UNIVERSITY OF NORTH GEORGIA

College of Education

EDUC 2110 – CRITICAL ISSUES IN EDUCATION

Fall 2020

Supplemental Syllabus

CAMPUS CARRY - Georgia House Bill 280, commonly referred to as the “campus carry” legislation, takes
effect as of July 1, 2017. For more information on this new law (which amends O.C.G.A. § 16-11-127.1) and
how it will be implemented on University System of Georgia campuses, please read Chancellor Wrigley’s
guidance to the USG community, dated May 24, 2017.

GENERAL INFORMATION:
Instructor: Linda K. Reece, PhD
Office: 119 Oakwood Building/GVL campus
Phone: 678-717-2368—email is better as office hours may differ due to COVID.
E-mail: linda.reece@ung.edu * Note: please email through outlook/regular school email and not D2L
email.
Office Hours: Students will meet in small groups virtually with instructor as well as having optional virtual
meetings with the instructor and classmates during the semester. Additional virtual
appointments are available throughout the session. Dr. Reece is also available via email.
Class: EDUC 2110 (1483), touch point hybrid Fall 2020

REQUIRED TEXT, TECHNOLOGY, AND OTHER MATERIALS:

 Liability Insurance: As part of the course requirements in EDUC 2110, students need to purchase
liability insurance so that they may participate in field experiences in future education courses. You
may purchase this insurance online through the Student Professional Association of Georgia Educators
(SPAGE) or the student chapter of the Georgia Association of Educators (SGAE). You will submit proof

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 of your membership in D2L in all EDUC 2110, 2120, and 2130 courses so please be sure to keep a
digital copy for your records. Documentation of liability insurance is due in D2L by Nov. 9, 2020.
 Background checks: In order to participate in future field experiences in EDUC 2120 and EDUC 2130,
you must also go through a background check before entering any school. You must use CastleBranch
to obtain a background check, even if you have a current background check through another
organization.

 Background checks: In order to participate in future field experiences in EDUC 2120 and
EDUC 2130, you must also go through a background check before entering any school.  You
must use CastleBranch to obtain a background check, even if you have a current
background check through another organization.  
  To be completed by: November 9, 2020 
    Instructions: 
  Go to:  https://portal.castlebranch.com/NB14
 If you’re asked for a package code, it is because you did not click the link
above but, rather, went to the generic CastleBrach website. Start by clicking
the link above. If you clocked the link above, proceed to the next step
explicated below. Yes, this is in the syllabus after dozens of students not
following Step 1.  
  Click Place Order 
  Click Please Select 
  Click Undergraduate 
  Click NB13: Background Check 
  Read information on the Order Instructions Page and click the red box at the bottom left
of the screen indicating I have read this information 
  Click the green Click to Continue box on the lower right of page 
  Read the information in the Please Review box and click the Terms and Conditions of Use
link to read this information also 
  Click the two boxes at the bottom left indicating I understand that my package may
require CastleBranch to conduct additional searches that may result in additional fees, and
also, I have read, understand and agree to the Terms and Conditions of Use 
  Click Continue at the bottom left 
  Enter all required fields on the Place Order page 
  Click Next 
  Continue with the process until your background check order is complete  
 
CastleBranch Customer Service may be reached at 888-723-4263 Monday-Friday 8am to
8pm ET and Sunday 10am to  
6:30pm ET or visit https://mycb.castlebranch.com/help for further information. 
Please be sure you complete your order in its entirety—including the signature page.
Otherwise, your order will show up as “incomplete.” If you do not complete all tasks
required by CastleBranch, they will cancel your background check. Please check your email
frequently, regular inbox and junk mail/spam, to make sure you are receiving and attending
to all messages. A cancelled background check is not sufficient and will not fulfill this
requirement. If you do have activity on your background check, you will be required to
meet with your SFE instructor to discuss any obstacles to fulfilling your career goals. 
Your background check must be initiated and proof uploaded to D2L. 

