin a new assessment cycle for CAEP in 2017.

Measure 2

2019 Status
Achieved
EDI 330 W2019: Only data from winter semester are available. Achieved 100%, three students are proficient in planning fair and equitable assessment strategies to analyze student learning, by the end of their Student Teaching experience. This is above the 80% target for Integrated Science students. EDI 430 W2019: Only data from winter semester are available. Achieved 93.4% of students are proficient in planning fair and equitable assessment strategies to analyze student learning, by the end of their Student Teaching experience. This is above the 80% target for Integrated Science students. 15 of 16 students rated proficient or higher.

2018 Status
Achieved
EDI 330 2018: Achieved 100% of one student proficient at in planning fair and equitable assessment strategies to analyze student learning, by the end of their Student Teaching experience. This is above the 80% target for Integrated Science students. EDI 430 2018: Achieved 84% of students are proficient in planning fair and equitable assessment strategies to analyze student learning, by the end of their Student Teaching experience. This is just above the 80% target for Integrated Science students. 21 of 25 students rated proficient or higher.

2017 Status
Achieved
2017 data show that 83% of students are proficient in planning fair and equitable assessment strategies to analyze student learning, by the end of their Student Teaching experience. This is above the 80% target for Integrated Science students. As we have just begun a new assessment cycle for these objectives, we will continue to gather data and monitor proficiency in this area over the next few years.

2016 Status
Achieved
We submitted a SPA report to CAEP in March 2017 that included three years of data for student proficiency in this Objective. In June 2017 we were notified that our SPA report was approved and that our ISCI Program has received national recognition by our accrediting body, the National Science Teachers Association. Greater than 80% of our students are currently Proficient in this Objective. We begin a new assessment cycle for CAEP in 2017.

Objective 8 Plan a learning environment and learning experiences for all students that demonstrate chemical safety, safety procedures, and the ethical treatment of living organisms within their licensure area.

Measure 1

2019 Status
Achieved
2019: Achieved 100% of students in SCI 495 were proficient in planning a learning environment and learning experiences for all students that demonstrate chemical safety, safety procedures, and the ethical treatment of living organisms within their licensure area. This meets the 80% target for Integrated Science students. Data for 22 students.

2018 Status
Achieved
2018: Achieved 100% of students in SCI 495 were proficient in planning a learning environment and learning experiences for all students that demonstrate chemical safety, safety procedures, and the ethical treatment of living organisms within their licensure area. This meets the 80% target for Integrated Science students. We have wonderful students.

2017 Status
Not Yet Achieved
This one year snapshot shows that 60% of students in SCI 495 were proficient in planning a learning environment and learning experiences for all students that demonstrate chemical safety, safety procedures, and the ethical treatment of living organisms within their licensure area. This is below the 80% target for Integrated Science students. As we have just begun a new assessment cycle for these objectives, we will continue to gather data and target methods for an increased proficiency in this area over the next few years.

2016 Status
Not Yet Achieved
We submitted a SPA report to CAEP in March 2017 that included three years of data for student proficiency in this Objective. In June 2017 we were notified that our SPA report was approved and that our ISCI Program has received national recognition by our accrediting body, the National Science Teachers Association. ISCI students currently show at 76% proficiency in this Objective. We begin a new assessment cycle for CAEP in 2017, and the ISCI Program will target this area for improvement in the next several years.

Measure 2

2019 Status
Achieved
EDI 330 W2019: Only data from winter semester are available. Achieved 100%, two students are proficient in planning fair and equitable assessment strategies to analyze student learning, by the end of their Student Teaching experience. This is above the 80% target for Integrated Science students. EDI 430 W2019: Only data from winter semester are available. Achieved 100% of students are proficient in planning fair and equitable assessment strategies to analyze student learning, by the end of their Student Teaching experience. This is above the 80% target for Integrated Science students. 11 of 11 students rated proficient or higher.

2018 Status
Achieved
EDI 330 2018: No data were reported for this measure for any students. EDI 430 2018: Achieved 90% of students are proficient in planning fair and equitable assessment strategies to analyze student learning, by the end of their Student Teaching experience. This is just above the 80% target for Integrated Science students. 9 of 10 students rated proficient or higher.

