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 potential education candidates in observations and interactions in schools, 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. Includes the use of current technologies which are directly related to effective teaching
and 30 hours of observation and participation in an appropriate school setting—elementary/early
childhood, middle grades, secondary or P-12 environments. Verification of professional liability insurance
and a criminal background check are 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 basic courses 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. By requiring the ENGL 1102 course as a prerequiste, the students
should be at least sophmores and ready for the level of professionalism needed for the EDUC
2110 course.
2. What is the desired sequence of prerequisites?
ENGL 1102 is required before taking this EDUC 2110 course.
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Form updated Spring 2006.
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.
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 for several majors in education, such as Elementary and Middle
Grades Education. For other majors, such as Secondary Education, this course is located in the
Professional Education Requirements. The Georgia Board of Regents has determined this placement in
the curriculum for all university system teacher education programs in Georgia.
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.
The Students Will:
4. A.
Investigate and describe contemporary schools and the interplay of school and society
via social, historical, political, economic, philosophical, and cultural issues that influence those
schools.
5. B.
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 analysis, critique, and
interpretation.
6. C.
Analyze their legal, ethical, and professional responsibilities as future teachers.
7. D.
Explore their core values and reflect on how their values influence their beliefs about
effective teaching.
8. E.
Develop and refine a philosophy of teaching for contemporary schools by exploring who
they are as a potential teacher (e.g., examining their own attitudes and prejudices as they relate
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teaching and learning) and what dispositions they have for teaching diverse students in current
Georgia and U.S. school contexts.
F.
Analyze the implications, benefits, and challenges concerning the use of technology in
contemporary Georgia and U.S. classrooms. *
Course Content
I.
The Individual’s Perspective
Teaching Excellence
Philosophy of Teaching
Motivation for Teaching
II.
The K-12 Student
Universal Needs of all Students
Diversity
Exceptionalities & learning styles
III.
Schools
Purposes of Schools
Structure of Schools
Students and teachers in School Settings
IV.
Society
Historical Perspectives
School Governance and Finance
Social Issues and the School’s Response
Teachers, Students, and the Law
Curriculum and School Reform
*Technology is integrated throughout the course presentations and assignments
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 candidates 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. As part of the accredidation process, all education courses and programs are
formally assessed at least every seven years. More frequent formative evaluation is
addressed regularly at the PTEU program coordinators level. 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
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Form updated Spring 2006.
needs of the other departments and programs depending on this course as a foundations
course for their progarm.
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:
EDUC
COURSE NUMBER:
2110
COURSE TITLE FOR LABEL:
(Note: Limit 30 spaces)
Critical & Contemporary Issues
CLASS-LAB-CREDIT HOURS:
2-2-3
Approval, Effective Semester:
Fall 2007
Grades Allowed (Regular or S/U):
Regular
If course used to satisfy CPC, what areas? NA
Learning Support Programs courses which are required as prerequisites: NA
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: EDUC 2110
Responsible Department: Department of Secondary and Middle Grades Education
Proposed Effective Date:
Fall 2007
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.