KENNESAW STATE UNIVERSITY
UNDERGRADUATE PROPOSAL
New Course (NOT General Education)
I. Proposed Information
Course Prefix and Number: EDUC 2110
Course Title: Investigating Critical And Contemporary Issues In Education
Credit Hours (format should be # - # - #): 2 - 2 - 3
Prerequisites: ENGL 1102
(Prerequisites are courses or requirements that non-negotiable and must be successfully completed by any
student before enrolling in the course or program under consideration. Corequisites are courses that can be
taken before or in the same semester as the course under consideration. Courses at the upper-division level
will require lower-division competencies or prerequisites.)
Course Description for the Catalog:
This course engages candidates in observations, interactions, and analyses of critical and contemporary
educational issues. Candidates will investigate issues influencing the social and political contexts of
educational settings in Georgia and the United States. Candidates will actively examine the teaching
profession from multiple vantage points both within and outside the school. Against this backdrop,
candidates will reflect on and interpret the meaning of education and schooling in a diverse culture and
examine the moral and ethical responsibilities of teaching in a democracy. Includes the use of current
technologies which are directly related to effective teaching and 30 hours of observation and participation
in a childhood, middle grades, secondary or P-12 education. Verification of professional liability
insurance is required prior to receiving a school placement.
II. Justification for Course
A. Explain assessment findings which led to course development.
In December of 2004 the EPAAC committee approved a new framework for Area F in teacher
preparation. This framework included a series of three courses in education that will serve as the
universal core content for pre-service teacher education programs in the University System of Georgia.
EPAAC charged the education Deans with the delineation of the core content and the appointment of
three faculty committees to design the three courses. EDUC 2110: Investigating Critical and
Contemporary Issues in Education is one of the three courses developed.
B. Explain for Prerequisites:
1. What is the substance of content in each prerequisite that commands its inclusion as a
prerequisite to the proposed course?
Communication skills gained from ENGL 1102 are needed for the philosophy assignment and the
reflections in EDUC 2110. There should also be a certain level of student maturity before taking
the EDUC 2110 course. By requiring the ENGL 1102 course as a prerequiste, the students
should be sophmores or juniors and, therefore, are ready for the level of professionalism needed
for the EDUC 2110 course.
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Form updated Spring 2006.
2. What is the desired sequence of prerequisites?
ENGL 1102 is required before taking this EDUC 2110 course.
3. What is the rationale for requiring the above sequence of prerequisites?
Only one prerequisite is required.
4. How often are the required prerequisites offered?
Each semester
C. Give any other justification for the course.
This course is designed to provide pre-service educators with an engaging and innovative format to
explore and learn about relevant issues in education. In addition, this course is designed to attract new
teachers candidates to the field of education and expand the number of students the University System of
Georgia endorses for certification in education.
III. Additional Information
A. Where does this course fit sequentially and philosophically within the program of study.
The EDUC 2110: Investigating Critical and Contemporary Issues in Education course is one of the first
education courses for the student. This course should be taken before the student enters their field of
study.
B. What efforts have been made to ensure that this course does not duplicate the content of
other college courses with similar titles, purposes, or content?
EDUC 2110 is an entry level course which provides foundations for other education courses.
C. Where will the course be located in the program (elective, required in Area F, required or
elective for the major)? Indicate and justify its placement in the curriculum.
This will be a required course in Area F. As an Area F course, the student will be able to participate in a
field experience before entering their concentration area. This allows the student to determine if this is the
career they would like to pursue and it allows the faculty to assess the dispositions of the teacher
candidates.
D. How often will this course be offered?
The course will be offered during Fall and Spring semesters.
E. All sections of the course will be taught with the understanding that the following apply:
1. Purpose of the Course
This course is designed to provide the teacher candidate with an opportunity to examine perspectives, issues and
concerns held about schools, learning and teaching and the implications of these perspectives for educational
practice. The historical, social and philosophical foundations of education will be examined in depth. An
understanding of how foundations have shaped education in the United States will allow the professional facilitator
of learning to better understand the role of education and of schools in this society. Teacher candidates will
participate in an exploration and observation of the school setting and the roles and responsibilities of the student
and the classroom teacher.
2. Objectives of the Course
3. Investigate and describe contemporary schools and the interplay of school and society via
selected social, historical, political, economic, philosophical, and cultural issues that influence
those schools.
4. Discover, explore, and describe current issues and trends in schools (e.g., bullying, curriculum
mandates, vouchers, privatization, testing and evaluation, federal and state policy, reform
initiatives, standards, and changes in curriculum) using disciplinary and interdisciplinary fields and
the lenses of analysis, critique, and interpretation.
5. Analyze their legal, ethical, and professional responsibilities as future teachers.
6. Explore their core values and reflect on how their values influence their beliefs about “good”
teaching and schooling in democratic contexts.
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Form updated Spring 2006.
7. Develop and refine a philosophy of teaching for contemporary schools by exploring who they are
as a potential teacher (e.g., examining their own agendas and prejudices as they relate teaching
and learning) and what dispositions they have for teaching diverse students in current Georgia
and U.S. school contexts.
