Part 1: Course Details
Division/Department requesting change: Social Sciences Department
Course developer name and contact information: Kanoe Bunney,
Division Dean: Phil Martinez
Academic year (e.g., 2018-19) change will take effect:FALL 2018
TYPE OF PROPOSAL
xNew course (brand new course or courses that have not been offered in three or more years)
Currently a 199 or 299 experimental course?Attachthe 199/299course outline or syllabus
New199/299experimental course (May be offered two times over a two-year period. After that, experimental courses to be submitted as a new course.)
TYPE OF COURSE
XLower Division Collegiate
Professional/Technical
Developmental, numbered below 100
COURSE NUMBER AND TITLE
To determine a transfer course number, check the Catalog of Lower Division Collegiate Courses or do a web search for schools with similar courses. For CTE, look at schools with similar courses or contact the Curriculum Office for help.
Course NumberED 233 / Short Course Title for Banner (30 character limit) / Full Course Title for print catalog
ED 233 / Adolescent LrngDevt / Adolescent Learning and Development
COURSE DESCRIPTION (aim for 300-400characters/approximately 60-70 words) For help and examples, see Sample Course Descriptions.
Investigate the biological, theoretical and socioemotional underpinnings of adolescent development through theoretical perspectives. Gender, racial, cross-cultural, sexual orientation differences and commonalities as well as social class perspectives will be explored. These theories will be used as a lens to frame the issues faced by adolescents currently. This course is offered for those considering teaching in secondary education classrooms or those who intend to work with adolescents in other settings.
PREREQUISITES, CO-REQUISITES, GRADE OPTIONS, CREDITS
Prerequisite courses: ______N/A______
Placement test code and scores (e.g., 4cpa score of 75-120; if you need a code, contact testing) ______
Co-requisite courses:
Grade Option: XGraded (with P/NP option) Pass/No Pass only
Repeatable for credit?
Credit Breakdown__2_ Lecture
__1_ Lecture/Lab
___ Lab
__3_ Total Credits / Contact Hours Per Week
2__ Lecture
1__ Lecture/Lab
___ Lab
3__ Total Contact Hours per week / Contact Hour Formula
1 lecture = 1 contact hour
1 lecture/lab = 2 contact hours
1 lab = 3 contact hours
Part 2: Rationale, Equity, Library Resources, Course Overlap
RATIONALE AND CONTEXT Describe the context and rationale for the new course. How will this course meet the needs of transfer students or employers? What is the demand for this course? How does this proposal further the goals of the program or department? Provide as many details about this new course as possible.
Education 233is designed as a college credit course in a new Education Pathway from high school to the community college to the university. As part of a pre-education core, this course serves to provide the theoretical basis for those who plan to enter the teaching field.
It is crucial for all teachers to have a fundamental basis of understanding of human development. Those intending to teach secondary education must factor in the concept of identity development and the most current issues facing their students. A core of courses devoted to preparing teachers must contain a human development component. Teachers make numerous curricular decisions throughout the day and knowledge of how students learn at various stages can greatly aid this task. The primary goal of Education 233 is to provide the theoretical context for how adolescents develop physically, emotionally and cognitively. The course also includes racial and gender identity and surveys various perspectives pertaining to peer groups and other pertinent issues facing adolescents today.
This course aims to explore and analyze the theories of development. The content will be delivered using an integrated approach. Students will apply theories to their own development and the development of classmates and written narratives. While applying the different theories of adolescent behavior and relationships to their own experiences, students will be able to analyze and describe the impactof race, gender, sexual orientation on development.
Oregon as a state continues to move toward creating a streamlined pathway for educators. To seek alignment with these goals, this course serves one of several courses to be offered at Lane Community College. As one course in a pre-education core of courses, our goal is to be consistent with what is offered at other community colleges in the area. As part of the Oregon high school to Teacher education pipeline, this course will meet the state of Oregon’s teacher education goals.
CURRICULUM EQUITY STATEMENTPlease do not copy/paste the COPPS equity statement. Reflect how your course supports equity. To promote an environment where all learners are encouraged to develop their full potential, this course will support Lane’s Curriculum Equity policy in the following way(s):
[Enter text here – 300 word limit]
The aim of this course provides students the opportunity to consider the various theories of adolescent development. Issues involving gender, sexual orientation, class and race are topics studied and explored in this course.
As an introductory course designed to attract those interested in teaching adolescents, ED 233 focuses on the moral, social and cognitive aspects of individuals in their teens. Designed with a humanistic perspective, the course encompasses an approach inclusive of individuals of various diverse backgrounds.
While the theories of intelligence and learning provide the context for development, culture, race and socioeconomic factors greatly influence how an individual forms their identity and interacts in social groups. Thus, this course, takes into account the perspectives of the students themselves, and their own recollections of adolescence. Several assignments and assessments discuss the perspectives of individuals from different backgrounds and the content includes the integration of an adolescent textbook as well as a novel which will serve as a common ground for which discussions can take place.
As a culminating project, the final paper focuses on a current major issue facing adolescents in schools. The students, while consideringthe theories of development must present ways in which school staff can become more aware of the inequities faced by teens or groups of teens who have been marginalized. The project will emphasize communication skills, creativity and will provide students an opportunity to be in a teaching role.
LIBRARY CONSULTATION Please contact your liaison librarian to schedule a 30+ minute individualized instructional consultation and collaboration session. In addition to your specific course-related questions, your librarian will be prepared to share:
- Library resources and services that support your teaching and student learning needs
- OER (Open Educational Resources) options that align with your program and course curriculum
- Strategies for integrating the development of information literacy skills into course content and/or assignments
Please allow one week for the librarian to prepare for your consultation. If you are not sure who your liaison librarian is, you can either look it up on the Library’s website or call the Library Reference Desk at 463-5355. (Librarian signature required above.)
