KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDUC 6110: Adolescent Development and Learning
Department: Secondary and Middle Grades Education
Degree Title (if applicable) Master of Arts in Teaching
Proposed Effective Date Fall, 2010
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
X Course Title Change
X Course Number Change
X Course Credit Change
Course Prerequisite Change
X Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a
new course with a new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as
part of a new program. Current catalog information (Section I) is required for each
existing course incorporated into the program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog: On-line catalog
Course Prefix and Number EDUC 6100___________________
Course Title Development, Psychology, and Diversity of the Learner
Credit Hours 5 hours
Prerequisites Admission to Master of Arts in Teaching
Description (or Current Degree Requirements)
An examination of the unique aspects of and relationships between the development,
psychology, and diversity of learners. A study of life span development (with an emphasis on
adolescents and young adults) addresses social, moral, emotional, physical, cognitive and
psychological development. Theories, models, and principles of learning and motivation are
examined and related to development and diversity as it has influenced culture, language
cognitive ability, gender, and special needs. The use of technology in this course will include
word processing, presentation applications, Internet research, online courseware, electronic
portfolio development, and the review of software.
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number EDUC 6110___________________
Course Title Adolescent Development and Learning_______________
Credit Hours 3 Hours
Prerequisites Admission MAT Program
Description (or Proposed Degree Requirements)
An examination of the unique aspects of, and relationships between and among
development, motivation, and learning theories. A study of life span development (with an
emphasis on adolescents and young adults) addresses social, moral, emotional, physical,
cognitive and psychological development. Theories, models, and principles of learning and
motivation are examined and related to development. The use of technology in this course
will include word processing, presentation applications, Internet research, online courseware,
and electronic portfolio development, and GeorgiaView Vista
III. PURPOSE & RATIONALE
Justification
I.
This course is the first of five professional education courses leading to initial certification
through successful completion of the Master of Arts in Teaching degree at Kennesaw State
University. Initially this proposed course and the proposed course EDUC 6120 were offered
as a six-hour block under the labels of EDUC 6100 and EDUC 6100L. After review, faculty
and students felt the content could be better delivered as two separate courses. Study in this
course is focused on the adolescent and young adult development, motivation, and learning.
The required field component of this course requires the candidate to apply the knowledge
and skills learned during observations in middle and high school classrooms. As much as
possible, candidates will also work one-on-one with adolescents in the assigned activities in
the role of tutor and mentor
IV. Additional Information (for New Courses only)
Instructor:


Text:
Slavin, R. E. (2008). Educational Psychology: Theory and Practice with
MyEducationLab (9th Edition).Boston, MA: Allyn & Bacon.
A Chalk and Wire account. You must purchase a Chalk and Wire account from the KSU
Bookstore.
Prerequisites: Admission to MAT Program
Objectives and Professional Standards
Course Goals and Objectives:
The general goals of the module are to develop teacher candidates who:
(a) understand current theoretical perspectives and domains of development and learning;
(b) understand research methodology and techniques used to study behavior and
developmental change;
(c) examine the physical, cognitive, emotional, and social domains of development;
(d) understand the environmental, genetic, child-rearing, cultural, economic, political,
and educational influences on development and socialization of children and youth;
(f) understand the relationship between these factors and teaching and learning;
(g) discuss the necessity for development and application of educational programs
according to developmental and learning principles examined in this course.
Fundamental to this course are the principles established by the Georgia Framework for
Teaching:
Knowledge of Students: Teachers support the intellectual, social, physical, and personal
development of all students.
2.1 Believe that all students can learn.
2.2 Understand and use basic theories of learning to create productive classroom
instruction.
2.3 Communicate respect for and develop rapport with all students.
2.4 Analyze student data both independently and with colleagues.
2.5 Identify students’ stages of development, multiple intelligences, learning
styles, and areas of exceptionality and, with help, begin to develop and use a
repertoire of strategies to accommodate individual needs.
2.6 Communicate with families regarding student progress and district
procedures.
The objectives for this course are aligned to:
• Kennesaw State University’s Candidate Performance Instrument (CPI) with is based on
the National Council for Accreditation of Teacher Education (NCATE) Standards.
(www.ncate.org)
• The Guiding Principles of the Georgia Framework for Teaching
(www.usg.edu/p16/initiatives/PDFs/GA_framework.pdf)
• The National Middle Schools Association NMSA (www.nmsa.org)
Course Objectives Revised CPI
1. Apply major theoretical perspectives and principles of
development and learning in children and adolescents
advocated by such scholars as Piaget, Vygotsky, Erikson,
Kohlberg, Maslow, Gardner, and Bloom.
2. Describe how instruction and learning evolves from the
study of human growth and development.
3. Describe how genetic, health, and environmental factors
influence the process of development and learning.
4. Describe social, moral, emotional, physical, cognitive,
and physiological development and the interrelationships
among these domains as related to learners.
5. Analyze the cultural, economic, social, ecological,
political and educational influences on development.
6. Use current technology to access research
7. Explain the impact of technology on learning.
Outcome
2.1/2.2
Standard I
NCATE
2.2.1
Georgia
1
2.9/2.10
Standard I
2.3
Standard I
2.1
Standard I
2.1.1
2.5.1
2.2.1
3,5
2.5.1
1,4
2.3
Standard I
1.4
Standard I
2.7, 2.8
2.1.1.
2.3.1
3.2.1
1
1,4
3,5
3,5
2.2.1
Standard I
8. Show the relationship between factors that contribute to
individual differences (including exceptionalities,
diversity) to the implications for instruction
9. Identify factors inside and outside the home, which
affect successful growth and development as related to
family system theory, knowledge of the dynamics, roles,
and relationships within families and communities.
10. Identify current issues in child development
1
2.3
2.1.1
2.2
1
2.3.1
2.2, 2.3
2.1
1, 2
2.5.1
11. Apply the knowledge and principles of human growth,
development, and learning theories when observing
learners at various stages of development.
12. Exhibit the ability to work cooperatively with peers,
parents and others.
2.1, 2.2
2.1
1
2.2.1
2.1
3.2
5.7.1
5.7.1
3.3
13. Exhibit ethical standards in course work and
relationships with others,
3.3
7
6.3.1
3.4
Instructional Method: Lecture, collaborative groups, online case studies,
cooperative learning projects, observations
Methods of Evaluation and Evaluation and Grading
Evaluation and Grading:
90% - 100%
Excellent
A
70% - 79%
Satisfactory
80% - 89%
Good
B
60% - 69%
Less than satisfactory D
(must re-take course)
500 – 450
449 – 400
399 – 350
349 – 300
299 below
C
A
B
C
D
F
Assignments
Online Learning Modules and Assignments
Learning Theory Chart (turn in with RPL-theory)
RPL-Learning Theory
RPL-motivation
Chapter Presentation
Research Article Presentation
Reflections
Observation 1
Observation 2
Observation Summary Presentation
Final Exam
Portfolio Narrative Rubric
Professionalism: Attendance, Participation, Collegiality
TOTAL
Points Possible
70
5
50
50
15
30
20
30
30
50
100
25
25
500
Points Earned
V.
Resources and Funding Required (New Courses only) Existing Course
Split
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
-0- 0-0- 0- 0- 0- 0- 0-
TOTAL
- 0-
Funding Required Beyond
Normal Departmental Growth
-0-
VI. 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 Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Masters of Arts in Teaching
EDUC 6120
Adolescent Development and Learning
3-2-3
Fall, 2010
Regular
N/a
N/a
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee