I. Proposed Information
Course Prefix and Number: EDUC 2130
Course Title: Exploring Teaching and Learning
Credit Hours (format should be # - # - #): 2 - 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 explores key aspects of learning and teaching through examining your own learning processes and those of others, with the goal of applying your knowledge to enhance the learning of all students in a variety of educational settings and contexts.
Includes 10 hours of observation and participation in an elementary, middle grades, secondary or P-12 educational setting. 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.
This course was proposed by the University System Board of Regents for all P-12 certification program.
Implementing this course in Area F of the program requirements will improve the matriculation of students from two-year institutions and transfer students with the University of Georgia System.
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?
There are no prerequisites to this course
2. What is the desired sequence of prerequisites?
N/A
3. What is the rationale for requiring the above sequence of prerequisites?
N/A
4. How often are the required prerequisites offered?
N/A
C. Give any other justification for the course.
1 Form updated Spring 2006.

This course will also provide a educational foundation into the major educational psychologist and provide the foundation in learning theory required for teacher educators.
III. Additional Information
A. Where does this course fit sequentially and philosophically within the program of study.
This course will be taken in Area F of the Program Requirements.
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?
This course is one of three new courses designed to meet the needs of pre-service educational majors.
Successful completion of this course is required for admission into the program. Similar Area F courses will be deleted.
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 will be in Area F.
D. How often will this course be offered?
This course will be offered each semester.
E. All sections of the course will be taught with the understanding that the following apply:
1. Purpose of the Course
2. Objectives of the Course
Essential Questions: a. How have I myself (i.e., the teacher candidate) learned in school, and how do I learn most effectively? b. How do student factors (e.g., motivation, family and cultural background, temperament and learning preferences, prior knowledge and experiences) impact student learning in educational settings? c. How do teaching practices and instructional structures impact student learning in educational settings? d. How do other factors in the learning environment impact student learning in educational settings? e. How may I use this knowledge as a future educational professional to inform my professional planning and decision-making so as to maximize learning of all types in all students?
2 Form updated Spring 2006.

3. Course Content
Major learning theories and principles of development and learning in children and adolescents, including behaviorism, information processing and neuroscience, advanced by motivation theorists such as Piaget and
Vygotsky a. Major learning theories, including behaviorism, information processing and neuroscience, Piagetian and
Vygotkscian theory b. Motivational theory. c. d.
Sources and effects of student diversity in learning needs and preferences
Developmental aspects of learning e. Environmental influences on learners, including, culture, family structure and background, home language,
SES, and peers. f. Effects of teacher beliefs and expectations on learners, including the need to avoid bias and stereotyping g. Elements of effective educational environments for all learners, including teacher/student and student/student relationships and classroom management.
4.
What instructional methodologies will be incorporated into the course to stimulate group process, writing skills, multiculturalism, and educational outcomes?
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?
Student learning of core course content will be assessed through multiple means in diverse contexts.
H. REQUIRED SYLLABUS CONTENTS (See Faculty Handbook on page 3.10 for details about KSU syllabi.)
1) Course Prefix Number and Title
EDUC 2130
2) Instructor: To be Determined
Office:
Telephone:
3) Learning Objectives
This course explores key aspec
4) Course Goals and Objectives: STATED AS "ESSENTIAL QUESTIONS":
3 Form updated Spring 2006.

a. How have I (i.e., the teacher candidate) learned in school, and how do I learn most effectively? b. How do student factors (e.g., motivation, family and, temperament and learning preferences, prior knowledge and experiences) impact student learning in educational settings? c. How do teaching practices and instructional methods and strategies impact student learning in educational settings? d. How do other factors in the learning environment impact student learning in educational settings? e. How may I use this information and new knowledge as a future educational professional to inform my professional planning and decision-making so as to maximize learning of all types in all students?
5) Course Requirements and Assignments:
Major learning theories and principles of development and learning in children and adolescents, including behaviorism, information processing and neuroscience, advanced by motivation theorists such as Piaget and Vygotsky.
A. Major learning theories including behaviorism, information processing and neuroscience,
Piagetian and Vygotkscian thoery will be taught.
B. Motivational theory.
C. Sources and effects of student diversity in learning needs and preferences
D. Developmental aspects of learning
E. Environmental influences on learners, including, culture, family structure and background, home language, SES, and peers.
F. Effects of teacher beliefs and expectations on learners, including the need to avoid bias and stereotyping
G. Elements of effective educational environments for all learners, including teacher/student and student/student relationships and classroom management.
5)
6) Text(s)
See attached.
7) Course Requirements/Assignments
See attached
8) Evaluation and Grading
A, 100 Percent
B, 90 Percent
4 Form updated Spring 2006.

C, 80 Percent
D, 70 Percent
F, 60 Percent or below
9) Weekly Schedule of Topics
To be assigned by Instructor
10) Academic Honesty Statement
Every student is responsible for upholding the provisions of the Student Conduct Code,
as published in the Undergrduate and Graduate catalogs. Section II of the Student Code
addresses the University's policy on academic honesty, including provisins regarding plagiarism
and cheating, unauthorized access to University materials, misrepresentation and/or
falsification of University records or academic work, malicious removal, retention or
destruction of library materials, malicious/intentional misuse of computer facilities and/or services,
and misuse of student identification cards. Incidents of alleged academic mis conduct will be
handled through the established procedures of the University Judiciary program as outlined
in the Student Code of Conduct in the current Student Catalog.
11) Attendance Policy
As determined by the instructor.
IV. Resources and Funding Required
A. What resources will be redirected to accommodate this course?
No additional funding will be needed since this course replaces former Area F.
Existing faculty will be assigned new courses.
B. Explain what items will cause additional cost to the department/school/college.
Personnel
Computer Technology
Library resources
Equipment
Space
5 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.
EDUC DISCIPLINE:
COURSE NUMBER:
COURSE TITLE FOR LABEL:
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS:
2130
Exploring Teaching and Learnin
2 - 1 - 3
Approval, Effective Semester:
Grades Allowed (Regular or S/U):
Spring 2007
Regular
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are required as prerequisites: None
APPROVED:
________________________________________________________________________________
Vice President for Academic Affairs or Designee
6 Form updated Spring 2006.

Course Prefix and Number:
Responsible Department:
Proposed Effective Date:
Submitted by:
Name Date
Approved Not Approved
Approved Not Approved
General Education Council*
Approved Not Approved
Department Curriculum Committee Date
Date
Approved Not Approved
Professional Teacher Education Unit Program Area* Date
Approved Not Approved
Department Chair Date
Approved Not Approved
College/School Curriculum Committee AND/OR Teacher
Education Council* Date
Approved Not Approved
College/School Dean
Approved Not Approved
Undergraduate Policies and Curriculum Committee
Dean of University College
Date
Date
Date
*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.
7 Form updated Spring 2006.