COURSE OVERLAP Indicate any topic/content overlap with other courses. How will this course's topics and content be differentiated? If there is overlap, faculty of overlapping courses must agree on the extent of overlap andinclude a rationale explaining its necessity. The dean of the division in which overlap occurs must sign approval (see checklist).
Division/department / Course Number / Title / Rationale / Dean of overlap course (name)CAREER/TECHNICAL COURSE TRACKING(required only forcareer/technical courses)
Career/Technical courses are tracked within programs for purposes of Carl Perkins funding and budgetary planning. Indicate all degree or certificate programs for which this course will be required.
Programs in which course will be required / DivisionPart 3: Outcomes, Assessments, Topics
List course outcomes, Core Learning Outcomes (CLOs), and Assessments The information in this section should be used to create your course outline and syllabus.
Core Learning Outcomes and Dimensions covered or assessed in the course. You do not need a CLO for each course outcome. / COURSE-LEVEL LEARNING OUTCOMES (course outcomes)What will the student know or be able to do at the end of the course? Write outcomes that are measurable, observable, or demonstrable. See this list of measurable verbs or this web page and verb wheel (based on Bloom’s taxonomy) for guidance. / ASSESSMENTS Include specific assignments you will use to measure/observe student attainment of outcomes. Some assignments may be used for multiple outcomes. For assessment ideas see Authentic Tasks
CLO 1.3: Demonstrate knowledge of the context and complexity of the issue / Specify the types of interactions under study that occur among individuals, groups, institutions, societies and/or the natural environment / Apply one of the theories of Adolescent Egocentrism to a social scenario/situation in class.
CLO 2.2Evaluate diverse values and perspectives of others. / Integrate the theory of Marcia’s Identity Development with Cross’ Theory of Racial Identity Development. / As a group, take into account both theories of development when examining the development of a diverse character in a novel.
CLO 4.4: Support assertions with contextually appropriate and accurate examples, graphics and quantitative information / Describe and explain Bronfenbrenner’s Ecological System Theory in your own words. Be inclusive of the terms used in the theory. / Construct a digital diagram consisting of the student’s own microsystem and mesosytem. Students must justify choices and explain the relationship between each one.
Are Lane’s Core Learning Outcomes emphasized in this course, and measured or demonstrated through course assessments? Please indicate which Core Learning Outcomes and Dimensions are linked to your course outcomes. Need help? Contact Tammy Salman, Faculty Coordinator, Assessment and Curriculum Development or Sarah Lushia, Core Learning Outcomes Coordinator.
COMPETENCIES AND TOPICS COVERED (course outline)
Example: Course Outline Sample (from COPPS)
Course Outline
Biological Perspectives
Sex Education
Teen Pregnancy
Physical Development
Fundamental Needs, Adolescent Egocentrism and Marginal Man
Cognitive Development of the Adolescent
Fundamental Needs
Adolescent Egocentrism
Marginal Man
Piaget’s Theory of Development
Vygotsky’s Theory of Social Development
Definitions of Intelligence
Gardner’s Theory of Multiple Intelligence
Goleman’s Theory of Emotional Intelligence
Sternberg’s Triarchic Theory of Intelligence
Adolescence and Intergroup Relations
Bronfenbrenner’s Ecological Systems Theory
Peer Group Influences
Bandura’s Observational Learning Theory
Risk Taking in the Teen Years
Identity: Finding your personhood in the teen years.
Gender Roles/Transgender Identity
Racial Identity Development
Identity: Freud and Erikson
Moral Development
Sexual Identity Theory
Part 4: Financial and Student Impact
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Financial Impact Analysis
Describe the financial impact of the proposed course, including: including: Instructional costs; workload (both FT and PT faculty and classified staff); physical space requirements (e.g., labs); additional equipment needs; additional fees; any cost reductions
This proposed course is a new course and will expand offerings in the Education program pursuant to the proposed unified articulation for all Oregon community colleges and universities. The course will be supported by budgeted funds in the Social Science part time budget for academic year 2018-19. The investment in this course is supported as part of a planned redevelopment of the Education program.
Student Impact Analysis
Describe the proposed course’s potential impact on students, including: Effect of changes on program requirements, articulations, cost, credit load, avoiding excess credits in transfer, financial aid credit limits, completion, and enrollments; determination of how new/revised courses transfer to four-year schools (please consult with your advisor).
As part of a unified articulation Education pathway plan this course is anticipated to be articulated with all area universities. The course will transfer as an elective credit, since it is an elementary level course. Rather than a program requirement. It will be the only elective credit in the education program. It is offered at other colleges and will transfer to a 4 year institution.
Students will be required to purchase a $20 text and novel for the course.
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Part 5: Degree Requirements Applications (if applicable)
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If applying for any of the following, check the appropriate boxes and include your completed degree requirements forms with this course proposal. Go to the Curriculum Office website to download the appropriate forms.
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XAAOT(Career Technical courses not eligible)
Arts & Letters
Cultural Literacy
Information Literacy
Mathematics
Science /Computer Science
XSocial Sciences
Speech/Oral Communication
Health/Wellness/Fitness (all degrees)
Human Relations designation (for AAS degrees and certificates)
Sustainability course status (optional)
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College Approval (before signing, please see Curriculum Committee recommendations for this course in the committee’smeeting minutes)
______
Executive Dean for Academic AffairsDate
______
Vice President for Academic & Student AffairsDate
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