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CastleBranch Customer Service may be reached at 888-723-4263 Monday-Friday 8am to 8pm ET and Sunday
10am to 6:30pm ET or visit https://mycb.castlebranch.com/help for further information.
 Desire to Learn (D2L): All other course materials and articles may be available on Desire to Learn
(D2L). The University System of Georgia's Desire2Learn Help Center provides assistance through
their ‘knowledge base’ and at 855.772.0423. The USG D2L Help Center is available 24 hours a day,
seven days a week. The Online Support Center site includes a ‘knowledge base,’ which you should
check before calling technical support .
 The items listed above are not optional, and you will not be eligible to pass this course or continue with
your education courses without having fulfilled these requirements—even if you decide not to major in
education or decide to transfer to another school. If you fail to complete any one of these tasks, you will
be assigned a grade of “F” in this course, regardless of academic performance, until such a time as you
have completed all tasks. Please be aware and be prepared to incur the costs associated with these
materials. If you have concerns about the costs or the timeline of completing these tasks, you need to
speak with your professor as soon as possible.

COURSE DESCRIPTION:
This course is a critical and theoretical exploration of the Foundations of Education and engages students in
discussions and analyses of critical and contemporary educational issues. Students will investigate issues
influencing the social and political contexts of educational settings in Georgia, the United States, and globally.
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.

One mission in the Foundations of Education is to provide the foundation for all future educational programs.
This course meets a requirement in Area F of the core curriculum and is required of all education majors. It will
assist students in understanding the teaching profession and the challenges of modern education, and it will
promote insight into historical antecedents and theoretical assumptions impacting practices in today's schools.
It is designed to assist students in making a career decision based on a framework of knowledge about past
influences of education and an understanding of contemporary educational forces. Through the study of the
principles and structure of education, knowledge of the philosophies in education, understanding of cultural
pluralism, and understanding of the demands of teaching, students will be enabled to critically examine and
professionally engage in their chosen profession.

Pre-service and in-service teachers are expected to adhere to the Georgia Code of Ethics as well as the UNG
student conduct codes. Teachers are role models and caretakers of children and youth and therefore bear high
levels of responsibility with regard to ethical and professional behaviors. Demonstration of inappropriate social
or communication behaviors or failure to exhibit critical behaviors of attendance, punctuality, judgment, or
confidentiality may result in a grade of “WF” and/or possible discontinuation in the program.

METHODS OF INSTRUCTION:
Classes will consist of the following: online discussions (using Microsoft Teams class page), written responses
to readings (uploaded in the “assignments” section of D2L), Discussion posts on TED talks and pedagogical
videos (uploaded in the “discussions” section of D2L). In terms of discussion, you are expected to be a
professional in interacting with your peers. Our first discussion post will be on course expectations and online
communication/netiquette practices.

EVALUATION METHODS:
University of North Georgia’s College of Education

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 EDUC 2110: Investigating Critical and Contemporary Issues in Education

Key Assessment: Integrating Concepts and Issues

Over the course of this semester, you will develop an essay focusing on a particular educational issue –
political, philosophical, sociological, professional, curricular, or legal – in its historical context that we explored
in the text(s) we read and in class discussions. The issue should be one that can be found in the peer-reviewed
literature and can somehow be connected to the material and/or class conversations in EDUC 2110. This
writing product will be submitted to the professor via D2L by December 1, 2020. Late submissions
cannot be accepted as the turnaround time for grades submission is so quick.

The final writing product should include the following: (1) an introduction to the topic, (2) a historical overview
of the topic, (3) a discussion of the topic in terms of its contemporary situation, and (4) recommendations about
the topic. Your paper must be at least 1000 words, not counting the title page and references. You must use a
minimum of five (5) peer-reviewed sources such as scholarly journal articles, books from academic
presses, and/or website material produced by bona fide experts (such as academics or respected
professionals). If you have questions about the academic integrity of a source, then please ask. The citation
style of the writing is to be APA, including a cover page, running head, and page numbers in the proper format.
Here’s a great resource for learning more about APA formatting (Through “Purdue OWL” webpage):
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html
We will also have a library research presentation early in this session to help you.

