Graduate Curriculum Committee Course Proposal Form
Graduate Curriculum Committee
Course Proposal Form for
Courses Numbered 5000 and Higher
Note: Before completing this form, please carefully read the accompanying instructions.
EDUC 8230
1.
Course Prefix and Number:
3.
Requested Action (check only one box):
X
2. Date:
11-26-07
New Course
Revision of Active Course
Revision & Unbanking of a Banked Course
Renumbering of an Existing Course from
from
4.
#
to
#
Justification (assessment or accreditation based) for new course or course revision or
course renumbering:
EDUC 8230 Curricular Implications of Cognition, Learning, and Motivation (3) is a new course designed as part
of the PhD in Curriculum and Instruction to focus on motivation and cognitions and their implications for
learning and instructional practice. This course supports the curriculum core. This course provides content
and develops skills necessary to the preparation of doctoral level teacher educators and researchers.
One area of emphasis within the university’s strategic plan is leadership in teacher education at the national
level. This program will contribute to addressing the critical statewide and national shortage of teachers by
training teacher educators who will, in turn, prepare more teachers. The Association of Teacher Educators’
national standards for doctoral level preparation provide the conceptual framework upon which this course and
the
curriculum
for
the
PhD
in
Curriculum
and
Instruction
were
designed
(http://www.ate1.org/pubs/Standards_for_Teac.cfm.)
5.
Course description exactly as it should appear in the next catalog:
8230. Curricular Implications of Cognition, Learning, and Motivation (3) Theories of
motivation and cognition and the resulting implications for learning and instructional practice
within curriculum delivery.
6.
If this is a course revision, briefly describe the requested change:
7.
Graduate Catalog Page Number from current Graduate catalog:
8.
Course Credit:
Lecture Hours
3
p. 171
3
Weekly OR
Per Term Credit Hours
Lab
Weekly OR
Per Term Credit Hours
s.h.
Studio
Weekly OR
Per Term Credit Hours
s.h.
Practicum
Weekly OR
Per Term Credit Hours
s.h.
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s.h.
Graduate Curriculum Committee Course Proposal Form
Internship
Weekly OR
Per Term Credit Hours
s.h.
Other (e.g., independent study) Please explain.
Total Credit Hours
Anticipated annual student enrollment:
10.
Affected Degrees or Academic Programs:
11.
s.h.
20
9.
Degree(s)/Course(s)
PhD in C & I
EDUC
3
Current
Catalog Page
p. 168
p. 171
Changes in Degree Hours
Overlapping or Duplication with Affected Units or Programs:
x
Not Applicable
Notification & response from affected units is attached
12.
Approval by the Council for Teacher Education (required for courses affecting teacher
education programs):
x Not Applicable
Applicable and CTE has given their approval.
13.
Statements of Support:
a. Staff
X
Current staff is adequate
Additional Staff is needed (describe needs in the box below):
b. Facilities
x
Current facilities are adequate
Additional Facilities are needed (describe needs in the box below):
c. Library
x Initial library resources are adequate
Initial resources are needed (in the box below, give a brief explanation
and an estimate for the cost of acquisition of required initial resources):
d. Computer resources
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Graduate Curriculum Committee Course Proposal Form
x
Unit computer resources are adequate
Additional unit computer resources are needed (in the box below, give a
brief explanation and an estimate for the cost of acquisition):
x
ITCS Resources are not needed
The following ITCS resources are needed (put a check beside each need):
Mainframe computer system
Statistical services
Network connections
Computer lab for students
Approval from the Director of ITCS attached
14.
Course information: see Instructions for Completing the Graduate Curriculum
Committee Course Proposal Form for more detail
a. SUGGESTED/POSSIBLE TEXTBOOK(S): author(s), name, publication date, publisher, and
city/state/country –
Faculty will choose from the following list and will supplement with readings from selected books,
journals, and conference proceedings:
1. Anderson, M. (1990). Cognitive psychology and its implication, 5th ed. New York: Worth.
2. Applebee, A. (1996). Curriculum as conversation: Transforming traditions of teaching and
learning. Chicago: University of Chicago Press.
3. Bransford, J.D.; A. L. Brown; & Cocking, R.R., eds. (2000). How people learn: Brain, mind,
experience, and school. Washington, D.C.: National Academy Press.
4. Eisner, E. (1994). Cognition and curriculum reconsidered, 2nd ed. New York: Teachers College
Press.
5. Ellis, A. (2003). Exemplars of curriculum theory. Larchmont, NY: Eye on Education, Inc.
6. Tomasello, M. (1999). The cultural origins of human cognition. Cambridge, MA: Harvard
University Press.
b. Course objectives
The student will:
1. Synthesize educational philosophies and learning theories and interpret the relationship with
curriculum development.
2. Analyze and distinguish the impact of cognitive and learning styles with respect to the process
of curriculum development.
3. Analyze the impact of curriculum development as it relates to the differentiation between
individual experiences and abilities in learning and memory.
4. Synthesize current research in curriculum development from a cognitive learning theory and/or
motivation perspective and relate findings to the student’s area of specialization within the
PhD program
c. A course content outline
1. Connections between Learning Theory and curriculum design
(a.) Major themes of curriculum design as related to learning
(1) Society oriented curriculum
(2) Child centered curriculum
(3) Knowledge centered curriculum
(4) Eclectic curriculum
(b) Relationship of Learning Theories and theorists on curriculum design
(1) Behaviorism and curriculum design; Behavioral Learning Theory in
context
(a) Skinner’s Stimulus Response Theory and Operant Conditioning
(b) Pavlov’s Classical Conditioning Theory
(c) Bandura’s Social Learning Theory
(d) Others
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Graduate Curriculum Committee Course Proposal Form
(2) Cognitive Learning Theory and Curriculum Design
(a) Cognitive Learning Theory in context: Early cognitive theories to
present
(i) Gestalt Psychology
(ii) Bruner’s Cognitive-Interactionism
(iii) Festinger’s Cognitive Dissonance Theory
(iv) Anderson’s Schema Theory
(v) Social Cognitive Theory
(vi) Cultural origins of cognition
(b) Models of Information Processing
(i) Stage Theory
(ii) Levels of processing
(iii) Parallel Distributed Processing
(3) Environmental/sociocultural impact of curriculum
(a) Effects of poverty
(b) Cultural impact and implications
c. Constructivism and curriculum design
(1) Vygotsky’s Sociocultural Theory
(2) Other current theorists
2.
Connecting theory, research, and practice: Impact of motivation and
learning on curriculum design
d. A list of course assignments and weighting of each assignment and the grading/evaluation system for
determining a grade.
1. Curriculum Design Analysis. The student will write an 8-10 page paper which will investigate
curriculum from the perspective of learning and motivation and will analyze and evaluate the
implications learning theory has for curriculum design. The students will choose a curriculum design
as related to their specialty area for the PhD program and will discuss educational implications. (30%)
2. Continuum Research. The student will review current literature relevant to a topic within their
specialty area for the PhD program. The student will choose one of the four major themes of
curriculum and one of the three major learning theories and identify gaps in the research, perhaps
extensions of existing questions, or applications to different populations, or the effects of differing
variables etc. The student will outline the historical, contemporary, and future impact of their selected
learning theory related to curriculum design. The students will present a 10-15 page paper, along with
an oral presentation using multimedia tools related to findings. (50%)
3. Final Exam: This exam will be comprehensive in nature and will measure students’ learning of the
concepts, theories, and theorists discussed in class. (20%)
Grade Assignments
A=
93-100
B=
85-92
C=
77-84
F=
Below 77
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