College of the Redwoods
CURRICULUM PROPOSAL
--Attach the Course Outline—
1. Division: Humanities and Communications
2.
Course Discipline and Number: EDUC 1
3.
Course Title: Introduction to Education
4.
New
Change to existing course
(Indicate changes on "Summary of Curriculum Changes" form)
Replacing existing course
5.
(Course to be inactivated)
Is this course part of a CR Degree/Certificate Program?
No
Yes
If yes, specify program code: EDUC.AS.Paraprofessional Education
Required course
Restricted elective
6.
Provide explanation and justification for addition/change/deletion:
EDUC 1 was last revised in 2000, so a review and update of the course was overdue. As the community
college increases its role in lower division undergraduate education for pre-service teachers, a need has arisen to
provide a more substantial foundational course for students exploring teaching as a career. Additionally, the
HSU Department of Education collaborated and determined that a more robust introduction to the field of
education better prepares students for the fifth-year teacher education program at HSU and other CSU
campuses. The recent introduction of the A.S. Paraprofessional Education degree also provides an opportunity
to revise the existing course. A more thorough examination of the field of education is also appropriate for
individuals interested in working in classrooms as instructional aides.
7.
List any special materials, equipment, tools, etc. that students must purchase:
None
8.
This course will have an instructional materials fee. No
Fee: $
Submitted by: Deborah
Nolan_
Tel. Ext.4539
Submitting Division/Center Review Sydney Larson
Yes
Date: 10/4/05
Date: 10/5/05
CURRICULUM COMMITTEE USE ONLY
Approved by Curriculum Committee: No
Academic Senate Approval: October 28, 2005
Yes
Date: 10/14/05
Inactivated by Curriculum Committee 9/28/07
Curriculum Proposal
ACASEN: 09.03.04
Page 1
May 29, 2016
SUMMARY OF CURRICULUM CHANGES
FOR AN EXISTING COURSE
FEATURES
OLD
NEW
An introduction to
Education focusing on key
issues facing educators and
the kinds of knowledge
needed by teachers in
California and the world.
An introduction to teaching as
a career, including the types of
skills and knowledge required
and steps involved in
becoming a teacher. The
course provides an overview of
social and historical
understanding of public
schooling in America through
the lens of contemporary
controversies in the field.
Units
1
2
Lecture Hours
1
2
Catalog Description
Grading Standard
Lab Hours
Prerequisites
Corequisites
Recommended
Preparation
Maximum Class Size
RepeatabilityMaximum Enrollments
Other
Learning outcomes
If any of the listed features have been modified in the new proposal, indicate the "old" (current) information and
proposed changes.
Course Outline
Senate Approved: 09.03.04
2
May 29, 2016
College of the Redwoods
Course Outline
DATE: 10/4/05
DISCIPLINE AND COURSE NUMBER: EDUC 1
FORMER DISCIPLINE AND NUMBER (If previously offered): EDUC 1
COURSE TITLE: Introduction to Education
TOTAL UNITS: 2
[Lecture Units: 2
Lab Units: 0]
TOTAL HOURS: 36 [Lecture Hours: 36 Lab Hours: 0]
MAXIMUM CLASS SIZE: 40
GRADING STANDARD:
Letter Grade Only
CR/NC Only
Is this course repeatable for additional credit units: No
Grade-CR/NC Option
Yes
how many total enrollments?
Is this course to be offered as part of the Honors Program? No
Yes
If yes, explain how honors sections of the course are different from standard sections.
CATALOG DESCRIPTION:
The catalog description should clearly state the scope of the course, its level, and what kinds of student goals the
course is designed to fulfill.
An introduction to teaching as a career, including the types of skills and knowledge
required and steps involved in becoming a teacher. The course provides an overview of
social and historical understanding of public schooling in America through the lens of
contemporary controversies in the field.
Special notes or advisories:
PREREQUISITES:
No
Yes
Course:
Rationale for Prerequisite?
Describe representative skills without which the student would be highly unlikely to succeed .
COREQUISITES:
No
Yes
Rationale for Corequisite?
Course:
RECOMMENDED PREPARATION:
No
Yes
Course: Eligible for ENGL 150
Rationale for Recommended Preparation?
Students are required to write several essays.
Course Outline
Senate Approved: 09.03.04
3
May 29, 2016
COURSE LEARNING OUTCOMES:
What should the student be able to do as a result of taking this course? State some of the objectives in terms of specific,
measurable student accomplishments.
 Describe the types of knowledge it takes to become an elementary or secondary
school teacher today.
 List the steps involved in becoming a teacher.
 Summarize the California Standards for the Teaching Profession and explain their
relationship to subject matter competency.
 Describe opposing viewpoints for several contemporary issues in education.
 Compare and contrast various views of the purposes of public schooling in the
United States.
 Explore social trends and issues related to schooling.
 Begin to develop and articulate a philosophy of teaching.
 Analyze the historical and political influences on schooling in the United States.*
 Display knowledge of governmental bodies that influence education.*
 Describe the differences and similarities between legal and ethical issues involving
schooling.*
 Analyze the subject matter and basic skills assessments required in the State of
California.*
 Describe the differences between school funding at the federal, state, and local
level.*
*Additions to existing course.
COURSE CONTENT
Themes: What themes, if any, are threaded throughout the learning experiences in this course?




