Overview of Undergraduate Curriculum Development s1

UCC Undergraduate University Curriculum Committee Course Proposal Form for Courses Numbered 0001 – 4999 (Faculty Senate Resolution #8-16, March 2008)

Guidelines for submission may be accessed via the web at: www.ecu.edu/cs-acad/fsonline/cu/curriculum.cfm.

Note: Before completing this form, please carefully read the accompanying instructions. EDUC 4400

1. Course Prefix and Number: December 1, 2009

2. Date:

3. Requested Action (check only one box): New Course X Revision of Active Course Unbanking of a Banked Course Renumbering of Existing Course from: # to #

4. Method(s) of delivery (check all boxes that apply for both current/proposed and expected future delivery methods within the next three years):

Current or Expected

Proposed Delivery Future Delivery

Method(s): Method(s):

X On-campus (face to face) X

X Distance Course (face to face off campus) X

X Online (delivery of 50% or more of the instruction is offered online) X

5. Justification for new course, revision, unbanking, or renumbering:

1 UCC EDUC 4400, Foundations of Learning, Motivation, and Assessment, has been revisioned in several critical ways. First, it is now required that it be "blocked" with a concurrent practicum experience explicitly connecting theory and practice by drawing upon students’ experiences in practicum classrooms and requiring them to use those experiences to complete course assignments. Second, it focuses very specifically upon three critical primary areas of educational psychology: learning, motivation, and assessment, and eliminates or minimizes others already covered in different courses. These foci allow for greater depth of student understanding in each area than that found in typical survey-type educational psychology courses. Third, because each section of EDUC 4400 will be deliberately enrolled with students from various educational disciplines, students learn to appreciate the roles of all school personnel, and to develop the collegial relationships that enhance student learning in schools. This helps address North Carolina Professional Teaching Standard (NCPTS) 2a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults.

Just as importantly, EDUC 4400 now explicitly draws upon the new NCPTS and 21st Century Skills Framework to help students make clear connections to their professional preparation in other ways. For example, students learn that NCPTS serve as valuable guides to planning (Standard 1a. Identifies the types of data that are commonly available to and used in schools. 4f. Demonstrates awareness of multiple approaches or strategies for developing and supporting student learning teams. 4h. Demonstrates awareness of multiple indicators or measures of student progress. Interprets data on student progress accurately and can draw appropriate conclusions); assessment (5a. Recognizes multiple sources of information on students’ learning and performance. Identifies data sources to improve students’ learning); and learning and motivation (2a. Articulates the importance of appropriate and caring learning environments for children. Recognizes and can explain aspects of a respectful and effective learning environment. 4a. Articulates the importance of appropriate and caring learning environments for children. Recognizes and can explain aspects of a respectful and effective learning environment. 4e. Demonstrates an understanding of the importance of developing students’ critical-thinking and problem-solving skills. Demonstrates knowledge of processes needed to support students in acquiring critical-thinking and problem-solving skills.). Through ongoing, in-depth interaction with NCPTS in EDUC 4400, students/interns will now learn that while teaching has an immediate impact on their students’ learning and motivation, it is also intended to prepare children in North Carolina with the skills needed to succeed as citizens in the local, regional, national, and international economy.

6. Course description exactly as it should appear in the next catalog: EDUC 4400 Foundations of Learning, Motivation and Development (3) Prerequisites: Admission to upper division and Senior I semester. Theories of learning, motivation, and assessment provide a foundation for understanding the classroom as an instructional system.

7. If this is a course revision, briefly describe the requested change: Changes in the course description and master syllabus reflect our alignment of the course content with recent revisions in the North Carolina Professional Teaching Standards and the addition of 21st Century Skills.

8. Page number from current PDF undergraduate catalog: 369

9. If writing intensive (WI) credit is requested, the Writing Across the Curriculum Committee must approve WI credit prior to consideration by the UCC.

Has this course been approved for WI credit (yes/no)? no

If Yes, will all sections be WI (yes/no)?

2 UCC 10. If service-learning (SL) credit is requested, the Service-Learning Advisory Committee must approve SL credit prior to consideration by the UCC.

Has this course been approved for SL credit (yes/no)? no

If Yes, will all sections be SL (yes/no)?

11. If foundations curriculum (FC) credit is requested, the Academic Standards Committee (ASC) must approve FC credit prior to consideration by the UCC.

If FC credit has been approved by the ASC, then check the appropriate box (check at most one):

English (EN) Science (SC)

Humanities (HU) Social Science (SO)

Fine Arts (FA) Mathematics (MA) Health (HL) Exercise (EX) 12. Course Credit: 3 = 3 Lecture Hours Weekly or Per Term Credit Hours s.h.

