2013 Fall

• EDUC 470-001 PRACTICUM IN MS SCIENCE EDU
  Provides theoretical background and practical experience with current trends and issues in middle school science education. Consists of a distributed practicum in which candidates take part in a series of encounters in middle school classrooms, schools and/or afterschool programs requiring at least three hours per week in field placements. Not all of those encounters are necessarily in the same placement, but all are under the mentorship of a middle school science teacher. In conjunction with the practical encounters, candidates read appropriate background literature relating to middle school science instruction and complete assignments that combine ideas from reflections from their practical experiences, readings and additional resources located by the candidate. Additional 1.5 hours per week meeting with the instructor may be scheduled as needed. Prerequisites: EDUC 210, EDUC 304, ELED 312; 15 credits of science from at least three science department prefixes, and junior standing; admission into the Professional Teacher Education Program (PTEP) or permission of the instructor. Candidates not accepted into the PTEP have to demonstrate readiness to work directly with middle school candidates in terms of knowledge, skills and dispositions, and may have to meet other requirements imposed by the school system for individuals working with children in the school. Three hours per week.

• EDUC 502-191 INTRODUCTION TO RESEARCH
  Introduction to quantitative and qualitative methods of scientific inquiry. Gain experience in the use, interpretation and application of research to solve organizational and instructional problems. Must be taken within the first 12 hours of M.Ed. program. Prerequisite: Admission to graduate study. Three hours per week.

• ELED 312-001 SCIENCE INSTRUCTION
  Introduces the processes of science that facilitate student learning in elementary and middle schools. Emphasis on planning, teaching and assessment with a focus on inquiry and understanding of everyday phenomena. Attention given to environmental education. Field experiences and reflective evaluation included. Prerequisites: Admission to the Professional Teacher Education Program; BIOL 101, CHEM/PHYS 101, GEOG 104. Co-requisite: ELED 309. Three hours per week.

• ELED 312-002 SCIENCE INSTRUCTION
  Introduces the processes of science that facilitate student learning in elementary and middle schools. Emphasis on planning, teaching and assessment with a focus on inquiry and understanding of everyday phenomena. Attention given to environmental education. Field experiences and reflective evaluation included. Prerequisites: Admission to the Professional Teacher Education Program; BIOL 101, CHEM/PHYS 101, GEOG 104. Co-requisite: ELED 309. Three hours per week.

• ELED 312-003 SCIENCE INSTRUCTION
  Introduces the processes of science that facilitate student learning in elementary and middle schools. Emphasis on planning, teaching and assessment with a focus on inquiry and understanding of everyday phenomena. Attention given to environmental education. Field experiences and reflective evaluation included. Prerequisites: Admission to the Professional Teacher Education Program; BIOL 101, CHEM/PHYS 101, GEOG 104. Co-requisite: ELED 309. Three hours per week.

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Article(s)

Ozdelik, Z. & Robeck, E. 
(2009). 
Operational priorities of instructional designers analyzed within the steps of the ADDIE instructional design model. 
Procedia - Social & Behavioral Sciences, 
1(1), 
2027-2031. 
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Presentations

Robeck, E. (2008). High Touch Science Teaching: Identity, Community & Curriculum for Sustainability. Presented at International Organization for Science & Technology Education (IOSTE), Izmar, Turkey.
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Robeck, E. (2008). Science Inquiry & Virtual Learning Objects. The F. Benitez Memorial Lecture. Presented at University of the Philippines, Manilla, Philippines.
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Robeck, E. (2008). The Dynamics of Pedagogical Content Knowledge in an Online Professional Development Class for Science Teachers. Science Teachers' Pedagogical Content Knowledge: Seminar & Workshop. Presented at Universiti Kebangsaan Malaysia, Bangi, Malaysia.
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Rieck, D. F. & Robeck, E. (2002). Emphasizing the Relevance of Science Content to K-8 Education Majors Using Narrative Text Presented at 223rd National Meeting of the American Chemical Society, Orlando,Florida.
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Book Chapters

Robeck, E. (2003). ELED 312 Science instruction. Learning to serve, serving to learn: A view from higher education (40-43.) Salisbury, MD: Salisbury University.
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Robeck, E., Laster, B., Jenne, J. T., & Brooks, E. H. (2003). Chapter 4. Learning in the context of service: Concluding thoughts. Learning to serve, serving to learn: A view from higher education (92-96.) Salisbury, MD: Salisbury University.
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Please send any updates to smfridie@salisbury.edu.

• SU Faculty, Students Present 'Experiences of Study Abroad in India' October 13
  Wednesday, October 06, 2010
•  Two SU Professors Named Fulbright Scholars
  Tuesday, August 21, 2007

Visit the Press & Publications site for more information.