Teaching as a career.
Diversity in the classroom.
The teaching profession.
Preparation for teaching or paraprofessional careers, including subject matter and
skill competency.
 Influences on the U.S. educational system.
Concepts: What concepts do students need to understand to demonstrate course outcomes?










Career planning.
Diversity.
Educational reform.
Educational standards.
Ethics of teaching.
Governance.
Pedagogy.
Professionalism.
Language and literacy.
Learning theory.
 Universal education.
Issues: What primary issues or problems, if any, must students understand to achieve course outcomes (including
such issues as gender, diversity, multi-culturalism, and class)?





Cultural identity.
Diversity.
Multi-culturalism.
Educational reform.
Purposes of education.
Course Outline
Senate Approved: 09.03.04
4
May 29, 2016
 Professional legal rights and responsibilities.
 Teacher quality.
Skills: What skills must students master to demonstrate course outcomes?





Reading and understanding assignments.
Generating ideas appropriate to the assignment.
Responding to complex readings through discussion and writing.
Organizing information for essays or other assignments.
Critical thinking.
REPRESENTATIVE LEARNING ACTIVITIES:
What will the students be doing (i.e., Listening to lectures, participating in discussions and/or group activities,
attending a field trip, etc.)? Relate the activities directly to the Course Learning Outcomes.