Please use the following headings with your paper:

An Introduction of the Topic

Introduce your topic. Describe it in detail. Who is it important to (teachers, administrators, parents,
policymakers, a particular community, the mass public)? What can the reader expect from your treatment of the
topic in the rest of the paper?

Historical Overview
How long has this topic been significant to the field of education? Does this topic have a history beyond
Georgia or the U.S.? How has this topic changed over time? Who has traditionally had the power to affect what
the topic looks like? Who has traditionally been affected by the topic (or the people affecting the topic)? How
has the topic affected education overall historically? Make sure you back up your overview with peer-reviewed
sources.

Contemporary Situation
What does the topic look like today and why does it look this way, given its history that you just
described? Does it look different depending on where it appears geographically? How does the topic affect
current educational practices, if at all? Is it currently helping or hindering students from achieving critical skills,
including those that are intellectual, emotional, moral, and civic in nature? How does it affect other people, such
as teachers, administrators, parents, policymakers, a particular community, and/or the mass public? Again,
when in doubt, reference your literature when making claims, and if you’re referencing anecdotes or personal
experiences, indicate that this is what you are using. Remember that while personal experiences are significant,
grand claims or generalizations cannot be made on the basis of a handful of experiences.

Recommendations
Now we come to answering the question, “So what?” What does this mean for the big picture, namely
making recommendations that change the topic in question, so that those changes start impacting education, and
so that education starts helping to build the kind of society to which you want us to get closer? Why are you

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making these recommendations as opposed to other types of recommendations that differ in type, size, and
ideology? How feasible are the recommendations you are proposing? If your recommendations are put into
practice, how will the topic change in the future, and why will it change this way as opposed to other ways that
might not go as planned? Consider other reforms that were tried elsewhere and how they worked to help you
answer these questions.

Rationale/Personal Connection
Why are you writing about this topic as opposed to writing about something else? What’s special about it? What
does it mean to you?

APA Citations and Referencing

When you use material from your text or outside resources, you must use APA format, both for in-text
citations and constructing a reference list. Start here for information on using APA format.

EDUC 2110: Integrating Critical and Contemporary Issues in Education Key Assessment Rubric

Exemplary Proficient Needs Unacceptable

Improvement
Introduction Provides an in- Provides an Provides a lackluster The Introduction
depth introduction adequate introduction that section was not
that sparks interest introduction that is gives the reader only addressed at all in
in the paper and somewhat a vague idea on what this paper. The essay
gives the reader a interesting and to expect. A had neither focus nor
firm expectation of gives the reader discernable main any plausible thesis.
what to expect. some expectation of idea(s) was implied
Clearly focuses on a what to expect. but not clearly
main idea(s) with a With some focus, stated.
significant, the essay’s main
interesting, and idea(s) and thesis
relevant thesis. was apparent, but
too general.
Historical Overview Gives a Gives a general and Attempts to provide The Historical
comprehensive and accurate historical an historical Overview section
accurate historical overview that is overview, but it is was not addressed in
overview that is supported by a not in-depth or is this paper or was not
well-supported by a modest cachet of unsupported by accurate.
substantive cachet peer-reviewed peer-reviewed
of peer-reviewed literature. literature.
literature.

Contemporary Gives a solid and Gives a generalized Attempts to provide The Contemporary
Situation comprehensive survey of the topic a survey of the topic Situation section was
survey of the topic in its contemporary in its contemporary not addressed in this
in its contemporary context that is context, but provides paper or it was not
context that is well- supported by a one that lacks depth accurate.
supported by a modest cachet of or is unsupported by
substantive cachet peer-reviewed peer-reviewed
of peer-reviewed literature. literature.
literature.

