Ian J. Quitadamo Central Washington University

Science Education

Instructor – Interdisciplinary K-8 Science Inquiry (SCED 301) | 2004-present.

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  Teach interdisciplinary inquiry science course to middle-school pre-service teachers. Methods used include current topics literature evaluation and debate, self-evaluation of life, physical, and earth science content knowledge, research proposals, notebooks, and posters presented to university and community stakeholders, written and oral content exams, peer evaluation, and e-portfolios. Extensive hands-on investigation of alternative energy topics, application of the scientific method, and development of content and knowledge and skills are emphasized.
  

Instructor – Science Methods in the Elementary Schools (SCED 322) | 2002-present.

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  Teach pre-service teachers to become effective K-5 science educators. Methods used include in-class inquiry experiences, investigative research projects, teaching practicum field experiences, peer evaluation, and e-portfolios. Topics discussed include scientific literacy, state and national standards, outcomes and assessment, increasing K-5 cognitive demand and critical thinking, inquiry instruction and content integration, and professional reflection. Stress development of practical and applied skills and instructional alignment to state and national performance benchmarks.
  

Instructor – Teaching Middle School Mathematics and Science (SCED/MATH 323) | 2008-present.

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  Teach pre-service teachers to become effective middle level science and math educators. Methods used include discipline-specific and integrated inquiry and problem solving activities, practicum field experiences in science and math, peer and self-evaluation, and e-portfolios. Topics discussed include science and math integration, state and national standards, deep alignment of outcomes, activities, and assessment, critical thinking and problem solving, and professional development.
  

Instructor – Science Methods in Secondary Schools I (SCED 324) | 2002-present.

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  Establish theoretical and applied foundation for grade 7-12 science educators. Methods used include review of best practices primary literature and how people learn, integration of research-supported best practices, use of STAR field observation protocol, practical field experiences including immersive EHS biology field trip, and professional e-portfolios aligned to national standards. Topics include stakeholder concerns and scientific literacy, best-practices research on science teaching, factors that influence student performance and achievement, 5E inquiry instruction, outcomes and assessment, increasing 7-12 cognitive demand and critical thinking, and professional reflection. Introduce elements of Washington Teacher Performance Assessment.
  

Instructor – Science Methods in Secondary Schools II (SCED 325) | 2012-present.

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  Coordinate and supervise practical field experiences for grade 7-12 science educators. Methods used include development of bias reduction and classroom management plans, volunteer work, 5E inquiry lessons, teaching practicum, self-evaluation, and professionalism training. Topics discussed include aligning outcomes, activities, assessment, differentiated learning, data-driven decision-making, management and school culture, self-reflection, and professional values. Includes preparation for the Washington Teacher Performance Assessment.
  

Instructor – Interdisciplinary Secondary Science Inquiry (SCED 401) | 2010-present.

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  Teach interdisciplinary inquiry science course to secondary pre-service candidates. Methods used include current topics public debate, preconceptions assessment of disciplinary content, critical thinking, and ecological footprint, inquiry units, just-in-time content, research proposals, notebooks, research posters presented to university and community stakeholders, written and oral content exams, peer evaluation, and e-portfolios. Extensive hands-on investigation of alternative energy topics, application of scientific process, and development of content knowledge and skills are emphasized.
  

Instructor – Science Education Undergraduate Research (SCED 495) | 2003-present.

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  Mentor biology teaching undergraduates in theoretical and applied science education research. Topics include assessment, validity and reliability, research design, validity threats, descriptive and inferential statistics, and data analysis using SPSS software. A key course goal is to help students publish their research in peer-reviewed journals.
  

Instructor – Teaching Secondary Science Seminar (SCED 487) | 2009-present.

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  Teach senior-level end of program course. Methods used include end-of-program e-portfolio, discussion, activities, and research presentation of contemporary issues in biology, chemistry, earth science, and physics secondary science teaching. Completion of evidence-based e-portfolio as prerequisite to student teaching is emphasized.
  

At Washington State University, Pullman, WA: The Graduate School

Graduate Facilitator – Freshman Seminar | 1999-2000.

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  Mentored undergraduate peer leader teams in effective instructional practice and teaching with technology. Facilitated freshman seminar discussion and development of critical thinking using research projects.
  

Instructor – Peer Leadership | 1999-2000.

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  Instructed apprentice peer instructors in educational theory, effective educational technique, and investigative research processes with a collaborative team of graduate instructors.
  

At Washington State University, Pullman, WA: Department of Genetics and Cell Biology

Teaching Assistant – General Genetics | 1996-1998.

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  Taught undergraduate genetics, molecular biology, and cell biology with emphasis on classical Mendelian genetics and extensions, molecular genetics, gene cloning/manipulation, developmental, and population genetics.
  

Teaching Assistant – Introduction to Biological Science | 1994-1997.

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  Taught undergraduate laboratory biology with emphasis on systematics and phylogeny, origins of life, prokaryote, protist, fungal, and eukaryote life forms, evolution, and community/population ecology. Helped to develop student seminar teams that collaboratively solved problems and wrote weekly essays.
  

Teaching Assistant – Gross and Micro Human Anatomy | 1991-1993.

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  Taught pre-medical and pre-pharmaceutical undergraduates systems-based, clinical human anatomy using authentic human cadavers.