Agenda Item FA 07-32

Submitted by the Academic Programs Committee

(Foundations & Secondary Education, Leadership, Counseling, & Instructional Technology, Exceptional Student and Deaf Education):

New Courses, Course Changes, & Programs of Study (36 items)

09/06/07: Passed

09/12/07: Approved

College of Education and Human Services

 

 

Undergraduate- Foundations & Secondary Education  

 
06/07-281
APC 1
PET 3XXX

 Fitness Education for Children and Adolescents (3 cr)

Prerequisites:  

None

Corequisites:   None
Course Description:
The course involves a study of developmentally appropriate content and methods used to teach fitness knowledge and develop/assess health-related physical fitness in schools and youth agencies. No new faculty or additional resources are required for this course.
 
06/07-282
APC 1
PET 3XXX

  Curriculum & Methods in K-12 & Adapted
  Physical Education
 (3 cr hrs) 

Prerequisites:   None
Corequisites:   None
Course Description:
The course involves a study of planning curriculum and providing instruction in K-12 physical education and adapted physical education programs. No new faculty or additional resources are required for this course.
 
06/07-283
APC 1
PEO 3XXX

  Teaching Movement Skills to Children  (3 cr hrs)

Prerequisites:   None
Corequisites:   None
Course Description:
The course involves a study of developmentally appropriate content and methods used to teach fundamental movement skills plus game, body management, and rhythm/dance activities to children in schools and youth agencies. No new faculty or additional resources are required for this course.
 
06/07-284
APC 1
PEO 3XXX

  Teaching Sport Skills to Adolescents  (3 cr hrs)

Prerequisites:   None
Corequisites:   None
Course Description:
The course involves a study of developmentally appropriate content and methods used to teach skills, learning activities, and strategies for team, individual, and dual sports to adolescents in schools and youth agencies. No new faculty or additional resources are required for this course.
 
06/07-285
APC 3 

  BAE: Physical Education Major

Summary of the Changes:
In the lower division physical education program of study, change the degree program to be in alignment with state common prerequisites. Please see summary of requested action and comparison of old lower division program of study to new lower division program of study for physical education.
In the upper division physical education program of study, faculty are seeking to improve alignment with national/state physical education standards and promote collaboration with the Brooks College of Health (BCH). (Changes would be effective 1/08.) Please see summary of requested action and comparison of old upper division program of study to new lower division program of study for physical education.
  -Remove eight existing physical education courses as requirements - 23 hrs ("not" terminated and will remain in the UNF catalog)
  -Add four new physical education courses as requirements - 12 hrs
  PET 3XXX Curriculum & Methods in K-12 & Adapted Physical Education (3 credit hours)
  PEO 3XXX Teaching Movement Skills to Children (3 credit hours)
  PEO 3XXX Teaching Sport Skills to Adolescents (3 credit hours)
  PET 3XXX Fitness Education for Children and Adolescents (3 credit hours)
  -Add one course - PET 2XXX Introduction to Physiology of Exercise (3 cr) as a foundations cours. [This course will be proposed during 2007-08 by the Brooks College of Health. The course number is expected to become PET 2351C as a result of state numbering system.]
  -Add the requirement of a physical education course elective - 1 hr., and,
  -Add the requirement of three BCH health courses as electives- 9 hrs.
click here to view the program of study
06/07-345
APC 3 

  Master of Education- Secondary Education Major
  Science Teacher Education Track

Summary of the Changes:
  The Science Teacher Education track, although inactive in the COEHS for numerous years, is still listed on the SUS Degree Program Inventory. In preparation for SACS accreditation, the program faculty request this program be terminated as the department is currently serving science teachers with the Professional Education track in the Master of Education degree program.
Note: There is no extant program of study to attach. This track is not in the graduate catalog and has no enrolled students. It is inactive.
06/07-346
APC 3 

  Master of Education- Secondary Education Major
Mathematics Teacher Education Track

Summary of the Changes:
  The Mathematics Teacher Education track, although inactive in the COEHS for numerous years, is still listed on the SUS Degree Program Inventory. In preparation for SACS accreditation, the program faculty request this program be terminated as the department is currently serving mathematics teachers with the Professional Education track in the Master of Education degree program.
Note: There is no extant program of study to attach. This track is not in the graduate catalog and has no enrolled students. It is inactive.
 
 

 Graduate - Leadership, Counseling, & Instructional Technology

06/07-338
APC 1
MHS 6XXX

 Pre-Practicum in Mental Health Counseling

Prerequisites:   None
Corequisites:   None
Course Description:
This is an academic and training experience designed to promote students' acquisition and development of specific skills in verbal and nonverbal communication and human relations.Students will learn fundamental skills in active listening, reflecting content, responding empathetically, as well as advanced skills such as reframing, confrontation and interpretation. Students will also learn how to identify clients' issues and apply appropriate counseling strategies. No new faculty or additional resources are required for this course.
 