8. Analyze the implications, benefits, and challenges concerning the use of technology in
contemporary Georgia and U.S.classrooms.
9. Course Content
10. The content of the course will be contextualized individually depending on the disciplinary or
interdisciplinary expertise of faculty. The overarching framework for the course is grounded in intensive
reading, writing, dialogue, and action. A field component (totaling 30 hours) is required. The course
content will apply disciplinary knowledge from the humanities and social sciences to interpret the
meanings of education and schooling in diverse and contemporary context. Normative perspectives on
education and schooling in contemporary contexts will be examined. Candidates will apply critical
perspectives on education and schooling. Moral and ethical principles related to democratic institutions will
be explored. Discussion will help inform candidates about issues in leadership and governance. Candidates
will understand the full significance of diversity in a democratic society and how that bears on instruction,
school leadership, and governance. Content will show how philosophical and moral commitments affect
the process of evaluation at all levels of schooling practice, leadership, and governance.
F. What instructional methodologies will be incorporated into the course to stimulate group
process, writing skills, multiculturalism, and educational outcomes?
Candidates will actively examine the current landscape of the teaching profession from
multiple vantage points. The course incorporates a group history project and other
interactive group opportunities. Candidates will complete reflections based on their field
experience and a written philosophy of education statement. Each candidate will be
placed in a diverse public school for their field experience. An ethnocultural project will let
the candidate explore their own culture and how they relate to others. During the course,
candidates will be expected to utilize various media resources to support classroom and
group activities relative to the course.
G. Outline the plan for continuous course assessment. What are the department, school,
college,
or professional standards which will be used for the assessment? How will it be
determined
that the course is current, meeting the educational needs of students and responsive to
educational standards? How often will the course assessment be done by the
department?
The course will be reassessed as programs align their degrees with state and national
standards. Currently, EDUC 2110 course goals, objectives, assignments, and activities
are designed to be congruent with the PTEU Conceptual Framework as well as state and
national standards for teacher education program accreditation. The course content is
aligned with knowledge, dispositions, and performances outlined in the National Board for
Professional Teaching Standards (NBPTS) and the Council for Learned Societies in
Education (CLSE) as this content complies with both diversity standards and foundations
standards set by the National Council for the Accreditation of Teacher Education
(NCATE) and the Georgia Professional Standards Commission (GAPSC). The
department will be responsive to the needs of the other departments and programs
depending on this course as a foundations course for their progarm.
Course assessments include a Course Evidence Narrative, a Developmental Portfolio, and Field
Experience Evaluation each based on the Candidate Performance Instrument. At the end of this course,
the instructor will recommend or not recommend the candidate to their Undergraduate Education
Program.
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H. REQUIRED SYLLABUS CONTENTS (See Faculty Handbook on page 3.10 for details about KSU
syllabi.)
1) Course Prefix Number and Title
Please see attached syllabus.
2) Instructor: Please see attached syllabus.
Office:
Telephone:
3) Learning Objectives
Please see attached syllabus.
4) Text(s)
Please see attached syllabus.
5) Course Requirements/Assignments
Please see attached syllabus.
6) Evaluation and Grading
Please see attached syllabus.
7) Weekly Schedule of Topics
Please see attached syllabus.
8) Academic Honesty Statement
Please see attached syllabus.
9) Attendance Policy
Please see attached syllabus.
IV. Resources and Funding Required
A. What resources will be redirected to accommodate this course?
Since this course is replacing an existing course, there will be no additional resources needed.
B. Explain what items will cause additional cost to the department/school/college.
Personnel
No additional personnel
Computer Technology
No additional technology cost
Library resources
No additional library resources
Equipment
No additional equipment
Space
No additional space
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Form updated Spring 2006.
V. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the Registrar
once the course has been approved by the Office of the
President. The form is required for all new courses.
DISCIPLINE:
COURSE NUMBER:
COURSE TITLE FOR LABEL:
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS:
-
Approval, Effective Semester:
Fall
Grades Allowed (Regular or S/U):
Regular
-
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are required as prerequisites:
APPROVED:
________________________________________________________________________________
Vice President for Academic Affairs or Designee
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Form updated Spring 2006.
KENNESAW STATE UNIVERSITY
UNDERGRADUATE PROPOSAL
New Course (NOT General Education)
Course Prefix and Number:
Responsible Department:
Proposed Effective Date:
Signature Page
Submitted by:
Name
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Approved
Date
Department Curriculum Committee
Date
General Education Council*
Date
Professional Teacher Education Unit Program Area*
Date
Department Chair
Date
Not Approved
Not Approved
College/School Curriculum Committee AND/OR Teacher
Education Council*
Date
Approved
Approved
Approved
Not Approved
College/School Dean
Date
Undergraduate Policies and Curriculum Committee
Date
Dean of University College
Date
Not Approved
Not Approved
*For curriculum proposals involving General Education courses, there should be collaboration by the
Department Curriculum Committee and the General Education Council. For Teacher Preparation
proposals, there should be collaboration by the Department Curriculum Committee, the Professional
Teacher Education Unit (PTEU) Program Area Committee, the Teacher Education Council, and the
College/School Curriculum Committee.
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Form updated Spring 2006.