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EDS 8815 Curriculum Design for a Changing World

College

College of Education

Section

OLA01

Term

2023SP

Class Time & Place

Asynchronous

Campus

Online

Course Description

This hands-on course will examine the historical and theoretical underpinnings of curriculum and instruction and their connection to school reform and school improvement initiatives across the nation. Completers will be able to demonstrate advanced ability to design, implement and evaluate viable curricula through an understanding of curriculum alignment, assessment, and instructional design. An examination of state and national curricula, the media, professional journals, and recommendations from various sources, i.e. think tanks, foundations, colleges and school systems will be the basis of the study. By relating experiences of others to the setting in which the class candidates are working, there will be realistic opportunities to consider and synthesize old and new knowledge of practices that will assist the candidate in becoming a more effective teacher, student advocate, and change agent in the area of curriculum development and implementation.

Credits

3

Instructor

Sarah E. Sumners, PhD

Email Address

ssumners@piedmont.edu

Office

Athens Campus, Room 206

Phone

706-548-8505 Ext. 8010

Office Hours

Monday: 5pm-7pm via appointment

Tuesday: 9am-1pm

Wednesday: 10am-1pm

Thursday: 10am-1pm

* Additional hours by Appointment

Textbooks and Class materials

Glatthorn, A., Boschee, F., & Whitehead, B. (2019). Curriculum leadership: Strategies for development and implementation (5th ed.). SAGE Publications.

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).

Supplemental readings will be required as needed throughout the course.

Student Learning Outcomes

Upon the completion of this course, students will be able to:

  1. Differentiate curricular planning to support all levels of student needs. 
  2. Evaluate technology, professional learning, and instructional resources to support best teaching practices. 
  3. Create environments that promote learning and are based on best practices and student performance data. 
  4. Analyze the political nature of the curriculum and the roles and responsibilities of curriculum stakeholders. 
  5. Analyze the various stages of curriculum implementation and curricular change across local, state, and national standards within subject areas. 
 

Educational Technology Requirements

  • Online/Hybrid

    Minimum technology requirements for online and hybrid courses may be found at the following URL:  https://www.piedmont.edu/academics/technology-requirements/.

    Active, weekly participation is required as a minimum standard to register attendance in an online or hybrid course. Logging onto a course, in the absence of active participation, is not sufficient to register attendance.

Grading Scale

To promote fair and consistent assessments, the following grading guidelines will be applied on the total points:

A 100% to 90%
B less than 90% to 80%
C less than 80% to 70%
D less than 70% to 60%
F less than 60% to 0

Grading System

10-Point Grading System

90 - 100 points A

80 - 89 points B

70 - 79 points C

60 - 69 points D

Below 60 points F

Course Outline/Schedule

REFLECTIONS/READING RESPONSES:  Write a response for the assigned readings as indicated at the end of the modules.  This reflection should include your new learning and how you plan to apply your learning to your current school situation.  I encourage you to use the Application Section at the end of each chapter as a focus.  As you approach each reflection/reading response always reference your book's author for all reflections and reading responses.  You are consulting and obtaining information from Glatthorn's text in this course.  Use appropriately as you document your sources.

DISCUSSIONS/PEER RESPONSES:  Respond to the discussion posts as indicated at the end of the modules.  Use appropriately This reflection should include your new learning and how you plan to apply your learning to your current school situation.  I encourage you to use the Application Section at the end of each chapter as a focus.  As you approach each discussion/peer response always reference Glatthorn's text.  Initial discussions must be posted on specific Thursdays at 11:59 pm.  Please provide meaningful responses which would enhance and benefit our class about the topic of concern.  Your responses should benefit your colleagues and their body of work.

MODULE 5 | MATERIALS REVIEW | TEXTBOOK/INSTRUCTIONAL MATERIALS REVIEW:  The assignment asks you to critique textbook/instructional materials review from.  During this asynchronous course, the process of resource adoption includes at a minimum:  planning, analyzing, and identifying what is most wanted in a textbook, methodically evaluating and selecting the materials that most closely match what is wanted, implementing (getting those who were not involved in the selection decision to accept and use the new materials effectively), and using a consensus building matrix to determine the ranking of the evaluation forms.  

