Course Description
Future educators will understand how opportunities, access, and engagement intersect to contribute to P-12 student success. Educators will explore key aspects of learning and teaching, reflect on their own learning processes and those of others, and apply their knowledge to equitably meet the diverse learning needs of P-12 students in a variety of educational settings and contexts.
Athena Title
Explore Learning and Teaching
Equivalent Courses
Not open to students with credit in EPSY 2130H, EDUC 2130, EPSY 2130
Non-Traditional Format
This course will be taught 95% or more online.
Semester Course Offered
Offered fall, spring and summer
Grading System
A - F (Traditional)
Course Objectives
USG General Area F Learning Outcomes (Approved November 8, 2021) Upon completion of Area F, students will demonstrate: 1. an introductory collegiate-level understanding of key concepts and theories in learning and development; 2. an introductory collegiate-level knowledge of the nature and function of diversity, equity, inclusion, and social justice in schooling; 3. an introductory collegiate-level knowledge of key concepts and theories in content areas related to the subject(s) of study; 4. an ability to observe and critically reflect on school trends, policies, and practices; and 5. reflective writing and critical thinking within the context of educator preparation. Course Objectives: Objective 1: Future educators will demonstrate an understanding of the psychology of behavior and how to apply positive interventions and supports, along with restorative practices. Objective 2: Future educators will identify the psychological foundations of inequity and how students’ needs and relationships help explain student behavior and engagement in learning settings. Objective 3: Future educators will articulate a functional understanding of the psychology of motivation, identify ways to connect instruction to learners’ interests, develop learners' self-regulation and persistence in educational settings, and promote academic and social growth. Objective 4: Future educators will reflect on their own implicit biases and demonstrate an understanding of culturally responsive practices that support the cognitive, social, emotional, and physical development of children and adolescents. Objective 5: Future educators will identify and reflect upon factors of high-quality planning, instruction, and assessment as 1) founded in cognitive development theory; and 2) designed with multiple means of student engagement, representation of learning, and through various learning modalities.
Topical Outline
I. Major learning theories, including Behaviorism, Information processing and neuroscience, Piagetian and Vygotksian theory II. Motivation theory III. Sources and effects of student diversity in learning needs and preferences IV. Developmental aspects of learning V. Outside environmental influences on learners, including culture, family structure and background, home language, SES, and peers VI. Effects of teacher beliefs and expectations on learners, including the need to avoid bias and stereotyping VII. Elements of effective educational environments for all learners, including teacher/student and student/student relationships and classroom management
Syllabus