2017 Status
Achieved
This one year snapshot shows more than 80% of students are proficient in planning a learning environment and learning experiences for all students that demonstrate chemical safety, safety procedures, and the ethical treatment of living organisms, by the end of their Student Teaching experience. However, due to a small sample size and difficulty in assessment reporting rates, we will continue to gather data and monitor proficiency in this area over the next few years.

2016 Status
Achieved
We submitted a SPA report to CAEP in March 2017 that included three years of data for student proficiency in this Objective. In June 2017 we were notified that our SPA report was approved and that our ISCI Program has received national recognition by our accrediting body, the National Science Teachers Association. Greater than 80% of our students are currently Proficient in this Objective. We begin a new assessment cycle for CAEP in 2017.

Outcome D NSTA Standard 4: Safety

Effective teachers of science can, in a P-12 classroom setting, demonstrate and maintain chemical safety, safety procedures, and the ethical treatment of living organisms needed in the P-12 science classroom appropriate to their area of licensure.
Objective 10 Design and demonstrate activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment, policies and procedures that comply with established state and/or national guidelines.

Measure 1

2019 Status
Achieved
2019: Achieved 100% of students in SCI 495 were proficient in designing activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment, policies and procedures that comply with established state and/or national guidelines. This meets the 80% target for Integrated Science students.

2018 Status
Achieved
2018: Achieved 100% of students in SCI 495 were proficient in designing activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment, policies and procedures that comply with established state and/or national guidelines. This meets the 80% target for Integrated Science students.

2017 Status
Not Yet Achieved
This one year snapshot shows that 69% of students in SCI 495 were proficient in designing activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment, policies and procedures that comply with established state and/or national guidelines. This is below the 80% target for Integrated Science students. As we have just begun a new assessment cycle for these objectives, we will continue to gather data and target methods for an increased proficiency in this area over the next few years.

2016 Status
Not Yet Achieved
We submitted a SPA report to CAEP in March 2017 that included three years of data for student proficiency in this Objective. In June 2017 we were notified that our SPA report was approved and that our ISCI Program has received national recognition by our accrediting body, the National Science Teachers Association. ISCI students currently show at 75% proficiency in this Objective. We begin a new assessment cycle for CAEP in 2017, and the ISCI Program will target this area for improvement in the next several years.

Measure 2

2019 Status
Achieved
EDI 330 W2019: Only data from winter semester are available. Achieved 100%, one of one proficient in designing and demonstrating activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment, policies and procedures. This meets the 80% target for Integrated Science students. EDI 430 W2019: Only data from winter semester are available. Achieved 100% of students are proficient in designing and demonstrating activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment, policies and procedures This is above the 80% target for Integrated Science students. 8 of 8 students observed were rated proficient or higher.

2018 Status
Not Yet Achieved
EDI 330 2018: No data were reported for this measure for any students. EDI 430 2018: NOT Achieved 77.7% of students are proficient in designing and demonstrating activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment, policies and procedures This is just above the 80% target for Integrated Science students. 7 of 9 students rated proficient or higher.

2017 Status
Achieved
This one-year snapshot shows that more than 80% of ISCI majors show proficiency in designing and demonstrating activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment, policies and procedures, by the end of their Student Teaching experience. However, due to a small sample size and difficulty in assessment reporting rates, we will continue to gather data and monitor proficiency in this area over the next few years.

2016 Status
Achieved
We submitted a SPA report to CAEP in March 2017 that included three years of data for student proficiency in this Objective. In June 2017 we were notified that our SPA report was approved and that our ISCI Program has received national recognition by our accrediting body, the National Science Teachers Association. Greater than 80% of our students are currently Proficient in this Objective. We begin a new assessment cycle for CAEP in 2017.

Objective 11 Design and demonstrate activities in a P-12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms in and out of the classroom.

Measure 1

2019 Status
Achieved
2019: Achieved 100% of 22 students in SCI 495 were proficient in designing activities in a P-12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms in and out of the classroom. This meets the 80% target for Integrated Science students.

2018 Status
Achieved
2018: Achieved 100% of 12 students in SCI 495 were proficient in designing activities in a P-12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms in and out of the classroom. This meets the 80% target for Integrated Science students.

2017 Status
Not Yet Achieved
This one year snapshot shows that 69% of students in SCI 495 were proficient in designing activities in a P-12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms in and out of the classroom. This is below the 80% target for Integrated Science students. As we have just begun a new assessment cycle for these objectives, we will continue to gather data and target methods for an increased proficiency in this area over the next few years.