Listening and responding to lectures verbally or in writing.
Conducting library and web research.
Participating in discussions.
Making in-class presentations.
Participating in in-class simulations, problem-solving activities, or exercises.
ASSESSMENT TASKS:
How will the student show evidence of achieving the Course Learning Outcomes? Indicate which assessments (if
any) are required for all sections.
Representative assessment tasks:
Required assessments for all sections – to include but not limited to:
 In-class essay exams.
 Writing essays or other formal and informal writing assignments.
 Oral responses to questions.
 Graphic representations of concepts.
 Conducting library research and writing research paper(s).
EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS
Author Ryan,
K. and Cooper, J.M.
Author Williams,
M. (ed)
Title
Author
Title
Date
Author
Title
Date
Title
(Author, Title, and Date Fields are required):
Those Who Can, Teach
Education: Opposing Viewpoints
Date
Date
2004
2004
Other Appropriate Readings:
California Standards for the Teaching Profession.
Course Outline
Senate Approved: 09.03.04
5
May 29, 2016
PROPOSED TRANSFERABILITY:
UC
CSU
NONE
General elective credit
If CSU transferability is proposed (courses numbered
1-99), indicate whether general elective credit or specific
course equivalent credit is proposed.
Specific course equivalent
If specific course equivalent credit is proposed, give
course numbers/ titles of at least two comparable lower
division courses from a UC, CSU, or equivalent
institution.
PROPOSED GENERAL EDUCATION:
Rationale for General Education certification:
BOTH
NONE
1. EDUC 110, HSU
(Campus)
2. EDUC 210, HSU
(Campus)
CR
UC
CSU
College of the Redwoods General Education Applicability:
AREA
Natural Science
Social Science
Humanities
Language and Rationality
Writing
Oral Communications
Analytical Thinking
Rationale for inclusion in this General Education category:
Proposed California State University General Education Breadth (CSU GE) Applicability
A. Communications and Critical Thinking
A1 – Oral Communication
A2 – Written Communication
A3 – Critical Thinking
C. Arts, Literature, Philosophy, and Foreign
Language
C1 – Arts (Art, Dance, Music, Theater)
C2 – Humanities (Literature,
Philosophy, Foreign Language)
B. Science and Math
B1 – Physical Science
B2 – Life Science
B3 – Laboratory Activity
B4 – Mathematics/Quantitative Reasoning
D. Social, Political, and Economic Institutions
D0 – Sociology and Criminology
D1 – Anthropology and Archeology
D2 – Economics
D3 – Ethnic Studies
D5 – Geography
D6 – History
D7 – Interdisciplinary Social or Behavioral Science
D8 – Political Science, Government and Legal
Institutions
D9 – Psychology
E. Lifelong Understanding and Self-Development
E1 – Lifelong Understanding
E2 – Self-Development
Rationale for inclusion in this General Education category: Same as above
Course Outline
Senate Approved: 09.03.04
6
May 29, 2016
Proposed Intersegmental General Education Transfer Curriculum (IGETC) Applicability
AREA
1A – English Composition
1B – Critical Thinking-English Composition
1C – Oral Communication (CSU requirement only)
2A – Math
3A – Arts
3B – Humanities
4A – Anthropology and Archaeology
4B – Economics
4E – Geography
4F – History
4G – Interdisciplinary, Social & Behavioral Sciences
4H – Political Science, Government & Legal Institutions
4I – Psychology
4J – Sociology & Criminology
5A – Physical Science
5B – Biological Science
6A – Languages Other Than English
Rationale for inclusion in this General Education category:
Course Outline
Senate Approved: 09.03.04
Same as above
7
May 29, 2016
FOR VPAA USE ONLY
PROGRAM AND COURSE NUMBER EDUC
1
TECHNICAL INFORMATION
1. Department: HUM Humanities
16. CoRequisite Course: none
2. Subject: EDUC
17. Recommended Prep: Eligible for ENGL-150
Course No: 1
3. Credit Type: D Credit Degree Applicable
18. Maximum Class Size: 40
4. Min/Maximum Units: 2.0 to
19. Repeat/Retake: NR No repeats
variable units
5. Course Level: E Not Occupational
20. Count Retakes for Credit:
yes
no
6. Academic Level: UG Undergraduate
21. Only Pass/No Pass:
yes
no
7. Grade Scheme: UG Undergraduate
22. Allow Pass/No Pass:
yes
no
8. Short Title: Intro to Education
23. VATEA Funded Course:
yes
no
9. Long Title: Introduction to Education
24. Accounting Method: W Weekly Census
10. National ID
11. Local ID
(CIP):
(TOPS):
13.0101
080100
12. Course Types:
 Level One Basic Skills: NBS Not Basic Skills
25. Disability Status: N Not a Special Class
26. Billing Method: T-Term
27. Billing Period: R-Reporting Term
28. Billing Credits: 2.0



Level Two Work Experience:
NWE Not Coop Work Experience
29. Purpose: A Liberal Arts Sciences
Level Three:
30. Articulation No.
Placeholder for GE OR
(CAN):
Choose One:
31. Articulation Seq.
Level Four: If GE : Choose One:
32. Transfer Status: B Transfers to CSU only
13. Instructional Method:
LEC Lecture and/or Discussion
14. Lec TLUs: 3.0 Contact Hours: 36.0
Lab TLUs:
Contact Hours:
(CAN):
33. Equates to another course?
34. The addition of this course will inactive
number). Inactive at end of
term.
15. Prerequisite: none
Particular Comments for Printed Catalog.
.
Curriculum Approval Date: October 14, 2005
Course Outline
Senate Approved: 09.03.04
(course number).
8
May 29, 2016
(course