2022 cycle
https://calstatela.curriculog.com/proposal:9300/form
C1. Fit with the Institutional Mission / Institutional Learning Outcomes (ILO)
Please see attached “EDFN ILO alignment” document.
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EDFN PLOs
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Alignment with ILOs & CCOE framework
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PLO 1. Students produce graduate-level writing using a variety of formats from the social sciences and humanities, including written summaries, reflections, personal narratives, literature reviews, research reports, and other forms of analytical writing.
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ILO 1. Knowledge: Mastery of content and processes of inquiry.
ILO 2. Proficiency: Intellectual skills.
ILO 3. Place and Community: Urban and global mission.
ILO 4. Transformation: Integrative learning.
CCOE: Collaboration
CCOE: Educational Equity, Diversity
CCOE: Reflective Practice
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PLO 2. Students demonstrate content knowledge constitutive of the field of Educational Foundations through writing assignments, oral presentations, and dialogue with others that draw upon extensive reading and interaction with various forms of media.
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ILO 1. Knowledge: Mastery of content and processes of inquiry.
ILO 2. Proficiency: Intellectual skills.
ILO 3. Place and Community: Urban and global mission.
ILO 4. Transformation: Integrative learning.
CCOE: Collaboration
CCOE: Educational Equity, Diversity
CCOE: Reflective Practice
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PLO 3. Students interpret and discuss contemporary and historical issues relevant to urban schooling, their own experiences with schooling, and educational equity using theories, concepts, ideas, and evidence from research and data sources relevant to the field of Educational Foundations.
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ILO 1. Knowledge: Mastery of content and processes of inquiry.
ILO 2. Proficiency: Intellectual skills.
ILO 3. Place and Community: Urban and global mission.
ILO 4. Transformation: Integrative learning.
CCOE: Collaboration
CCOE: Educational Equity, Diversity
CCOE: Reflective Practice
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PLO 4. Students develop and articulate normative stances on issues relevant to urban schooling or educational equity informed by theories, concepts, ideas, their own experiences with schooling, and evidence from research and data sources relevant to the field of Educational Foundations.
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ILO 1. Knowledge: Mastery of content and processes of inquiry.
ILO 2. Proficiency: Intellectual skills.
ILO 3. Place and Community: Urban and global mission.
ILO 4. Transformation: Integrative learning.
CCOE: Collaboration
CCOE: Educational Equity, Diversity
CCOE: Reflective Practice
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PLO 5. Students critique contemporary issues relevant to urban schooling, their own experiences with schooling, and/or educational equity using theories, concepts, ideas, and evidence from research and data sources relevant to the field of Educational Foundations and propose alternatives.
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ILO 1. Knowledge: Mastery of content and processes of inquiry.
ILO 2. Proficiency: Intellectual skills.
ILO 3. Place and Community: Urban and global mission.
ILO 4. Transformation: Integrative learning.
CCOE: Collaboration
CCOE: Educational Equity, Diversity
CCOE: Reflective Practice
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PLO 6. Students evaluate and synthesize educational research that incorporates various epistemological and methodological approaches.
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ILO 1. Knowledge: Mastery of content and processes of inquiry.
ILO 2. Proficiency: Intellectual skills.
CCOE: Data-driven decisions
CCOE: Technology-driven
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PLO 7. Students demonstrate skills in the design and proposal of qualitative research studies to explore educational topics.
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ILO 1. Knowledge: Mastery of content and processes of inquiry.
ILO 2. Proficiency: Intellectual skills.
CCOE: Data-driven decisions
CCOE: Reflective Practice
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C2. Program Learning Outcomes (PLOs)
PLO 1. Students produce graduate-level writing using a variety of formats from the social sciences and humanities, including written summaries, reflections, personal narratives, literature reviews, research reports, and other forms of analytical writing.
PLO 2. Students demonstrate content knowledge constitutive of the field of Educational Foundations through writing assignments, oral presentations, and dialogue with others that draw upon extensive reading and interaction with various forms of media.
PLO 3. Students interpret and discuss contemporary and historical issues relevant to urban schooling, their own experiences with schooling, and educational equity using theories, concepts, ideas, and evidence from research and data sources relevant to the field of Educational Foundations.
PLO 4. Students develop and articulate normative stances on issues relevant to urban schooling or educational equity informed by theories, concepts, ideas, their own experiences with schooling, and evidence from research and data sources relevant to the field of Educational Foundations.
PLO 5. Students critique contemporary issues relevant to urban schooling, their own experiences with schooling, and/or educational equity using theories, concepts, ideas, and evidence from research and data sources relevant to the field of Educational Foundations and propose alternatives.
PLO 6. Students evaluate and synthesize educational research that incorporates various epistemological and methodological approaches.
PLO 7. Students demonstrate skills in the design and proposal of qualitative research studies to explore educational topics
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