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Faculty Association |
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March 7, 2013 |
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| Agenda Item# 5- FA 13-12: Submitted by the Academic Programs Committee |
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College of Education and Human Services |
(Graduate) |
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| Log Number: 201208-58 |
Childhood Education, Literacy, & TESOL – Graduate |
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| Change a degree-major-concentration of an existing program |
Master of Education - Elementary Education Major Literacy Concentration |
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| Summary of the Changes: |
The graduate literacy concentration has had very little change to the course offerings since before 2000. The field of literacy education however has undergone many changes during this time. There is a need to update the course offerings to keep current with the field of literacy education.
The following changes are being proposed:
1. Change wording of prerequisites to include the words “Be eligible for or hold a teaching certificate.”
Add this as addition prerequisites:
2. Have successfully completed one of the following:
a. 2011 Revised Florida Reading Competencies 1-4
b. Florida Reading Competencies 1-5 (prior to 2011 version)
c. Have 12 credit hours in reading/literacy with evidence of covering indicators of the 2011 Revised Florida Reading Competencies 1-4.
3. Have taken a general assessment course at either the undergraduate or graduate level such as EDF4444 Assessment of Learn/Behavior or EDF 6442 Assessment in the Curriculum.
4. Change major requirement hours from 30 to 18
5. Move RED 6000 3Credits hours Lang and Cognit Found for Reading from Required Courses to Electives
6. Remove RED 6656 3Credits hours Advanced Foundations of Reading
7. Change the title of RED 6546 3Credits hours Diagnosis of Reading Disabilities to Literacy Difficulties
8. Remove RED 6548 Remediation of Reading Disabilities
9. Add new course RED 6XXX 3Credits hours Literacy Coaching
10.Change EDF 6442 3Credits hours as a required course to an elective course
11. Add EEC 6205 3Credits hours C and I in Early Childhood Ed as a choice in Major Requirements
12. Add 9 Semester Credit hours of Electives
13. Add the following Electives (RED 6XXX numbers are being created in this APC):
EDE 6205 3Credits hours Teaching All Children
EEC 6611 3Credits hours Early Childhood Education
EME 6 XXX 3Credits hours Technology and Literacy
RED 6 XXX 3Credits hours Motivating Reluctant Readers
RED 6 XXX 3Credits hours Literacy through Storytelling
RED 6XXX 3Credits hours Teaching Critical Literacy
RED 6 XXX 3Credits hours Teaching New Literacies
RED 6 XXX 3Credits hours Literacy Research and Issues
RED 6XXX 3Credits hours Building Literacy Through Play
RED 6000 3Credits hours Lang and Cognit Found for Reading
Total number of hours stays the same at 36 Credit Hours
(Click here to view the Program of study)
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| Change an existing course |
Diagnosis Reading Disabilities |
RED |
Graduate (6xxx) |
546 |
Change title of RED6546 (Diagnosis Reading Disabilities) to RED6546 (Literacy Difficulties). This title reflects current practice better than the old title.
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| Add a new course |
Motivating Reluctant Readers
(3 crs) |
RED |
Graduate (6xxx) |
XXX |
Prerequisites:
None
Co-requisites:
None
Course Description:
This course focuses on understanding the importance of motivation when teaching reluctant readers and exploring motivation theories and constructs. Additionally, this course will address how teachers can implement practices that support motivation in elementary and secondary classrooms. Topics will include exploring definitions of “reluctant readers,” creating contexts for motivation, using rewards to motivate reluctant readers, and discovering books that can motivate reluctant readers to want to read.
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| Add a new course |
Teaching Literacy through Storytelling (3 crs) |
RED |
Graduate (6xxx) |
XXX |
Prerequisites:
None
Co-requisites:
None
Course Description:
The course focuses on teaching literacy Pre-K-12 through storytelling. It is a study and application of narrative and performance for developing speaking, listening, reading, and writing skills.
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| Add a new course |
Teaching Critical Literacy (3 crs) |
RED |
Graduate (6xxx) |
XXX |
Prerequisites:
None
Co-requisites:
None
Course Description:
With a focus on empowering both teachers and students to better understand a more media-rich, textually diverse literacy climate, this course will explore the theory and the rationale for teaching critical literacy in modern classrooms. Along with learning the theory and rationale for why critical literacy pedagogy is critical in a more media-rich, textually diverse literacy climate, this course will also address how teachers can begin to implement critical literacy theory in their own classrooms.
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| Add a new course |
Teaching New Literacies (3 crs) |
RED |
Graduate (6xxx) |
XXX |
Prerequisites:
None
Co-requisites:
None
Course Description:
Because we are living and teaching during the greatest literacy communication of all-time our teaching must keep pace with the various ways in which we communicate both in-and-out of school. This course will introduce and define why it is critical that we teach new literacies during the 21st century. This course will also introduce students to preparation of appropriate new literacy instructional planning and implementation.
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| Add a new course |
Research, Issues and Trends in Literacy (3 crs) |
RED |
Graduate (6xxx) |
XXX |
Prerequisites:
None
Co-requisites:
None
Course Description:
This course reviews significant research in literacy and its effect on literacy practices in schools. Participants learn to critically analyze literacy/reading research, review and compare trends in development of materials, approaches and reading programs. Special attention will be given to policies and public opinion that have impacted literacy practices in contrast to research evidence and why this has occurred.
