At all USG institutions, EDUC 2120 syllabi should include AREA F Required Learning Outcomes listed below. The list of EDUC 2120 Extended Learning Outcomes has been generated by faculty representing institutions across the state and is recommended. Faculty may add additional learning outcomes if they choose.

EDUC 2120 - AREA F Required Learning Outcomes:
(1) Demonstrate an introductory collegiate-level knowledge of the nature and function of diversity, equity, inclusion, and social justice in schooling.
(2) Demonstrate an ability to observe and critically reflect on school trends, policies, and practices.
(3) Demonstrate reflective writing and critical thinking within the context of educator preparation.

EDUC 2120 - Extended Learning Outcomes:
(1) Describe how students’ diverse identities (race, ethnicity, gender, class, language, ability, sexual orientation, culture, etc.) influence the practices of teaching, learning, assessment, and academic success.
(2) Assess implicit bias.
(3) Evaluate how implicit bias both negatively impacts classroom practices and is used to create inclusive and equitable educational opportunities.
(4) Identify and critique deficit narratives in relation to equitable teaching and learning.
(5) Identify ethical considerations used to observe, analyze, and compare student, teacher, and administrator differences related to race, ethnicity, class, abilities, sexual orientation, language, etc.
(6) Describe and compare historical and philosophical movements, policies, and practices that have shaped the experiences of diverse populations within U.S. schools.
(7) Identify and critique the sociological, philosophical, and historical underpinnings of prejudice, discrimination, and institutional inequities as they relate to current educational policy and practice.
(8) Describe and critique if and how power operates in relation to pedagogy, school culture, student interactions, and curricula (including explicit, implicit, hidden, extra, null, etc.).
(9) Research and identify the historical and contemporary demographics of the field of teaching.
(10) Compare and contrast culturally sustaining and linguistically responsive pedagogy.
(11) Identify diverse cultural and linguistic assets students bring to schools.
(12) Describe historical instances of institutional racism, sexism, homophobia, and classism.
(13) Identify and explain how diverse learners’ knowledge is mediated by social, cultural, and historical factors.

I. The complexities of understanding the human as cultural being, as well as 
elements of culture. 
II. The development of culturally influenced cognition, interactional styles, 
language and communication.
III. The socio-cultural contexts of families and communities.
IV. The impact of instruction on participant observation.
V. The socio-cultural influences on learning.
VI. An awareness of culturally responsive pedagogies.
VII. The effects of policy and practice on culture, race, social class, persons 
with disabilities, gender, sexual orientation, and other categories of diversity.
VIII. The issues of equity in education: testing, tracking, disciplinary policies, 
and special education placement.
IX. The history of prejudice, discrimination and racism in U.S. and current 
educational implications.
X. The issues of cultural diversity and influences on teaching and learning.
XI. Participate in 20 hours of required field experience.