2016 Status
Achieved
We submitted a SPA report to CAEP in March 2017 that included three years of data for student proficiency in this Objective. In June 2017 we were notified that our SPA report was approved and that our ISCI Program has received national recognition by our accrediting body, the National Science Teachers Association. Greater than 80% of our students are currently Proficient in this Objective. We begin a new assessment cycle for CAEP in 2017.

Measure 2

2019 Status
Achieved
EDI 330 W2019: Only data from winter semester are available. Achieved 100%, one of one proficient in designing and demonstrating activities in a P-12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms. This meets the 80% target for Integrated Science students. EDI 430 W2019: Only data from winter semester are available. Achieved 100% of students are proficient in designing and demonstrating activities in a P-12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms. This is above the 80% target for Integrated Science students. 10 of 10 students observed were rated proficient or higher.

2018 Status
Achieved
EDI 330 2018: Achieved 100%, one of one proficient in designing and demonstrating activities in a P-12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms. This meets the 80% target for Integrated Science students. EDI 430 2018: Achieved 100% of students are proficient in designing and demonstrating activities in a P-12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms. This meets the 80% target for Integrated Science students. 9 of 9 students rated proficient or higher.

2017 Status
Achieved
This one-year snapshot shows more than 80% of students are proficient in designing and demonstrating activities in a P-12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms, by the end of their Student Teaching experience. However, due to a small sample size and difficulty in assessment reporting rates, we will continue to gather data and monitor proficiency in this area over the next few years.

2016 Status
Achieved
We submitted a SPA report to CAEP in March 2017 that included three years of data for student proficiency in this Objective. In June 2017 we were notified that our SPA report was approved and that our ISCI Program has received national recognition by our accrediting body, the National Science Teachers Association. Greater than 80% of our students are currently Proficient in this Objective. We begin a new assessment cycle for CAEP in 2017.

Objective 9 Design activities in a P-12 classroom that demonstrate the safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used within their subject area science instruction.

Measure 1

2019 Status
Achieved
2019: Achieved 100% of 22 students in SCI 495 were proficient in designing activities in a P-12 classroom that demonstrate the safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used within their subject area science instruction. This meets the 80% target for Integrated Science students.

2018 Status
Achieved
2018: Achieved 100% of 12 students in SCI 495 were proficient in designing activities in a P-12 classroom that demonstrate the safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used within their subject area science instruction. This meets the 80% target for Integrated Science students.

2017 Status
Not Yet Achieved
This one year snapshot shows that 60% of students in SCI 495 were proficient in designing activities in a P-12 classroom that demonstrate the safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used within their subject area science instruction. This is below the 80% target for Integrated Science students and clearly an area for additional attention. As we have just begun a new assessment cycle for these objectives, we will continue to gather data and target methods for an increased proficiency in this area over the next few years.

2016 Status
Not Yet Achieved
We submitted a SPA report to CAEP in March 2017 that included three years of data for student proficiency in this Objective. In June 2017 we were notified that our SPA report was approved and that our ISCI Program has received national recognition by our accrediting body, the National Science Teachers Association. ISCI students currently show at 69% proficiency in this Objective. We begin a new assessment cycle for CAEP in 2017, and the ISCI Program will target this area for improvement in the next several years.

Measure 2

2019 Status
Not Yet Achieved
EDI 330 W2019: Only data from winter semester are available. NOT Achieved 50%, only one of two students are proficient in planning a learning environment and learning experiences for all students that demonstrate chemical safety, safety procedures, and the ethical treatment of living organisms. This is below the 80% target for Integrated Science students. EDI 430 W2019: Only data from winter semester are available. Achieved 100% of students are proficient in planning a learning environment and learning experiences for all students that demonstrate chemical safety, safety procedures, and the ethical treatment of living organisms. This is above the 80% target for Integrated Science students. 8 of 8 students observed were rated proficient or higher.

2018 Status
Achieved
EDI 330 2018: No data were reported for this measure for any students. EDI 430 2018: Achieved 81.3% of students are proficient in planning a learning environment and learning experiences for all students that demonstrate chemical safety, safety procedures, and the ethical treatment of living organisms This is just above the 80% target for Integrated Science students. 13 of 16 students rated proficient or higher.

