|This is an archive of the Common Course Outlines prior to fall 2011. The current Common Course Outlines can be found at http://www.gpc.edu/programs/Common-Course-Outlines.|
|Course Title||Investigating Issues In Education|
|Prerequisite(s)||Exit or Exemption from Learning Support reading or all ESL requirements except ENSL 0091|
The course engages students in observations, interactions, and analyses of critical and contemporary educational issues. Students will investigate issues influencing the social and political contexts of educational settings in Georgia and the United States. Students will actively examine the teaching profession from multiple vantage points both within and outside the school. Against this backdrop, students will reflect on and interpret the meaning of education and schooling in a diverse culture and examine the moral and ethical responsibilities of teaching in a democracy.
|Expected Educational Results|
As a result of completing this course the student will be able to:
1. Apply principles of course content to a 10-hour field experience.
2. Describe contemporary schools and the interplay of school and society via selected social, historical, political, economic, philosophical, and cultural issues that influence those schools.
3. Understand 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 disciplinary and interdisciplinary fields and the lenses of analysis, critique, and interpretation.
4. Explore their core values and reflect on how their values influence their beliefs about “good” teaching and schooling in democratic contexts.
5. Develop and refine a philosophy of teaching for contemporary schools by exploring who they are as a potential teacher (e.g., examining their own agendas and prejudices as they relate teaching and learning) and what dispositions they have for teaching diverse students in current Georgia and U.S. school contexts.
6. Analyze the implications, benefits, and challenges concerning the use of technology in contemporary Georgia and U.S. classrooms.
|General Education Outcomes|
I. This course addresses the following General Education Outcomes:
A. Students communicate effectively through listening, reading, writing, and speaking.
B. Students develop their reading comprehension skills by reading the text and supplementary course materials. They are required to read and analyze articles and other resources within the field of education.
C. Students develop their listening skills through lecture and interactive learning. Information is presented that is not included in the text or supplementary material and is included as part of the exams, tests, or assignments.
D. Students develop their reading and writing skills through the use of activities developed specifically to enhance their understanding of certain principles within education.
E. Students provide written or oral solutions to these problems in both individual and group formats.
F. Students hone their observation and reflection skills through a field experience and by taking fieldnotes.
G. Students experiment with their teaching skills by presenting a short lesson to the class.
H. Students update their technology skills by using online resources and classroom technology.
I. Students develop their ability to objectively observe and critically analyze media sources.
II. This course addresses the following Specific Education Outcomes:
A. Future educators understand and apply disciplinary knowledge from the humanities and social sciences to interpret the meanings of education and schooling in diverse and contemporary contexts.
B. Future educators understand and apply normative perspectives on education and schooling in contemporary contexts.
C. Future educators understand and apply critical perspectives on education and schooling.
D. Future educators understand and apply moral and ethical principles related to democratic institutions in terms of direct schooling practice, leadership, and governance.
E. Future educators understand the full significance of diversity in a democratic society and how that bears on instruction, school leadership, and governance.
F. Future educators understand how philosophical and moral commitments affect the process of evaluation at all levels of schooling practice, leadership, and governance.
1. Diversity in its various forms, with possible attention paid to recent trends in minority students in Georgia (e.g., Latino/a, East European, Asian, etc.).
2. “Real-world” cases of teaching.
3. Critical and contemporary issues (e.g., separation of church and state, corporal punishment, inclusion, teaching evolution, etc.) and supporting personal positions with relevant arguments.
4. Case studies of current issues/events and consideration of sociopolitical contexts (e.g., integration, busing, re-segregation, etc.)
5. Role, if any, of teacher unions and professional organizations.
6. Teachers’ roles, duties, rights, and responsibilities; and, expectations at school, system, and state levels.
7. Field experience for first-hand experience of the degrees, levels, and varieties of difference evidenced in current society.
8. Evaluation of current reform and accountability mandates (e.g., NCLB, GPS, content standards, etc.)
9. Recruitment and retention of minority groups in the teaching profession, especially in Georgia.
10. Historical perspective on the evolvement of formal education in Georgia and in the United States.
|Assessment of Outcome Objectives|
I. COURSE GRADE
A. Tests and a final exam prepared by individual instructors will be used to determine part of the course grade. Each test and the final exam will contain questions requiring the students to demonstrate higher-order thinking skills. Tests may contain essay as well as objective questions.
B. Full participation in a documented field experience in a local area school along with related assignments will be required to complete the course successfully.
C. Written assignments will be required of each student. These assignments will be designed to correlate with course objectives.
D. Individual and group work, projects, and presentations may also be used to determine part of course grade.
II. DEPARTMENT ASSESSMENT
A. This course will be assessed in the Spring Semester in odd years by means of a 25-question multiple-choice exam. Every student in each section of Education 2010 will be required to complete an exam, which will cover the core material of the course.
B. This exam will be included as part of the final exam and may be used as a factor in the course grade depending upon the preferences of the instructor.
III. USE OF ASSESSMENT FINDINGS
A. The results of the assessment will be summarized by the Course Curriculum Committee.
B. The Education Course Curriculum Committee will analyze the results and recommend curriculum and assessment changes based upon such analysis. A summary of the group analysis and specific plans (including a timetable) for implementation of any necessary changes will be included in a report. The division will follow up and document implementation of the agreed upon changes. A record of these activities will be kept in the office of the Education Curriculum Committee Chair and department chairs of Social Sciences at each campus.
Submitted 9/4/06, Dr. Linda Hughes
Last Revised: Aug. 05, 2011