Using the 5 samples, develop a process and a form for evaluating and evaluating and selecting instructional materials.  (Note that included with this assignment is determining the reading level of a textbook that is being used in a school district.  The Fry method or a computerized version can determine the reading level.)  The assignment will be scored as follows:  Form (5 points), Process (5 points), and use of APA and Conventions (5 points).  

MODULE 9 | FLAGSHIP PAPER ASSIGNMENT:  Review your school's most recent summative data (from the State Report Card, SLDS Dashboard, local assessment reports, etc.).  Analyze a specific grade band and a specific subject area.  Also, choose a specific grade level and subject.  Review the state standards, curriculum maps, pacing guides, textbooks, vertical/horizontal alignment documents, and any other curriculum resources available to your school for this subject area/grade level.  

Write a 5-7 page paper describing the need and what initial recommendations you would make to improve student academic achievement in this area.  Include data to support your recommendations.  Consider all possibilities for change including any curriculum recommendations (changes to curriculum maps, pacing guides, textbooks, and instructional resources), data analysis, professional development, and so on.  

The essay should be thoughtful and written from the point of view of a teacher-leader.  Some questions to respond to within the essay are:

  1. What does the data tell you?
  2. What are the strengths and weaknesses shown from the data?
  3. What gaps exist (SWD, Gifted, ESOL)?
  4. What type of professional learning would you design in response to your analysis of the data?
  5. How would you engage your fellow teachers in developing your recommendations?
  6. What assumptions can be made from the data about teaching and learning?
  7. Does the curriculum seem to be aligned with the materials used during instruction?
  8. What best practices need to be implemented?  What research exists to support your recommendations?

 

Your paper should be written in APA format (7th edition), and you should use a minimum of 5 scholarly resources (in addition to the resources noted above) to support your plan/recommendations.  

MODULE 15 | EDS PROGRAM OUTCOME REFLECTION AND FIELD EXPERIENCE REFLECTION

COURSE OUTLINE/SCHEDULE (See Canvas Course):  

Within the Canvas EDS 8815 Curriculum Design for a Changing World platform, your calendar, calendar agenda, and modules have full explanations for each lesson, online discussion, group activities, assigned groups for each group activity, and assignments.  

Social Justice Statement

All are welcome as we strive to learn together, regardless of ability status, affectional orientation, age, color, ethnicity, gender expression, gender identity, marital status, nationality, political ideology, race, religious beliefs, sex, sexual orientation, spiritual beliefs, socioeconomic status, or veteran status. It is important that professors and students all strive to maintain an environment (online and in-person) in which all individuals receive respect, acceptance, positive regard, and the opportunity to safely develop and exchange ideas. We must acknowledge diverse world views and celebrate our rich differences. As educators, our ability to respect, support, and celebrate our differences has a profound impact on our daily interactions with our students and our classrooms. To support a safe and welcoming environment in our classrooms, Piedmont University College of Education professors will seek to promote fairness, empowerment, and advocacy for each student.

Piedmont Policies

Non-Discrimination Policy: It is the policy of Piedmont University not to discriminate in its educational programs, activities, or employment on the basis of sex, gender identity, sexual orientation, physical or mental disability, pregnancy, race, age, religion, color, national or ethnic origin, veteran status, genetic information, or any other category protected by applicable federal, state, or local law.

Piedmont University adheres to the federal definition of a credit hour as an amount of work represented in intended learning outcomes and verified by evidence of student achievement. For the purposes of this definition, an instructional hour equates to direct instruction of 750 minutes for each credit hour awarded. The standard expectation for direct instruction classes is that students will spend a minimum of two hours outside the classroom for each hour spent in class, which is, 1500 minutes per credit hour awarded. Courses that are offered on a schedule other than the full 15-week semester contain the same number of hours as if the course were scheduled for a full semester. No reduction in direct instruction time or work time outside of class is permitted for courses offered in accelerated terms.

