KENNESAW STATE UNIVERSITY
UNDERGRADUATE PROPOSAL
New Course (NOT General Education)
I. Proposed Information
Course Prefix and Number: EDUC 2120
Course Title:
Sociocultural Influences on Teaching and Learning
Credit Hours (format should be # - # - #): 3 - 1 - 3
Prerequisites: None
(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 introduces teachers to fundamental knowledge of culture essential for effective teaching in
increasingly diverse classrooms. Designed as a foundation course for subsequent courses focused on
the preparation of culturally responsive teachers, this course examines 1) the nature and function of
culture; 2) the development of individual and group cultural identity; 3) definition and implications of
diversity.
II. Justification for Course
A. Explain assessment findings which led to course development.
The 2005 figures just released from the Census Bureau's American Community Survey
(http://www.census.gov) make it clear that the demographic picture in the United States is increasingly
diverse. As the report states: "America's growing diversity has reached nearly every state. From South
Carolina's budding immigrant population to the fast rising number of Hispanics in Arkansas, minority
groups make up an increasing share of the population in every state but one." These changing
demographics make it clear that teacher preparation programs must assure that candidates have
sufficient and significant opportunities to develop expertise in culturally responsive teaching.
In order to assure that all teacher preparation programs in the state of Georgia respond to this need, the
USG Educator Preparation Academic Advisory Committee approved a new framework for Area F for all
USG teacher education programs. Faculty committees representing all USG teacher education programs
developed syllabi to serve as models for use by all institutions. KSU faculty have reviewed the model and
made some adaptations to assure alignment with the KSU Conceptual Framework.
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?
N/A
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Form updated Spring 2006.
2. What is the desired sequence of prerequisites?
3. What is the rationale for requiring the above sequence of prerequisites?
4. How often are the required prerequisites offered?
C. Give any other justification for the course.
IThe USG mandate was to improve transferability and transfer processes between USG teacher
education programs, model best practice for engaging teacher candidates in learning, and recruit new
teacher candidates.
III. Additional Information
A. Where does this course fit sequentially and philosophically within the program of study.
The courses will be required within Area F for elementary & early childhood majors. Secondary, middle
grades and P-12 majors are required to take these courses before admission to teacher education.The
courses are intended to provide a common background for all teacher candidates before entering the
professional sequence.
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?
Departments were given the opportunity at the August 2006 PTEU meeting to review the syllabi and
adjust objectives within other courses or to develop or drop other courses to meet their programmatic
needs. Changes were discussed in program coordinator meetings and a website provided access to all
relevant information. Course substitutions from the preview USG required Area F requirements were
included in the EPAAC recommendations with timeliness for implementation to guide advisors.
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 course is required in Area F for elementary & early childhood education programs.
This course may be required in Area F, serve as an elective in Area F, or be requied in the professional
sequence for other teacher candidates. Each department (teacher education program within the PTEU)
was given the opportunity to address the placement to meet their programmatic needs.
D. How often will this course be offered?
Fall and Spring each year with multiple sections across days/times to meet the needs of KSU students.
E. All sections of the course will be taught with the understanding that the following apply:
1. Purpose of the Course
The Regents’ Principles for the Preparation of Teachers for the Schools has at the core the Regents’ Guarantee that
all graduates of USG Teacher Preparation Programs will be able to bring students from diverse groups to high levels
of achievement. The course is not simply ‘about’ certain subjects nor does it merely offer ‘perspectives’ on issues;
rather, it is foundational to the commitment of USG institutions to prepare educational professionals who have the
dispositions and ability to teach all students to high standards. The course is also guided by standards of the
Professional Standards Commission’s Georgia 2000 Standards, diversity standards of the National Council for the
Accreditation of Teacher Education (NCATE). and standards for dispositions for cross-cultural teaching established
by the Interstate New Teacher Assessment and Support Consortium (INTASC, 1992).
2. Objectives of the Course
3. 1.
Examine the nature and function of culture.
4. 2.
.Examine the development of his/her own cultural identity
5. 3.
Develop an understanding of foundational knowledge of cultural studies
6. 4.
Identify strategies that creatively deal with challenges and differences between the
7.
cultures of educators and students.
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Form updated Spring 2006.
8. 5.
Identify assets and values of diverse populations to bring student learning to higher
levels.
9.
10. Course Content
11. I. Understanding humans as cultural beings and identifying elements of culture
12. II. The development of culturally influenced cognition, interactional styles, language and communication
13. III. The sociocultural contexts of families and communities
14. IV. Instruction on participant observation
15. V. Sociocultural influences on learning
16. VI. Awareness of culturally responsive pedagogies
17. VII. Effects of policy and practice on culture, race, social class, persons with disabilities, gender, sexual
orientation and other categories of diversity.
18. VIII. Equity in education: testing, tracking, disciplinary policies, and special education placement
19. IX. History of prejudice, discrimination and racism in U.S. and their current educational implications
20. X. Cultural diversity and its influence on teaching and learning
F. What instructional methodologies will be incorporated into the course to stimulate group
process, writing skills, multiculturalism, and educational outcomes?
