EDUC 2110 Investigating Critical and Contemporary Issues in Education
Credit Hours 3.0
Requirements See section 1310.50 for Learning Support and ESL placement information.
Description

This course engages students in observations, interactions, and analyses of critical and contemporary educational issues based on their historical and philosophical underpinnings. Students will investigate issues influencing the social and political contexts of educational settings in Georgia, including national and global perspectives. Against this backdrop, students will reflect on and interpret the meaning of education, schooling, and use of technology in a diverse culture and examine the moral and ethical responsibilities of teaching in a democracy. Students complete a 10 hour field placement and a criminal background check. A minimum grade of C is required for this course for an associate’s degree or for entry into teacher education programs.

EDUC 2120 Exploring Socio-Cultural Perspectives on Diversity in Educational Contexts
Credit Hours 3.0
Requirements See section 1310.50 for Learning Support and ESL placement information.
Description

Given the rapidly changing demographics in our state and country, this course is designed on 1) the nature and function of culture and social class in schooling; 2) ethical strategies for observing, analyzing, and comparing differences related to ethnicity, race, class, persons with exceptionalities, gender and sexual identity, religion, and language; 3) the influences of culture on learning, development, and pedagogy; 4) ways to develop a culturally responsive classroom. Students complete a 10 hour field placement and a criminal background check. A minimum grade of C is required for this course for an associate’s degree or for entry into teacher education programs.

EDUC 2130 Exploring Learning and Teaching
Credit Hours 3.0
Requirements See section 1310.50 for Learning Support and ESL placement information.
Description

This course is designed to provide the student with an overview of theories and research findings in the field of educational psychology with an emphasis on learning. Students will compare and contrast neurological research and various learning theories (e. g. , Behaviorism, Social Learning, Cognitive Learning, Constructivism, and Information Processing) as they apply to classroom practice. Attention will be paid to the role of individual differences in learning, including development, and on ways to promote learning for all students through effective use of instructional design, technology, academic language, and assessment. Students complete a 10 hour field placement and a criminal background check. A minimum grade of C is required for this course for an associate’s degree or for entry into teacher education programs.