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.

Internship Weekly or Per Term = Credit Hours s.h.

s.h. Other (e.g., independent study): Total Credit Hours 3 s.h. 13. Anticipated yearly student enrollment: 600

14. Affected Degrees or Academic Programs:

Degree(s)/Course(s) PDF Catalog Page Change in Degree Hours BS in French 121 0 BS in German 123 0 BS in Hispanic Studies 125 0 BSBE in Business and Marketing 0 Education 191 0 BS in Elementary Education 194 0 BS in English, Secondary Education 196 0 BS in History, Secondary Education 197 0 BS in Middle Grades Education 198 0 BS in Special Education, Adapted Currculum 201 0

3 UCC BS in Special Education, General Currculum 202 0 BS in Mathematics Education 204 0 BS in Science Education 206 0 BFA in Art Education 210 0 BM in Music Education 225 0 BFA in Dance Education 238 0 BFA in Theatre Arts Education 243 0 BS in Physical Education 248 0 BS in School Health Education 257 0 BS in Birth Through Kindergarten Teacher Education 271 0 BS in Family and Consumer Sciences Education 274 0

15. Overlapping or Duplication with Affected Units or Programs: X Not Applicable

Applicable (Notification and/or Response from Units Attached)

16. Approval by the Council for Teacher Education (required for courses affecting teacher education programs): Not Applicable X Applicable (CTE has given their approval)

17. Instructional Format: please identify the appropriate instructional format(s): X Lecture X Technology-mediated Lab Seminar Studio Clinical Practicum Colloquium Internship Other (describe below): Student Teaching

18. Statements of Support: (Please attach a memorandum, signed by the unit administrator, which addresses the budgetary and staff impact of this proposal.)

X Current staff is adequate

4 UCC Additional staff is needed (describe needs below):

X Current facilities are adequate Additional facilities are needed (describe needs below):

X Initial library resources are adequate Initial resources are needed (give a brief explanation and estimate for cost of acquisition of required resources below):

X Unit computer resources are adequate Additional unit computer resources are needed (give a brief explanation and an estimate for the cost of acquisition below):

X ITCS Resources are not needed

Following ITCS resources are needed (put a check beside each need): Mainframe computer system Statistical services Network connections Computer lab for students

Describe any computer or networking requirements of this program that are not currently fully supported for existing programs (Includes use of classroom, laboratory, or other facilities that are not currently used in the capacity being requested).

Approval from the Director of ITCS attached

19. Syllabus – please insert course syllabus below. Do not submit course syllabus as a separate file. You must include (a) the name of the textbook chosen for the course, (b) the course objectives, (c) the course content outline, and (d) the course assignments and grading plan. Do not include instructor- or semester-specific information in the syllabus.

EDUC 4400: Foundations of Learning, Motivation and Assessment (3)

(a) Course Texts & Readings

Examples of potential texts:

Borich, G. D. (2008). Observation Skills for Effective Teaching (5th ed.). NY: Merrill Prentice Hall.

5 UCC Brookhart, S. M. & Nitko, A. J. (2008). Assessment and Grading in Classrooms. Upper Saddle River, NJ: Prentice-Hall.

Good, T. L. & Brophy, J. E. (2008). Looking in Classrooms (10th ed.). Boston: Allyn & Bacon.

Schunk, D. H. (2008). Learning theories: An Educational Perspective (5th ed.). NY: Merrill Prentice Hall.

Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in Education: Theory, Research, & Applications (3rd Ed.). Upper Saddle River, NJ: Prentice-Hall.

Woolfolk, A. (2009). Educational Psychology. NY: Pearson.

Additional readings are expected & will be placed into a course management system.

(b) Course Objectives The instructors of this course agree that effective instruction is based on sound theories of learning, motivation, and assessment. These theories are informed both by the professional teacher education knowledge base as well as teachers’ own experiences and views. This course will provide students with four essential dispositions and skills necessary for successful completion of a pre-service teacher education program:

Students will be able to: 1. Investigate and compare theories and how they can be applied to teaching, learning, and assessment; 2. Identify and select from a range of instructional and organizational strategies to meet the needs of diverse populations of children; 3. Identify, analyze, and apply knowledge to create classroom environments that ensure equal educational opportunity for all children; and 4. Reflect critically on the role of theory in reflective practice.

These dispositions are aligned with NCPTS 1a., 1d., 1e., 2a., 2b., 2c., 2d., 3a., 3b., 3d., 4a., 4b., 4c., 4d., 4e., 4f., 4g., 4h., 5a., 5b., 5c. (see below). These dispositions are also connected to the 21st Century themes of global awareness and civic literacy and the 21st Century Skills in creativity and innovation; information, media, and technology skills; and life and career skills (see below).