Many class and/or online activities will focus on case studies, role playing, simulations, cooperative
learning, vignettes, community immersion trips, and discussion of field experiences and journaling, all of
which require active participation. Such active participation is critically important to teacher candidate
learning, particularly in a class centered on personal experiences and how they help teacher candidates
understand culture and impact them as a teacher. Participation includes demonstrating a spirit of inquiry
as an educator, initiative, enthusiasm, critical examination of topics in our reading and discussions, and
cooperation in fulfilling the responsibilities of this experience.
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?
See attached tables.
H. REQUIRED SYLLABUS CONTENTS (See Faculty Handbook on page 3.10 for details about KSU
syllabi.)
1) Course Prefix Number and Title
EDUC 2120 Sociocultural Influences on Teaching and Learning
2) Instructor: TBA
Office:
Telephone:
3) Learning Objectives
1.
Examine the nature and function of culture.
4) 2.
Explore how history and culture shape world views.
5) 3.
Examine the development of his/her own cultural identity and learning styles.
6) 4.
Develop and apply strategies for observing, analyzing, and comparing differences related
to family structures, socioeconomic status, abilities/disabilities and culture.
7) 5.
Articulate strategies for teaching culturally diverse students in the classroom.
8) 6.
Identify school practices and policies that perpetuate and maintain achievement
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Form updated Spring 2006.
9) gaps, including negative stereotypes, related to race, class, persons with disabilities, gender,
sexual orientation, and other forms of prejudice and discrimination.
10) 7.
Identify educators’ cultural practices and expectations that perpetuate and maintain
11)
achievement gaps.
12) 8.
Identify strategies that creatively deal with challenges and differences between the
cultures of educators and students.
13) 9.
Identify assets and values of diverse populations to bring student learning to higher
14)
levels.
15) Text(s)
Abelove, J. (1998). Go and come back. New York: Puffin Books.
16) Cushner, K. A., McClelland, & Stafford, P. (2003). Human diversity in education: An integrative
approach (4th ed.). Boston: McGraw Hill.
17) Martin, J. N. & Nakayama, T. K. (2004). Intercultural communication in contexts (3rd ed.).
Boston: McGraw Hill.
18) Nieto, S.(2003). Affirming diversity: The sociopolitical context of multicultural education (3rd ed.).
White Plains, NY: Longman.
19) Pang, V. (2002). Multicultural education: A caring centered, reflective approach. Boston: McGraw
Hill
20) Course Requirements/Assignments
Course requirements and assignments will be developed by individual instructors.Sample
assignments have been developed by the USG course development committee.
21) Evaluation and Grading
Kennesaw State University complies with the University System of Georgia uniform grading
system. The final grades and their definitions are found in the Kennesaw State University 2006-2007
Undergraduate Catalog, p. 45. Instructors determine the specific grading policy for each course. All
instructors will provide the students, at the beginning of each semester, a clear statement regarding
their policies related to expectations for assignments and how they contribute to a final grade.
22) Weekly Schedule of Topics
See attached sample.
23) Academic Honesty Statement
The high quality of education at Kennesaw State University is reflected in the credits and degrees
its students earn. The protection of these high standards is crucial since the validity and equity of the
University’s grades and degrees depend upon it. Any student found to have violated any KSU
academic honesty regulation after a hearing before a University court panel or before the Vice
President for Student Success and Enrollment Services (or his/her designee) shall be suspended for
at least one semester, unless the student persuades the deciding body that the circumstances of his
or her behavior substantially mitigate the gravity of the violation. These regulations are designed to
assist students in (1) developing appropriate attitudes about, and (2) understanding and following the
university’s standards relating to academic honesty. The regulations protect students by helping them
avoid committing infractions that may compromise the completion of their KSU degrees or damage
their reputations (Kennesaw State University 2006-2007 Course Catalog, p. 253).
24) Attendance Policy
Teacher candidates are expected to attend all class sessions and be active participants in the
learning process. This class activities will include discussion, role playing and group collaborative
activities requiring the participation of all teacher candidates. Individuals have many experiences
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Form updated Spring 2006.
and skills, which they can share to facilitate everyone's learning. Evaluation will include
attendance, communication and collaboration skills demonstrated during class. The instructor
determines the attendance policy for each course. All instructors will provide the students, at the
beginning of each semester, a clear statement regarding their policies in handling absences.
Instructors will also be responsible for counseling their students regarding the academic
consequences of absences
IV. Resources and Funding Required
A. What resources will be redirected to accommodate this course?
Faculty teaching other diversity courses within the PTEU will be redirected to teach this course.
B. Explain what items will cause additional cost to the department/school/college.
Personnel
N/A
Computer Technology
N/A
Library resources
N/A
Equipment
N/A
Space
N/A
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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:
EDUC
COURSE NUMBER:
2120
COURSE TITLE FOR LABEL:
(Note: Limit 30 spaces)
Diversity
CLASS-LAB-CREDIT HOURS:
3-1-3
Approval, Effective Semester:
Fall 2007
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.