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Name:
Submission
Date:
Hilda A Pettit
4/3/2013
Organization: Vacca Office of Student Services
Course Catalog Update
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Course Catalog Update Information:
STU0004
Reference Number: CCU005576
Date: 15-MAR-13
Level: 2.00 of 2.00
Currently On The Worklist Of: Joanne Arhar, jarhar
Owner: Office of Curriculum Services, 330-672-8558 or 330-672-8559, curriculum@kent.edu
Basic Course Data
Change type: Establish
Faculty member submitting this proposal: Crowe
Requested Effective Term: 201480
Campus: Kent
College: EH-Education, Health and Human Services
Department: TLC-Teaching Learning and Curriculum Studies
Course Subject: ADED-Adolescent/Adult Education
Course Number: 22275
Course Title: Issues and Trends in Social Studies Education
Title Abbreviation: Issues and Trends in Social St
Slash Course and Cross-list Information:
Credit Hours
Minimum Credit/Maximum Credit: 3 to 3
Contact Hours: Lecture - Minimum Hours/Maximum Hours: 3 to 3
Contact Hours: Lab - Minimum Hours/Maximum Hours:
Contact Hours: Other - Minimum Hours/Maximum Hours:
Attributes
Is this course part of the LER, WIC or Diversity requirements: No
If yes, course attributes: 1.
2.
3.
Can this course be repeated for credit: No
Repeat
Course Limit:
Course Level: Undergraduate
Grade Rule: B-Standard letter
OR Maximum Hours:
Rationale for an IP grade request for this course (if applicable):
Schedule Type(s): 1. LEC-Lecture 2.
3.
Credit by Exam: N-Credit by exam-not approved
Prerequisites & Descriptions
Current Prerequisite/Corequisite/Catalog Description:
Catalog Description (edited): A course that introduces you to the field of social studies education. In this course you will
explore the history and current issues and trends in the field of social studies education.
Prerequisites (edited): None
Corequisites (edited):
Registration is by special approval only: No
Content Information
Content Outline:
Content Hours
per Course
Topic
Topic Description
3
6
3
3
History of the field
Nature of Social Studies
Rationales for Teaching Social Studies
National Social Studies Standards
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12
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Powerful Social Studies Teaching &
Learning
Diversity and Multiculturalism in Social
Studies (what does it mean to teach all
children)
Citizenship Education
Service Learning and Community
Action Project
Display/Hide Delimited Course Outline
Total Contact Hours: 45
Textbook(s) used in this course: Singer, A. Social studies for secondary schools: Teaching to learn, learning to teach.
NCSS. National curriculum standards for social studies. Ohio Social Studies Standards Parker, W. Teaching democracy:
Unity and diversity in public life.
Writing Expectations: Reading Responses Reflections on Teaching All Students Rationale for Teaching Social Studies
Community Action Project
Instructor(s) expected to teach: Crowe, A.; Hawley, T.
Instructor(s) contributing to content: Crowe, A.; Hawley, T., Brooks, E.
Proposal Summary
Explain the purpose for this proposal:
Over the past few years we have been adjusting our 2 courses (ADED 32275 and 42275) to accommodate many changes in
what our students need to become successful teachers. Through our constant program monitoring we find that there are
some aspects that we can not address well enough without adding a course. Therefore we are adding ADED 22275 and
adjusting the content in ADED 32275 and 42275 to reflect the progression of content from the new course through these
two courses. Due to new state mandates for financial literacy to be taught in the high school (by social studies teachers
typically), we have a strong need for financial literacy education. We have tried to incorporate it into our current courses but
can not incorporate it well without compromising other elements that are fundamental to our mission as a program and the
needs of preservice teachers. As well, we have found that we do not have sufficient time to address other expanding
demands on social studies teachers – such as working with the state standards and the new Core Curriculum. Though the
Core Curriculum is for Language Arts and Mathematics, there are specific standards within the Language Arts curriculum
that are particularly meant for social studies teachers. As well, there is an increasing movement to use more documents in
teaching and students need to learn how to support student learning of these. We support this but have found that our
students need more time with this subject in both ADED 332275 and 42275 to be able to then use documents well in their
classrooms. Teachers are also being asked to collaborate across content areas. We also want our students to be successful
in urban and rural schools, places where there is high need for reform. We want our students to understand how to create
democratic classroom environments that engage all students with learning and the two courses in our major are not enough
to accomplish all the state mandated needs and what our students will need to be successful in any community with any
student of their own. Therefore we are adding this course, ADED 22275, and revising our two social studies education
courses ADED 32275 and 42275 to reflect new topics and more depth on other areas. Learning outcomes: 1. Articulate an
initial defensible rationale to guide their curricular and pedagogical decision-making; 2. Describe in depth several types of
citizenship that social studies education may be working towards; 3. Discuss the integrative nature of social studies; 4.
Discuss the nature of the state and national standards within the context of teaching and learning; 5. Articulate
relationships among citizenship, the purposes for teaching social studies and their rationale for teaching social studies; 6.
Explain the multiple issues and trends within social studies education that they will face as social studies teachers in 7th–
12th grade classrooms; 7. Understand school and community partnerships and be able to plan for ways to incorporate these
into social studies teaching; and 8. Begin to develop a sense of their own understanding of information literacy and its role
in a citizen’s life. In-Class Activities: 1) Small and whole group discussions from readings; 2) Application activities; 3)
Analysis of National and State Standards; 4) Small and whole group discussions of rationales; 5) Community action project;
6) Information literacy activities. Out-of-Class Activities: 1) Readings; 2) Rationale assignment; 3) Community action
project, 4) Essay
Explain how this proposal affects program requirements and students in your unit:
This course adds a course to INSS students' requirements. We are removing a course, ANTH 18210, so as not to add more
hours to their program.
Explain how this proposal affects courses, program requirements and student in other units:
This does not affect other students outside of INSS but it does affect the enrollment for ANTH 18210. We are holding steady
at about 25 majors per year who might take this course somewhere. Some of the students who come to our degree are
transfer students and bring this class with them. For the last 4 graduating classes, 4 of 29, 6 of 29, 1 of 24, and 4 of 35
transferred the course from another institution.
Explain how this proposal affects enrollment and staffing:
We have room in our schedules across the social studies education faculty to teach this class. We plan on offering one
section each fall semester.
Units consulted (other departments, programs or campuses affected by the proposal):
An email was sent to Professor Meindl in the Department of Anthropology.
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Comments (500 Character Maximum):
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Approve
Comments:
Date
4/2/2013
Return To Initiator
User
Alicia R. Crowe
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Comment
No comments available.
History:
Date
User
Status
4/3/2013 Alexa L. Sandmann Approved
4/2/2013 Alicia R. Crowe
Submitted
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4/3/2013