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| Add a new course |
Building Literacy through Play
(3 crs) |
RED |
Graduate (6xxx) |
XXX |
Prerequisites:
None
Co-requisites:
None
Course Description:
This course focuses on the value of play on literacy learning for early childhood through the intermediate grades. Theory, research, and methods for teaching language and literacy through play and interdisciplinary learning will be covered. Topics will include intentionality, differentiation, critical literacy, and culturally and developmentally appropriate standards-based creative arts integrated learning experiences for all students.
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| Log Number: 201208-71 |
Leadership, School Counseling, & Sport Management – Graduate |
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| Change a degree-major-concentration of an existing program |
| Master of Education - Counselor Education Major School Counseling Concentration |
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Summary of the Changes: |
The rationale for these changes are to satisfy the requirements for both the Department of Education and the Counsel for Accreditation of Counseling and Related Educational Programs (CACREP). A summary of the changes are as follows: Add two pre-requisite courses (TSL 6700 ESOL for School Counselors and RED 3333 Content Area Reading)for those students who have not completed, prior to entering the program, the state ESOL and Reading requirements. Change two existing course titles (EDF6495, Research in Counseling to EDF6495, Research and Assessment in School Counseling; MHS6530, Group Leadership Skills for School Counseling to MHS6530, Group Work for School Counseling) and course descriptions to better align the standards with the most updated CACREP standards. Add three new 1 credit hour courses (SDS6xxx, Supervised Field Experiences I, SDS6xxx, Supervised Field Experiences II, and SDS6xxx, Crisis/Disaster Management) to meet CACREP standards. The total number of credits remain 48.
(Click here to view the Program of study)
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| Change an existing course |
Research in Counseling |
EDF |
Graduate (6xxx) |
495 |
The rationale for changing the course title and description is to better align with the most updated Council for Accreditation of Counseling and Related Educational Programs (CACREP) standards. The proposed title change is from EDF 6495,Research in Counseling to EDF 6495, Research and Assessment in School Counseling. We are also proposing a change in the course description:
New Course Description:
This course provides an overview of the fundamental concepts related to designing, conducting, analyzing, and reporting educational research and assessment. It will include the study of standardized and projective instruments for testing of individuals in areas such as intelligence, aptitudes, personality and motivation and consider current issues in educational assessment.
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| Change an existing course |
Counseling Children/Adolescent |
MHS |
Graduate (6xxx) |
421 |
We are proposing to remove the prerequisites MHS 6482 Person/Life Span Development, MHS 6066 Introduction to the Counseling Process and MHS 6400 Individual Counseling. Those courses are no longer taught.
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| Change an existing course |
Grp Lead Skls for Sch Counsel |
MHS |
Graduate (6xxx) |
530 |
The rationale for changing the course description is to better align with the most updated Council for Accreditation of Counseling and Related Educational Programs standards. We are proposing to change the name from MHS 6530 Group Leadership Skills for School Counselors to MHS 6530 Group Work for School Counseling. We also propose a course description change:
New Course Description:
This course provides theoretical and experiential understandings of group types, purpose, development, dynamics, theories, methods, skills, and group approaches in educational settings.
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| Add a new course |
Supervised Field Experiences I
(1 cr) |
SDS |
Graduate (6xxx) |
XXX |
Prerequisites:
None
Co-requisites:
"SDS6940: Practicum in School Counseling"
Course Description:
This course is designed to provide school counseling candidates ongoing guidance, support, and instruction pertaining to the roles, functions, and skills of a school counselor during their first field experience. Emphasis will be on student-focused and system-focused issues that the school counseling candidates address during field experience. Candidates will meet for one hour per week with a professional school counseling supervisor.
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| Add a new course |
Supervised Field Experiences II (1 cr) |
SDS |
Graduate (6xxx) |
XXX |
Prerequisites:
None
Co-requisites:
"SDS6832: Internship: Career Advising"
Course Description:
This course is designed to provide school counseling candidates ongoing guidance, support, and instruction pertaining to the roles, functions, and skills of a school counselor during the second field experience. Emphasis will be on career, postsecondary planning, and academic issues that the school counseling candidates address during field experience. Candidates will meet for one hour per week with a professional school counseling supervisor.
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| Add a new course |
Crisis/Disaster Management
(1 cr) |
SDS |
Graduate (6xxx) |
XXX |
Prerequisites:
None
Co-requisites:
None
Course Description:
This course is designed to explore student behavior that results in violent and aggressive actions. The development of violent tendencies is examined, including the medical/biological, psychological and social theories of aggression and violence. Candidates explore the current approaches to intervention with at-risk students, and discuss prevention strategies that can be implemented in regular, special education and inclusion classes in order to minimize the risk of violence. The legal issues involved are presented to help candidates understand the role of school personnel in minimizing risk to students and staff, and also intervening with those students in regular, special education and inclusion classes who are at-risk for violent and aggressive behavior. As part of the curriculum, each participant will develop a Crisis Intervention and Prevention Plan as a potential model that can be implemented within a school district/building.
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