The Learning Center exists to help our students reach their various academic goals. The Learning Center offers academic support in all areas, including accounting, foreign languages, math, science, writing, and more. All tutors have excelled in the subjects that they help support and tutors are trained in the art of tutoring. Tutoring sessions and athletes in the Study Hall are monitored to provide the individualized attention our students need to achieve their personal best. We offer support by appointment in Starfish and walk-in availability is provided on a first come first served basis. For more information, please contact Oliver Howington ohowington@piedmont.edu or call 706-778-8500, ext. 1176 or visit: https://www.piedmont.edu/learning-center.

Piedmont University strives to make learning experiences accessible to all participants and will provide reasonable accommodations for students with disabilities. If you experience difficulties, based on the impact of a disability or health condition, please contact the Office of Accessibility, Resources, and Services (OARS) to initiate a conversation with our Director of Compliance, Equity, and Inclusion, Courtney Snow, about your options. Please know that accommodations are not retroactive, so avoid any delays. Contact Courtney Snow. at csnow@piedmont.edu or 706-778-8500, ext. 1504, or visit Daniel 303 Suite D. To request accommodations (academic, dietary, housing, or emotional support animals) please click the link below and use your Piedmont email and password: https://piedmont-accommodate.symplicity.com/public_accommodation/. If you are already receiving accommodations and need to update your memo or information, please click the link below and use your Piedmont email and password: https://piedmont-accommodate.symplicity.com/students

Statement on Academic Integrity: Students must be familiar with the university academic integrity policy. Plagiarism and other violations of this policy will not be tolerated. Instructors must send any academic integrity concerns directly to the dean who is responsible for the discipline in which the course is taught. See catalog at https://piedmont.smartcatalogiq.com/ for complete policy.

Directives on Completion of Student Work: Course activities designated as quizzes, tests and exams are always to be completed by a student individually and without assistance from other people or resources UNLESS permission for collaboration or the use of external resources is explicitly permitted by the course professor(s). Hence all quizzes, tests and exams are to be considered closed-book/closed-notes and closed-internet (e.g., Google searches). Artificial intelligence apps are also banned on quizzes, tests and exams unless explicitly permitted by the course professor(s).

Student Email Policy: All Piedmont University students are required to use their Piedmont Lions email account (see Catalog at https://piedmont.smartcatalogiq.com/ for complete policy). Since the Lions account is an official communications channel of the university, students are responsible for all information distributed to them through their account. Students are expected to check it daily.

Withdrawal Policy: Within the first several days of a term, students may add and drop courses with the permission of their advisor. The ranges for drop/add vary depending on the term (Fall, Spring, or Summer) and duration of the class (8 week or 15 week). Students should check the academic calendar for specific information. After this time, students may withdraw from a class. Please refer to the university catalog at https://piedmont.smartcatalogiq.com/ for the particulars regarding the withdrawal policy.

Excused Absence Policy: Student absences for university-sanctioned events are generally considered excused absences because they are supportive of the university program. However, there are exceptions to the policy as noted in the University catalog. When absences are excused, instructors must allow students to make up any work that has been missed. Students are responsible for notifying their instructors, in advance, about absences from class due to participation in university-sanctioned events. See full policy in the University catalog at https://piedmont.smartcatalogiq.com/.

Starfish®: We Care About Your Success! We have partnered with Starfish Retention Solution, creating a platform for communication and resources focused on supporting your efforts throughout your educational journey. During the semester you may receive emails or texts from Starfish® regarding your course grades or academic performance. Please pay attention to these communications and consider taking the recommended actions. They are sent to help you be successful. In addition, your instructor may: (1) request that you schedule an appointment by going to Starfish, or (2) recommend that you contact a specific campus resource, such as tutoring or counseling. You may also be contacted directly by one of these services. You can quickly connect to many resources using Starfish. We hope you will choose to use the tool to support your success. You may access Starfish at https://piedmont.starfishsolutions.com/starfish-ops/support/login.html?tenantId=9379.

Piedmont University Library is dedicated to the success of our on- and off-campus students. The Library's website (https://library.piedmont.edu/home) offers the fastest, simplest solution to finding the authoritative sources you need: journal citations and full-text articles, access to books and eBooks, study guides, encyclopedias, streaming video, and more. Overwhelmed? Need help navigating? No problem: speedy assistance is available via chat or email with the Ask a Librarian service.