Additionally, this course provides students with opportunities through course readings, class discussions and activities, and course assignments to further their growth in several areas of the North Carolina Professional Teaching Standards (NCPTS):

Standard 1: Teachers demonstrate leadership Standard 2: Teachers establish a respectful environment for a diverse population of students Standard 3: Teachers know the content they teach Standard 4: Teachers facilitate learning for their students Standard 5: Teachers reflect on their practice

Finally, course readings, activities, discussions, and assignments serve also to further students’ growth in selected areas of the 21st Century Skills Framework adopted by the State of North Carolina (21st Century Skills). The framework includes:  21st Century Themes o Global Awareness

6 UCC o Financial, economic, business, and entrepreneurial literacy o Civic Literacy o Health Literacy  21st Century Skills o Learning and innovation skills o Information, media, and technology skills o Life and career skills

(c) Course Content Outline This course explores the connection between the theory and practice of learning, motivation, and assessment. Fifteen weekly modules will be presented over the semester. The eleven modules presented below are taught in every section of EDUC 4400. Each instructor has also developed four additional modules, based on their particular expertise.

Modules included in all sections of EDUC 4400 1. Teachers, Students, and Classrooms, with an emphasis on: a. how instructional environments impact student achievement. b. the different lenses used in observation. c. using observation as instructional feedback. d. developing personalized observation schemes and practices. 2. Behavioral Theories of Learning, with an emphasis on: a. the appropriate use of rewards. b. the use of reinforcement to motivate, initiate, and sustain academic learning behaviors. c. the ways behavioral learning principles can be used to support positive classroom behavior. d. behavioral strategies for individualizing instruction, grouping students for maximum achievement, and adapting instruction to different learners. 3. Social Cognitive Learning Theories, with an emphasis on: a. the role of modeling in learning. b. supporting and guiding students’ observation of learning from the teacher and from peers. c. the theory’s perspective on self-regulation and self-directed learning. d. social cognitive strategies for individualizing instruction, grouping students for maximum achievement, and adapting instruction to different learners. 4. Cognitive & Constructivist Theories of Learning, with an emphasis on: a. information processing and memory organization, storage, & retrieval. b. types of memory (episodic, semantic, declarative, procedural, conditional). c. effective methods of focusing student attention on salient task features (e.g., cueing, signaling). d. transferring knowledge and skills. e. higher order thinking, problem solving, creative thinking. f. cognitive strategies for individualizing instruction, grouping students for maximum achievement, and adapting instruction to different learners. g. relationship among cognition, metacognition, and self-regulation. h. the role of scaffolding and the Zone of Proximal Development in teaching and assessment. i. constructivist strategies for individualizing instruction, grouping students for maximum achievement, and adapting instruction to different learners. 5. General Motivational Strategies, with an emphasis on:

7 UCC a. understanding the role of motivation in learning. b. the ways intrinsic and extrinsic motivation are developed. c. classroom management and organizational strategies to foster intrinsic motivation. d. individualizing motivational strategies for different children. 6. Specific Theories of Motivation, with an emphasis on: a. Attribution Theory b. Self-Efficacy Theory c. Achievement Motivation Theory d. Goal Orientation Theory e. how teachers can use each theory to move students away from a dependence on extrinsic motivators f. strategies teacher can use to facilitate intrinsic motivation to learn. 7. Understanding and Using a Range of Learning Taxonomies, with an emphasis on: a. teaching to the top of the taxonomy b. integrating cognitive, affective and psychomotor taxonomies when planning and teaching c. the connection among taxonomies and developing self-regulating learners 8. The Nature of Intelligence & Brain-based learning, with an emphasis on: a. the similarities and differences among intelligence, IQ, and Achievement b. how it impacts learning, psychometrics c. contributions of brain-based learning studies to understanding learning, motivation, and assessment (such as brain development, how the brain processes information, technology and the brain) 9. Formative and Summative Assessment, with an emphasis on: a. how formative assessment is essential for identifying group and individual academic progress. b. formal formative assessment (e.g., a carefully-designed project) and informal formative assessment (e.g., asking diagnostic questions during a lesson). c. how formative assessment can be used to provide teachers with immediate instructional feedback, short-term instructional feedback, and long-term instructional feedback. d. formative and summative performance and alternative assessments. e. The development of valid and reliable assessments. 10. State-Wide Testing Programs, with an emphasis on: a. understanding and interpreting the NC EOGs, EOC, and high school exit tests. b. understanding and interpreting Elementary and Secondary Education Act (ESEA) and National Assessment of Educational Progress (NAEP). 11. Grading Standards and Practices, with an emphasis on: a. valid, reliable, and fair grading practices. b. using grading as instructional feedback for teachers and students. c. communicating grading practices and policies to parents and students.

