The purpose of this course is to create opportunities for you to develop an emerging knowledge base in the teaching and learning of mathematics at the elementary level that encompasses both theoretical and practical pedagogies. Developmental, conceptual, interdisciplinary and inclusive methods of teaching mathematics will be the foundation that builds our pedagogy together and guides us in fulfilling this purpose. We will discuss and apply the five representations of mathematics ideas (Lesh Model) which include: pictures, manipulative models, written symbols, real-world situations and oral language.

Required texts/materials
Barlow, M. (2007). Blue Covenant.
Dear, Peter (2006). The Intelligibility of Nature
Friedman, T. (2008). Hot, Flat and Crowded.
Herr, J. (1995). A Civil Action.
Michael Pollan. (2006). Omnivore's Dilemma.
Ratke, David, M. Minnesota Trees
Tekiela, Stan. (1999). Wildflowers of Minnesota.
Wilson, D. S. (2007). Evolution for Everyone.

Goals and Purpose of CUR-260
The purpose of this course is to focus on the evidence, theories, methods and practice of science within the context of the natural world. Since this course will feature a broad overview of science, it will include fundamental and integrated concepts of life, earth and physical sciences. This course will illustrate a Natural Science Perspective (NASP) by introducing the student to the mechanics of natural and life processes, and the quantitative basis for understanding these processes.The focus of science will include several big ideas and systems, including the science content of two upcoming Nobel conferences (2009 & 2010), history and nature of science, evolution, the hydrologic cycle and water as a natural resource, ecological systems and interactions of species, the application of science with food and finally global climate change and the challenges facing our planet as we continue to become hot, flat and crowded. Together we will build an understanding of how we come to know what we know in science. In CUR 260 we will place emphasis on the strengths and limitations of the methods employed, the philosophical assumptions, the boundaries and connections with other disciplines, and relationships to social, ethical, and political problems will build an understanding of how science shapes culture and society, public policy and ethics. The course also include a laboratory and field study component.

Written Assignments (70%) or 70 points
Science notebook 20 points or 20 %
Overall the purpose of the science notebook is to provide you with opportunities to process the course and lab/field content. A science notebook is a place to focus your attention on nature and natural events that you encounter in (y)our daily experiences and in class. Two notebook checks: (Wed, March 18, 2009: 10 points & Mon. May 18, 2009: 10 points).

South Africa and Namibia: Building Global Citizenry
Professors Elizabeth R. Baer, John Clementson, Michele Koomen, Lois Peterson
Gustavus Adolphus College, January 2009                                                                        

REQUIRED TEXTS:
Selected Essays, Center for Global Education Reader
Athol Fugard “Sizwe Bansi is Dead”
Kevin Winge Never Give Up

OBJECTIVES OF THE COURSE:
To learn about the history and culture of Namibia and South Africa
To explore social justice as it relates to colonization, apartheid, education, and natural history.
To engage with the community through service-learning (e.g. camps, classrooms, women’s organizations, and after school programs).
To experience an African family life through a homestay
To participate in reflections about the theory and the practice of civic engagement.
To gain skills for international travel and cross-cultural communication.
To foster the independence and initiative essential to experiential education. 

ASSIGNMENTS:
Students will be expected to fully participate in the learning experiences of the course.  An experiential journal will be expected from each student, and will be collected periodically throughout the course.   Students will also be expected to prepare for each experience by reading assigned materials.  Students will participate in-group reflections throughout the course, and a final reflection paper will be required. 

Engaged participation in all learning experiences in the course.     25%
Experiential Journal   20%
Preparation  10%
Group Discussions/Reflections  20%
Final Reflection Paper  25%

Final Reflective PaperOver the course of this J-term travel to South Africa and Namibia, we asked you to process our daily learning experiences through a reflective journal. This final reflective paper will be a synthesis of your processing and learning over the past several weeks documented in part by your daily reflective journal. Your final reflective paper should allow us to understand how you have made sense of this experience as an adult college learner. Your completed reflective paper will include a critical examination of your own growth across five of the course objectives. Every student must select the first two objectives. In addition, you must select three of the remaining five goals to round out the reflective content.We understand that for most of us, the experience in Southern Africa has run across a continuum that may be described at minimum as personal, informative, transformative, conflicting, inspirational, collaborative, challenging, hopeful and revealing. We ask that as you reflect on your learning across your five selected objectives that you help us to understand parts of this experience that for you were personal, informative, transformative, conflicting, inspirational, collaborative, challenging, hopeful or revealing. For example using the first objective: To learn about the history and culture of Namibia and South Africa, you might respond to questions such as:

What major understandings do you have now about the history and culture of Namibia and South Africa?
How have these new understandings challenged and or inspired you?

Our expectation for each of you is a final reflective paper that is both personal and substantive. In addition, we expect a product that is written legibly or word-processed using sound writing mechanics, spelling and careful editing.