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Recommendations The The The The
recommendations recommendations recommendations Recommendations
logically flow from are relevant, are perfunctory, section was not
the rest of the somewhat detailed, unrealistic, and/or addressed in this
paper. They are are arguably ignore other possibly paper or was
detailed, realistic, feasible, and at least competing addressed without
and meaningfully acknowledge recommendations. depth, explanation,
acknowledge different points of They articulate no or reflection.
different points of view. They also real vision of
view. They also articulate some sort education and
articulate a bold of vision of society.
vision of education education and
and society. society.
Rational/Personal The rationale The rationale The rationale The rationale made
Connection thoroughly and adequately explained why the little or no effort to
concretely explained why the topic was chosen communicate why
explained why the topic was chosen and provides some the topic was chosen
topic was chosen and demonstrates a insight into how the and/or provides no
and demonstrates a high level of topic impacts level of discussion of
high level of introspection on themselves and/or impacts.
introspection on how the topic wider society.
how the topic impacts both
impacts both themselves and how
themselves and how the topic impacts
the topic impacts wider society.
wider society.
Style & Organizaton Exemplary editing: Careful editing: The Some evidence of No editing: The
COE CF 1 The paper was organization of the editing: The plan of paper lacks
InTASC 4 clearly organized paper was present the paper was organization and
InTASC 9 with effective but not consistently underdeveloped clarity completely.
transitions. The followed and/or not readily The vocabulary is
writing was throughout. The apparent. Paragraphs not appropriate for
skillfully overall writing was are underdeveloped the collegiate level,
constructed with generally good but and transitions are with colloquialisms
highly appropriate lacked transition in weak. The and/or misuse of
vocabulary. places. The vocabulary is not terms. Readability is
The writing is vocabulary was academic in scope. severely impaired by
superior and generally adequate, There are persistent the number and type
without serious but sentences problems with of grammatical and
flaws in grammar lacked distinction or usage, spelling, or mechanical errors.
and mechanics. style. There may be punctuation,
some lapses in impacting overall
grammar, readability.
punctuation, and/or
spelling, but the
general readability
is not impaired.
APA Formatting The essay shows a The essay shows a It is unclear whether The essay essentially
COE CF 1 clear understanding basic understanding the author has a disgregarded APA
of APA formatting of APA formatting command of APA and shows no
regarding the cover and has some formatting, as the understanding of
page, reference significant or essay has a moderate APA formatting.
page, running head, consistent errors number or
proper use of related to APA significant or
quotations, and formatting. consistent APA
general in-text errors.
citation errors).
Sources The essay has more The essay has 5 The essay has 3-4 The essay has two or
COE CF 1 than 5 peer- peer-reviewed peer-reviewed fewer peer-reviewed

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 COE CF 2 reviewed sources. sources. The essay sources. The essay sources. The essay
InTASC 4 The essay demonstrates the utilizes sources that does not use sources
InTASC 9 demonstrates the use of quality partially relate to the or uses sources
use of quality academic sources to topic supported but unrelated to the
academic resources evaluate and does not evaluate content, does not use
to support, enhance, enhance ideas fully or use sources sources to support
and reflect upon within the paper; to explore topic in content, and/or the
ideas within the however, the author depth. sources were not
paper. Thoughtfully could have quality academic
analyzes and expanded on the use sources.
evaluates the work of these sources to
of others. support the content
of the paper.

Other Assessments:

Individual chat with instructor on final paper:

Virtual People Bags: 20 points possible—due August 23, 2020.

You’ll introduce yourself to the class by sharing artifacts from any kind of ‘bag’—e.g., if you’re an athlete, it
might be a gym bag; it might be your favorite beach or picnic bag; or even a satchel or backpack you use for
school. Please make a video where you show the artifacts and tell us a little about yourself. For example, if
you work at Publix, you could include your name badge; if you were a camp counselor, you could share a t-shirt
or picture; you may share pictures of family, friend, and/or fur babies. If you’d prefer not to be in the video
yourself, that’s okay—you can simply record your description of the items and show the artifacts.

Discussion posts: 10 points each/fifty points total possible

While I do not assign a word minimum or maximum for discussion posts, I do expect your responses to be
complete and indicate an understanding of the topic. You should make specific references to readings, TED
talks, and/or you own experiences as directed. Be sure to also respond to at least one classmate’s post to get full
credit. A response must include commentary/extension of the classmate’s post. Check course schedule and
D2L for specific due dates. Note: all discussion posts will be due on Sunday evenings.

