Math and Science Education faculty at Eastern Oregon University, George Fox University, Lewis & Clark College, Oregon State University, Portland State University, University of Portland, and Western Oregon University are developing graduate-level courses and professional development modules that are available online, in weekend workshops, at summer institutes, or combinations of these formats.

Purpose and goals

PrISM offerings are designed to build the capacity of any elementary teacher in math and science instruction. Specifically, teachers who complete the certificate of completion will:

• Help their students design investigations responsive to different science domains/contexts (e.g., earth and space, physical, life).
• Encourage their students to engage in mathematical thinking and problem solving (conjecturing, justifying, generalizing) using numbers and algebra, measurement/ geometry, data analysis, and probability.
• Do both of the above at the same time with their students.
• Increase their confidence in teaching science and math.
• Teach with enhanced math/science content knowledge and knowledge of students’ psychology of learning as they address the K-8 standards in math and science.

PrISM includes a developmental sequence of courses that lead to a PrISM Certificate of Completion. Teachers who complete the certificate might go on to acquire existing or proposed additional endorsements.

Prism pathways

PrISM includes a developmental sequence of courses that lead to a PrISM Certificate of Completion. Teachers who complete the certificate might go on to acquire existing or proposed additional endorsements.

Course organization and design

PrISM curriculum design and structure

PrISM courses are based on the following four themes. Different courses may emphasize different themes, but a brief overview of the four themes is embedded in all courses.

Place-based education 
Curriculum and instruction that helps students develop a “sense of place” by focusing teaching on exploration of the local environment, culture, and community. Students learn to inquire about their own world, thus relating curricular content to student lives in more meaningful ways. Students also better understand and contribute to their families and local communities

Multiple literacies
Literacy involves apprenticeship in the discourse practices and ways of knowing in social communities. These discourses include language, as well as identities, relationships, values, intentions and various other modes of communication, media, and technology. Individuals are members of many different discourse communities throughout their life span. This vision of multiple literacies guides the development of math/science curriculum and coursework for English language learners and members of other marginalized groups. Teachers explore their own literacies in preparation for understanding and fostering the literacies of their students across all parts of the curriculum.

Integrating math and science across the curriculum 
Science and mathematics are embedded in multiple aspects of living and learning. They regularly form the content of popular culture, major social issues, and are fundamental in decision making for purchasing, voting, vacationing, leisure time, and everyday finances. Scientific and mathematical knowledge must be put to use in all aspects of the curriculum in order to make it a living knowledge.

Integrated math/science preparation
Similarly, all PrISM courses integrate the teaching of math and science both for inservice teachers’ courses and as a core principle for teachers to use in designing math and science instruction for K-8 students. In this way students experience these disciplines not as a set of rules or algorithms to be memorized, but rather as tools for thinking and discovery in their own lives and communities. PrISM courses can be completed at any of the seven partner institutions and are either 3 quarter hours or 2 semester hours and have a common tuition. The PrISM certificate requires teachers to complete the sequence of coursework that includes building capacity in math and science content. The introductory course is not a pre-requisite to other PrISM courses. However, teachers are encouraged to begin with the introductory course, especially if they lack confidence in teaching math or science, or if their content preparation backgrounds are modest. The last course in the sequence for all teachers completing the PrISM certificate is the PrISM Capstone Course.

PrISM Oregon courses are available in spring quarter and summer term, 2008. Watch for further notices at prismoregon.org