These eleven modules provide students with opportunities to further their knowledge of the NCPTS previously mentioned. Additionally, they provide students with opportunities to further their knowledge of the 21st Century Themes of Global Awareness and the 21st Century skills in learning and innovation skills; information, media, and technology skills; and life and career skills.

(d) Course Assignments and Grading Plan

8 UCC In addition to the assignments described below, instructors will design modules aligned with each of the above-listed course objectives.

The assignment descriptions provide guidance for completion of each assignment. Rubrics may also be provided to help define assignments.

Assignment 1: Connecting Theory to Practice

The rubric for this assignment is located in the course management system. This assignment provides evidence of progress toward the NCPTS and is common to all sections of EDUC 4400.

This assignment connects theory to practice, i.e, connects what students learn through class discussions and activities and course readings to what they experience in their practicum classroom. Similarly, students use their practicum experiences to more deeply understand course content.

To complete this assignment, after attending each session of their practicum, students will write down their observations, experiences, and reflections. This “journal” is informal but students should expect to write three to four pages following each practicum visit. The course instructor will provide students with suggestions and sample observation schemes to aid in their observations and journaling. The exact nature of these notes (format, detail, etc.) is up to the individual student but should be detailed enough so that students can refer to them when completing the following nine parts of this assignment.

Using information from the course texts and class discussions and activities, describe: 1. The general learning environment. For example, did teachers include a range of academic activities? Were these activities focused on any particular group of students or were they “class-wide?” Students should also consider the following questions: Did the teacher primarily use whole group instruction? Small groups? Cooperative learning? Were classroom routines well-established? Were rules clear and did students follow them? Students should conduct an informal interview with the teacher to help them better understand the general academic environment. Provide examples. 2. Describe how the clinical teacher met the needs of ESL students in the class (assuming the presence of ESL students)? Identify the strategies or methods used by the clinical teacher to address diversity in the classroom or teaching environment. Students should conduct an informal interview with the teacher to help them better understand how ESL student needs were met and how diversity was addressed. Provide examples. 3. Describe the teaching strategies that students observed and connect them to the learning theories discussed in class. For example, in what ways did instruction reflect behavioral learning principles? Social learning principles? Cognitive/Constructivist learning principles? Foster metacognition and self-regulation? What were students’ responses to this instruction? Did they support a positive climate for learning for all students? Some students? Students should conduct an informal interview with the teacher to help them better understand the general academic environment. Provide examples. 4. Describe the teaching strategies that students observed and connect them to the motivation theories discussed in class. For example, in what ways did instruction support positive attributions? Positive self-efficacy? Intrinsic motivation? What were students’ responses to these strategies? Did they support a positive climate for learning for all students? Some

9 UCC students? Students should conduct an informal interview with the teacher to help them better understand the general academic environment. Provide examples. 5. Describe the formative and summative assessments used in the classroom and connect them to the assessment theories and principles discussed in class. For example, did the teacher use a variety of assessments? Were some assessments performance-based and/or authentic? Did assessments support higher-order thinking? Did the teacher use them as feedback about student progress? Students should conduct an informal interview with the teacher to help them better understand the general academic environment. Provide examples. 6. Students should interview their teacher about the teacher’s views on:  The most important thing(s) that teachers need to know about three foci of the course: teaching, learning, and assessment.  The particular qualities or dispositions the clinical teacher believes new teachers need to ensure that all students achieve high levels of academic learning

Students will then write a detailed reflection paper describing their practicum experience by drawing on their journal notes regarding #1 through #6 above. Students should incorporate other experiences and observations as needed. Specific examples from course reading and practicum experiences should be included. Students must reference course chapters/readings in the discussion.

This assignment provides students with opportunities to improve their knowledge and skills in the aforementioned North Carolina Professional Teaching Standards.

This assignment provides students with opportunities to further their knowledge of 21st Century theme of Global Awareness and the 21st Century skills in learning and innovation skills; information, media, and technology skills; and life and career skills.

Additional assignments and exams are developed by instructors, each of which is linked to NCPTS and the 21st Century Themes and Skills.

Grading Scale There are a total of 100 points possible for this course. Scores for each will be summed and divided by the maximum points possible.

The grading scale is as follows: 91—100% = A 81—90% = B 71—80% = C 61—70% = D 0—60% = F