2017 Status
Achieved
This one-year snapshot shows more than 80% of students are proficient in planning a learning environment and learning experiences for all students that demonstrate chemical safety, safety procedures, and the ethical treatment of living organisms, by the end of their Student Teaching experience. However, due to a small sample size and difficulty in assessment reporting rates, we will continue to gather data and monitor proficiency in this area over the next few years.

2016 Status
Achieved
We submitted a SPA report to CAEP in March 2017 that included three years of data for student proficiency in this Objective. In June 2017 we were notified that our SPA report was approved and that our ISCI Program has received national recognition by our accrediting body, the National Science Teachers Association. Greater than 80% of our students are currently Proficient in this Objective. We begin a new assessment cycle for CAEP in 2017.

Outcome E NSTA Standard 5: Impact on Student Learning

Effective teachers of science provide evidence to show that P-12 students’ understanding of major science concepts, principles, theories, and laws have changed as a result of instruction by the candidate and that student knowledge is at a level of understanding beyond memorization. Candidates provide evidence for the diversity of students they teach.
Objective 12 Collect, organize, analyze, and reflect on diagnostic, formative and summative evidence of a change in mental functioning demonstrating that scientific knowledge is gained and/or corrected.

Measure 1

2019 Status
Achieved
EDI 330 W2019: Only data from winter semester are available. Achieved 100%, two of two proficient in collecting, organizing, analyzing, and reflecting on diagnostic, formative and summative evidence of student learning. This meets the 80% target for Integrated Science students. EDI 430 W2019: Only data from winter semester are available. Achieved 100% of students are proficient in collecting, organizing, analyzing, and reflecting on diagnostic, formative and summative evidence of student learning. This is above the 80% target for Integrated Science students. 13 of 13 students observed were rated proficient or higher.

2018 Status
Achieved
EDI 330 2018: Achieved 100%, one of one proficient in collecting, organizing, analyzing, and reflecting on diagnostic, formative and summative evidence of student learning. This meets the 80% target for Integrated Science students. EDI 430 2018: Achieved 95.2% of students are proficient in collecting, organizing, analyzing, and reflecting on diagnostic, formative and summative evidence of student learning. This meets the 80% target for Integrated Science students. 13 of 14 students rated proficient or higher.

2017 Status
Achieved
This one-year snapshot shows more than 80% of students are proficient in collecting, organizing, analyzing, and reflecting on diagnostic, formative and summative evidence of student learning, by the end of their Student Teaching semester. As we have just begun a new assessment cycle for these objectives, we will continue to gather data and increase proficiency in this area over the next few years.

2016 Status
Achieved
We submitted a SPA report to CAEP in March 2017 that included three years of data for student proficiency in this Objective. In June 2017 we were notified that our SPA report was approved and that our ISCI Program has received national recognition by our accrediting body, the National Science Teachers Association. Greater than 80% of our students are currently Proficient in this Objective. We begin a new assessment cycle for CAEP in 2017.

Objective 13 Provide data to show that P-12 students are able to distinguish science from nonscience, understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science.

Measure 1

2019 Status
Achieved
EDI 330 W2019: Only data from winter semester are available. Achieved 100%, one of one in providing data to show that P-12 students are able to distinguish science from nonscience, understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science. This meets the 80% target for Integrated Science students. EDI 430 W2019: Only data from winter semester are available. Achieved 80% of students are proficient in providing data to show that P-12 students are able to distinguish science from nonscience, understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science. This is above the 80% target for Integrated Science students. 8 of 10 students observed were rated proficient or higher.

2018 Status
Achieved
EDI 330 2018: Achieved 100%, one of one in providing data to show that P-12 students are able to distinguish science from nonscience, understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science. This meets the 80% target for Integrated Science students. EDI 430 2018: Achieved 85.7% of students are in providing data to show that P-12 students are able to distinguish science from nonscience, understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science. This meets the 80% target for Integrated Science students. 18 of 21 students rated proficient or higher.

2017 Status
Achieved
This one-year snapshot shows more than 80% of students are proficient in providing data to show that P-12 students are able to distinguish science from nonscience, understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science, by the end of their Student Teaching semester. As we have just begun a new assessment cycle for these objectives, we will continue to gather data and increase proficiency in this area over the next few years.