Assignments: 75 points total possible

You will complete assignments in D2L (under the “assignments” section in D2L) over the course of the
semester. These assignments will be based on readings/topics or the key assessment. In order to help you work
throughout the semester on developing a strong final paper/key assessment, you will submit smaller parts of the
key assessment at different points in the semester.

EDUC 2110: Educational Philosophy Presentations—due on student’s scheduled virtual

meeting/presentation day.

Directions: On the day you sign up to present on Microsoft Teams, your job is to teach the group about the
significant contributions your famous educator, philosopher, or psychologist has made to the field of education.
Your topic is not necessarily covered in our weekly readings, and it will be up to you to conduct outside
research on the topic in order to learn everything you can.

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On the day of your scheduled presentation, you should turn in a one- to two-page description of what you
discovered concerning your topic and a bibliography with at least four sources that you used to learn more about
your topic.

Use APA format for this assignment—failure to do so will count against your overall grade. In writing about
what you learned concerning your topic, be sure to cite your sources and put any direct quotations in quotation
marks. Using the ideas of others without proper documentation is plagiarism and will result in failure for the
assignment. Be sure to look over APA formatting instructions on the Purdue Owl Webpage:
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html

Your presentation should be no more than 20 minutes in length. Presentations that last 5 or 10 minutes are not
sufficient and will not result in credit for the assignment. With this is mind, be sure you practice your
presentation beforehand so that you know the length is appropriate.

On the day of your presentation, I will use the rubric below to grade you. In addition, you need to turn in a self-
evaluation in which you should give yourself a letter grade, and based upon the following rubric, justify in a
paragraph why you gave yourself this grade. In addition, you need to turn in your summary, and a reference
page listing sources used in APA format. Your overall grade for this assignment will be based upon your self-
and group members’ evaluations and the following rubric:

7-8 Points 5-6 Points 3-4 Points 0-2 Points

Coverage of Discussion leader The discussion The discussion Discussion leader
Content and Use thoroughly covered leader covered the leader covered failed to cover the
of Sources the topic using at topic at the surface some of the topic topic and/or did not
least four outside level, using decent and/or used use academic
sources—two may sources. There was somewhat sources or did not
be non-academic room, however, for questionable or not use any sources.
and two should be a more in-depth enough sources.
peer reviewed. Be analysis.
sure to describe in
detail the relevant
theories developed
by the individual
you researched.
Creativity Content was At least 2/3 of the At least ½ of the Presenter addressed
covered in a presentation presentation the topic in a “rote
creative manner, integrated creativity integrated creativity memorization and
meaning the and critical thinking and critical thinking recitation format,”
presenter did not in terms of the in terms of the repeating exactly
simply repeat the presentation of presentation of what was in the
ideas found in material and material and sources, word for
sources. questions posed. questions posed. word.
Professionalism Discussion leader Discussion leader The discussion Dress was not
was professional in was mostly leader could have appropriate and
dress and professional in been more demeanor was
demeanor. The terms of dress and professional in inappropriate.
presenter spoke demeanor. terms of dress and
clearly and did not demeanor.
mumble or use too Presenter could
many fillers such as have been more
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 “whatever,” “um,” prepared.
or “like.” Leader
addressed all
audience questions
in a professional
manner. It was
obvious that leader
was prepared and
had practiced
presentation.
Use of Time The discussion Presenter made Presenter made Presentation was
leader made good adequate use of decent use of time, either more than ten
use of time. The time, not going not going over or minutes too short or
presentation did not over or under by under by more than too long.
fall too short in more than two five minutes.
terms of time (less minutes.
than 15 minutes).
APA Format and The discussion The discussion The discussion The discussion
Reference Page leader turned in a leader turned in a leader turned in a leader turned in a
reference page reference page reference page, but reference page that
listing the three listing the three it included three to was not in APA
academic sources in academic sources in five errors in APA format. (*Note:
correct APA APA format with formatting. Failure to turn in a
format. one or two errors reference page will
result in failure of
the project.)
Self-Evaluation The discussion The discussion The discussion The discussion
leader turned in a leader turned in a leader turned in one leader did not turn
paragraph noting paragraph noting or two sentences in a self-evaluation.
the grade she/he the grade he/she concerning her/his
deserves and why. deserved and why, grade.
The discussion but could have gone
leader noted his/her into more detail in
preparation time, terms of
preparation preparation and
approach, and plan presentation plan.
for presentation.
Overall Grade and
Comments

