Graduate Course Proposal Form Submission Detail - SSE7700
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- Department and Contact Information
Tracking Number Date & Time Submitted 1977 2004-02-18 Department College Budget Account Number Secondary Education ED 172400000 Contact Person Phone Michael Berson 47917 firstname.lastname@example.org
- Course Information
Prefix Number Full Title SSE 7700 Social Science Curriculum and Instruction Issues Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? If repeatable, how many times? 0 Credit Hours Section Type Grading Option 4 C - Class Lecture (Primarily) R - Regular Abbreviated Title (30 characters maximum) Issues in Social Science Course Online? Percentage Online -
Admittance to the Social Science Ph.D. Program
This advanced graduate course investigates current trends and new directions in the social science curriculum, leading theories and practices related to instructional methodology, and implications of significant research and developments in the field.
A. Please briefly explain why it is necessary and/or desirable to add this course.
The course is an essential part of the Ph. D. in Secondary Education with an emphasis in Social Sciences Education. In addition, this advanced graduate course is needed because it provides the opportunity to investigate current trends and new directions
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
The course is an essential part of the Ph. D. in Secondary Education with an emphasis in Social Sciences Education.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
Doctorate in Social Science Education or Curriculum and Instruction.
- Other Course Information
Upon completion of this course, students will demonstrate the following:
Identify critical issues in contemporary social science education.
Examine historical documents that are important in understanding current issues.
Discuss the debates regarding the social science curriculum.
Discuss controversies associated with effective social science instructional methods and assessment.
Evaluate how current research informs the content and process of social science education.
Explore how social science teachers should be trained.
Discuss what directions is the field likely to take in the future.
B. Learning Outcomes
• Each student will submit four (4) critique essays on selected readings using the following analytical rubric:
I. The author’s analytical perspective and underlying assumptions (sometimes clearly and overtly expressed, oftentimes subtly implied)
II. The work’s central argument (the author’s main point or principal contention)
III. Key concepts (ideas fundamental to the argument)
IV. Reader’s evaluation of the work, including strengths, weaknesses, plausibility, and viability (your considered opinion of the work’s merit)
• In preparation for advanced investigations in social science education, students will begin a literature review on a curricular and/or instructional issue of interest to them.
• Presentations at professional conferences are an expected part of a social science educator/researcher’s responsibilities. A typical panel affords individuals 15 minutes to present their papers. In preparation for this professional activity, students will give an overview of their literature review project, summarize major findings, have a handout prepared for distribution, and field questions from colleagues.
• Discussion and participation are essential for a successful graduate seminar. Students are expected to be punctual, current with the course readings, and prepared to engage in discussion. As noted above, students are expected to provide a copy of each of their four critique essays for their colleagues. Additionally, each student will select one class session during which s/he will take primary responsibility for moderating and guiding discussion. Students are expected to formulate orienting questions designed to provoke thought and stimulate dialogue.
C. Major Topics
1. Introduction to social science education
2. The Social Science: How relevant is the Curriculum?
3. The Historical Development and Objectives of the Social Science Curriculum in Public Education
4. The Politics of Social Science Education: Contested Domains and Curriculum Frameworks in Curriculum Policy and Instructional Practice
5. Teaching History: National Standards, Universal Controversies
6. Molding the Good Citizen: The Formal Civics Curriculum v. Informal Citizenship Education
7. Social Science Textbooks: Publishers, Politics, and Profit
8. Diversity: Is social science the domain of multicultural/multiethnic science?
9. Global and International Perspectives in Social Science Education
10. Instructional Methods & Assessment: Accepted Practices, Controversial Methods
11. Social Science Teacher Training: What kind of preparation best ensures success — for future teachers as well as their students?
12. Social science education: Where have we been? Where are we going?
Johnson, Spencer. Who Moved My Cheese? NY: G.P. Putnam’s Sons, 1998.
Stanley, William R. (Ed.). Critical Issues in Social Science Research for the 21st Century. Greenwich, CT: Information Age Publishing, 2001.
Symcox, Linda. Whose History? NY: Teacher’s College Press, 2002.
E. Course Readings, Online Resources, and Other Purchases
F. Student Expectations/Requirements and Grading Policy
G. Assignments, Exams and Tests
H. Attendance Policy
I. Policy on Make-up Work
J. Program This Course Supports
- Course Concurrence Information