2016 Status
Achieved
We submitted a SPA report to CAEP in March 2017 that included three years of data for student proficiency in this Objective. In June 2017 we were notified that our SPA report was approved and that our ISCI Program has received national recognition by our accrediting body, the National Science Teachers Association. Greater than 80% of our students are currently Proficient in this Objective. We begin a new assessment cycle for CAEP in 2017.

Objective 14 Engage students in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner.

Measure 1

2019 Status
Achieved
EDI 330 W2019: Only data from winter semester are available. Achieved 100%, two of two proficient in engaging K-8 students in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner. This meets the 80% target for Integrated Science students. EDI 430 W2019: Only data from winter semester are available. Achieved 93.7% of students are proficient in engaging K-8 students in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner. This is above the 80% target for Integrated Science students. 15 of 16 students observed were rated proficient or higher.

2018 Status
Not Yet Achieved
EDI 330 2018: Achieved 100%, one of one in proficient in engaging K-8 students in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner. This meets the 80% target for Integrated Science students. EDI 430 2018: NOT Achieved 75% of students are proficient in engaging K-8 students in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner. This fails to meet the 80% target for Integrated Science students. 21 of 28 students rated proficient or higher.

2017 Status
Achieved
This one-year snapshot shows more than 80% of ISCI students are proficient in engaging K-8 students in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner, by the end of the Student Teaching semester. As we have just begun a new assessment cycle for these objectives, we will continue to gather data and increase proficiency in this area over the next few years.

2016 Status
Achieved
We submitted a SPA report to CAEP in March 2017 that included three years of data for student proficiency in this Objective. In June 2017 we were notified that our SPA report was approved and that our ISCI Program has received national recognition by our accrediting body, the National Science Teachers Association. Greater than 80% of our students are currently Proficient in this Objective. We begin a new assessment cycle for CAEP in 2017.

Outcome F NSTA Standard 6: Professional Knowledge and Skills

Effective teachers of science strive continuously to improve their knowledge and understanding of the ever changing knowledge base of both content, and science pedagogy, including approaches for addressing inequities and inclusion for all students in science. They identify with and conduct themselves as part of the science education community.
Objective 15 Engage in professional development opportunities in their content field such as talks, symposiums, research opportunities, or projects within their community.

Measure 1

2019 Status
Achieved
2019: Achieved 100% of students in SCI 495 were proficient in engaging in professional development opportunities in their content field such as talks, symposiums, research opportunities, or projects within their community. This meets 80% target for Integrated Science students.

2018 Status
Achieved
2018: Achieved 100% of students in SCI 495 were proficient in engaging in professional development opportunities in their content field such as talks, symposiums, research opportunities, or projects within their community. This meets 80% target for Integrated Science students.

2017 Status
Achieved
This one year snapshot shows that 89% of students in SCI 495 were proficient in engaging in professional development opportunities in their content field such as talks, symposiums, research opportunities, or projects within their community. This is above the 80% target for Integrated Science students. As we have just begun a new assessment cycle for these objectives, we will continue to gather data and increase proficiency in this area over the next few years.

2016 Status
Achieved
99-10% of ISCI students engage in professional development opportunities related to their major.

Objective 16 Engage in professional development opportunities such as conferences, research opportunities, or projects within their community.

Measure 1

2019 Status
Achieved
2019: Achieved 100% of students in SCI 495 were proficient in engaging in professional development opportunities such as conferences, research opportunities, or projects within their community. This meets the 80% target for Integrated Science students.

2018 Status
Achieved
2018: Achieved 100% of students in SCI 495 were proficient in engaging in professional development opportunities such as conferences, research opportunities, or projects within their community. This meets the 80% target for Integrated Science students.

2017 Status
Achieved
This one year snapshot shows that 89% of students in SCI 495 were proficient in engaging in professional development opportunities such as conferences, research opportunities, or projects within their community. This is above the 80% target for Integrated Science students. As we have just begun a new assessment cycle for these objectives, we will continue to gather data and increase proficiency in this area over the next few years.

2016 Status
Achieved
This one year snapshot shows that 100% of students in SCI 495 were proficient in engaging in professional development opportunities in their content field such as talks, symposiums, research opportunities, or projects within their community. This is above the 80% target for Integrated Science students. As we have just begun a new assessment cycle for these objectives, we will continue to gather data in this area over the next few years.