To turn in:
1. Self-evaluation paragraph
2. One- to two-page description of material/topic covered (with APA citations included)
3. Reference Page/Bibliography listing four sources (in APA format).
4. Any supplemental handouts (you may share your one to two page description after the virtual class
meeting.
Peer Virtual presentation feedback—15 points possible: on the day you present your research, you will
also listen to classmates. For this assessment, you’ll pick one classmate’s presentation and upload a 1-2

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 paragraph reflection on what you liked about the content/presentation and why the contributions of this
person are relevant. You may use information on their 1-2 page summary also.
COURSE GRADING:
Grades will be assigned using the following grading scale and generated from the percentage of points received
on all assignments throughout the semester:

Letter Percentage Grade

Grade
A 90-100%
B 80-89%
C 70-79%
D 60-69%
F Below 60%

Final Paper/Key Assessment: 100 points

Virtual Presentation: 40 points
Classmate Feedback: 15 points
People Bags 20 points
5 discussion posts 50 points possible
“Assignments” 75 points possible
Total points possible: 300 points

COURSE POLICIES:
Your overall evaluation includes course requirements and assignments and attendance, participation, and
professionalism.
o You should turn in any papers in D2L on the day that they are due, and your grade on these assignments
will drop one letter grade per day that they are late. This includes your Letter to an Educator, your final
paper, and your paper included in your philosophy presentation assignment.
o All written assignments are expected to be presented in proper written format adhering to the APA style.
o In reference to plagiarism, which includes using the work of others or re-using your own work, woe be
to the transgressor (see supplemental syllabus website).
o Please be sure to log into D2L and complete the first discussion post (Virtual people bags) by August
23rd.
o In terms of conduct, the general guideline is that you should be the type of student that you would
want in your own future classroom.

COURSE CALENDAR:
Readings and assignments are listed on the day that they are due. This schedule will be modified to fit
our needs throughout the semester. If you have questions regarding the content presented in class, assigned
readings, grades, assignments, and so forth, please ask. Every effort will be made to help you understand.

Week Topic and Readings Assignment

Due
Week TOPIC: Introduction and Overview of
one— EDUC 2110 Virtual People Bags—
August Be sure to read the syllabus, the Due August 23rd.
17 “Announcement” page on D2l, and check
UNG regular email.
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 Watch TED Talk: Every kid needs a
champion:
https://www.ted.com/talks/rita_pierson_every_kid_ne
eds_a_champion/up-next?language=en AND
Netiquette Video: https://www.youtube.com/watch?
v=FWMk_Zv7nB8

Week The History and Goals of Public Schooling Discussion due August 30
two— Read: Spring Chapter pdf in D2L.
August
24
Week Social and Emotional Needs of students in Assignment due in D2L
three— American public schools. on September 6.
August “TraumaCompassionResiliency” Read
31st chapter one only of the pdf.
Read pdf of Reflective practice article.

Week 19th Century Public Education ideas Assignment due in D2L

four— Read pdf of Anderson Chapters 1 & 2 Sept. 13
Sept. 7
Kandice Sumner TED talk "How America's
Public Schools Keep Kids in
Poverty": https://www.ted.com/talks/kandice
_sumner_how_america_s_public_schools_k
eep_kids_in_poverty?language=en

Week Race and Public Education—19th century Individual conferencing

five— to today. with Dr. Reece to discuss
Sept. 14 Read: final paper topics and
https://www.edweek.org/ew/issues/educati course questions.
on-statistics/index.html?cmp=cpc-goog-
ew-
ks+topics&ccid=ks+topics&ccag=educatio
n+statistics&cckw=school
%20demographics&cccv=content+specifi
c+ad&s_kwcid=AL!6416!3!
394596142535!b!!g!!school
%20demographics&gclid=Cj0KCQjwsuP
5BRCoARIsAPtX_wEYhzfltv3EfqN0FKk
GB-
cJUXsX1OKp3BM18tRbpE7SAywIDaud
BBYaAilVEALw_wcB
Week Homeschooling, Charter Schooling, and Tentatively, classes will
six— Money in Public Education. meet face to face. We’ll
Sept. 21 Read: Spring Chapter 8 adhere to social
And an article of your choosing to use with distancing by splitting
this week’s discussion post. classes alphabetically.
Week Purdue Owl review: Assignment on Final

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 seven— https://owl.purdue.edu/owl/purdue_owl.ht Paper due Oct. 4
Sept. 28 ml

Week Testing and accountability in public Discussion post: After

eight— education you complete the
Oct. 5 Read: “Reign of Error” by Ravitch (pdf in Reign of Error
D2L) and read article on John Dewey (pdf in
reading, please pick
D2L).
two of the short
chapters to summarize
in a discussion post
and also give your
opinion on the issue
(e.g., standardized
testing) after you
summarize the
chapters. 

COURSE OBJECTIVES (EXPECTED OUTCOMES):

The UNG Teacher Education Program course objectives are aligned with the College of Education Conceptual
Framework (CoE CF) and InTASC Standards. In terms of the CoE CF, we prepare professionals who embrace
access to education, health, and wellness through commitment to integrity in intellectual engagement, research-
based teaching and learning, advocacy, and service.

1. Intellectual Engagement
a. Critical thinking and creative problem-solving in theory and practice
b. Active engagement in reflective practice
c. Professional collaboration and communication
d. Commitment to on-going professional development

2. Research Based Teaching and Learning

a. Content literacy
b. Data driven decision-making
c. Student centered teaching and learning
d. Technological literacy
e. Immersion in the learning community through field experience and clinical practice

3. Advocacy and Service

a. Promote social justice and human rights for the individual and in communities
b. Leadership
c. Ethical practice
d. Professional accountability

As a result of actively attending class, completing assignments, reading, and participating in field experiences,
teacher candidates in this course will:

Objectives CoE CF INTASC

1. Investigate and describe contemporary schools and the interplay 1.c, 2.e, 3.a 4, 5, 10
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 of school and society via selected social, historical, political,
economic, philosophical, and cultural issues that influence those
schools.

2. Discover, explore, and describe current issues and trends in 1.a, 1.c, 2.c, 2.d, 4, 5
schools (e.g., bullying, curriculum mandates, vouchers, 2.e
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.

3. Analyze the legal, ethical, and professional rights and 1.a, 3.a, 3.c, 3.d 5, 6, 9
responsibilities of teachers, students, parents and administrators.

4. Explore their core values and reflect on how their values influence 1.a, 1.b, 1.d, 3.a, 5, 9, 10
their beliefs about “good” teaching and schooling in democratic 3.b, 3.c
contexts.

5. Develop and refine a philosophy of teaching for contemporary 1.b, 1.d, 2.c, 3.a, 1, 2, 3, 4, 9, 10
schools by exploring who they are as a potential teacher (e.g., 3.b, 3.c
examining their own agendas and prejudices as they relate to
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 1.a, 2.d, 3.c 3, 5, 8
use of technology in contemporary Georgia and U.S. classrooms.

7. Understand and can apply critical perspectives on education and 1.a, 1.c 4, 5, 10
schooling.

8. Identify the roles, processes, and skills that relate to the indicators All indicators All standards
of the College of Education
conceptual framework.

Prerequisite: ENGL 1101 with a “C” or better and a recommended 2.5 GPA. The required GPA for
entry into the College of Education is a 2.75 at the time of application, and you should be working your
way toward this beginning with EDUC 2110.

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