06/07-339
APC 1
RED 6XXX

 Adv Reading Assessment/ Implementation of  Reading  Programs (3 cr hrs)

Prerequisites:   None
Corequisites:   None
Course Description:
This course will focus upon the administration and interpretation of instructional assessments with instructional strategies and materials based upon scientifically based reading research for the prevention and remediation of reading difficulties. Students will be taught knowledge and skills to implement school reading programs based upon evaluations using a variety of assessments measuring student achievement, teacher effectiveness and scientifically-based reading research. Specifically, students will learn how to select research-supported reading materials and strategies designed to impact student achievement. They will learn techniques and procedures for maintaining assessment driven classroom and school-wide reading programs. No new faculty or additional resources are required for this course.
06/07-340
APC 2
SDS 6832

  Internship: Career Advising, Appraisal, Advocacy

The content for this course will remain the same. However, students will complete 300 clock hours of internship instead of the current requirement of 150 clock hours. Internship hours totaling 150 will be shifted to this internship from SDS 6831: "Internship: Management of Resources & Data Analysis". The Council for Accreditation for Counseling and Related Educational Programs, our national accrediting body, would like all internship hours to occur after practicum. This change will accomplish this goal.
06/07-341
APC 2
SDS 6831

Internship: Management of Resources &
Data Analysis

 The content for this course will remain the same. Student will still be afforded the opportunity to visit approximately 18 agencies within the community and learn about how to access their services for students in schools. However, the program will no longer be able to give students 150 clock hours of internship credit toward the course activities. The 150 clock hours will be shifted to SDS 6832: Internship in Career Advising, Appraisal, Advocacy. The Council for Accreditation of Counseling and Related Educational Programs, our national accrediting body, would like all internship hours to occur after the practicum. This change will accomplish this goal. Also, the title will change by deleting the word "internship" from the course title and catalog description.
New Course Description:
The course offers students and in-depth supervised experience in schools practicing management of resources and data analysis. Omit the word "internship" from the catalog course description.

06/07-342
APC 2
MHS 6201  

Appraisal Procedures in Mental
Health Counseling

 A revision of course title from "Appraisal Procedures in Mental Health Counseling" to "Assessment in Counseling" is requested. A change in course title is needed because a) faculty in both counseling tracks agreed to offer a combined/joint course in testing and assessment. Therefore, deleting the descriptor "mental health" is necessary, and b) the term "appraisal procedures" should be changed to "assessment" to reflect recent changes in CACREP classification/language.
 
 06/07-343
APC 3 

Masters in Education-Counselor Education Major
School Counseling Track

Summary of the Changes:
  The program of study for the School Counseling track requires modification in order to attend to recommendations articulated in the 2006 Council for Accreditation for Counseling and Related Educational Programs (CACREP) report submitted following review of the UNF Counselor Education Program. The required modifications to major requirements are:
  a) MHS 6006: "Introduction to Counseling" will be replaced with MHS 6407: "Theories of Counseling" (3.0) (formerly Theories of Personality & Counseling).
  b) SDS 6832 (3.0) will be changed from 150 clock hours to 300 clock hours. Rationale: 150 internship hours will be shifted from SDS 6831 to SDS 6832. The Council for Accreditation for Counseling and Related Educational Programs, our accrediting body, would like all internship hours to happen after practicum. This change will accomplish this goal.
  c) The word "internship" will be removed from SDS 6831 to reflect the deletion of internship clock hours from the course. The new title will be
  SDS 6831: "Management of Resources & Data Analysis."
  d) Revise course title from MHS 6201: "Appraisal Procedures in Mental Health Counseling" (3.0) to MHS 6201: "Assessment in Counseling" (3.0).
  e) Remove EDF 6480: "Foundation of Educational Research" from the Program of Study and replace with EDF 6XXX: "Research in Counseling."
  Rationale: The course covers in-depth a broader range of counseling theories as suggested by The Council for Accreditation of Counseling and Related Educational Programs, the national accrediting body.
  f) Remove RED 6656: "Advanced Foundations of Reading" from the Program of Study as a pre-requisite. Rationale: Students meet the state of Florida requirement through their internship hours, thus RED 6656 is not needed
  g) Add a statement to the Program of Study noting a requirement that students must pass the Florida Teacher Certification Exam to successfully complete the program. Rationale: This meets state of Florida guidelines for educators.
click here to view the program of study
 
06/07-344
APC 3

Master of Education- Educational Leadership Major
Educational Technology Track

Summary of the Changes:
  A new track in Educational Technology Leadership will serve the needs of administrators and educators in K-Adult, corporate, community agency, and military settings who seek preparation as leaders in the effective application of technology for teaching and learning. This program will update the educational technology specialization to reflect the leadership skills specified in current national standards and practice.
  Students previously specializing in educational technology in the College of Education and Human Services have had to choose a track in either elementary or secondary education. This has ill served those seeking educational technology leadership careers in school districts, post-secondary institutions, and corporate or community settings.
  The proposed new track consists of 13 courses drawn from the existing course inventory in the College of Education and Human Services. The program is 39 credit hours as are the other tracks in the Educational Leadership major.
  Instructional technology specialization will continue to be available to Childhood Education or Secondary.
click here to view the program of study
06/07-347
APC 3

Master in Education- Counselor Education Major
Mental Health Counseling Track

Summary of the Changes:
  The program of study for the Mental Health Counseling Program requires modification in order to attend to recommendations articulated in the 2006 Council for Accreditation for Counseling and Related Educational Programs (CACREP) report submitted following review of the UNF Counselor Education Program. Suggested modifications include:
  a) Deliver theories of counseling in a stand alone course titled MHS 6407 Theories of Counseling (3.0) instead of theory instruction spread throughout multiple courses. Mental Health faculty revised two courses in order to meet the CACREP mandate.
  b) MHS 6006: "Introduction to Counseling (3.0) is retained but no longer a required course and MHS 6XXX Pre-Practicum in Mental Health Counseling replaces MHS 6006 (3.0) as a required program course in the suggested program of study delineated by the recent CACREP site review.
  c) Revise course title from MHS 6201 "Appraisal Procedures in Mental Health Counseling" (3.0) to MHS 6201: "Assessment in Counseling" (3.0).
click here to view the program of study
06/07-348
APC 3

Master of Education-Elementary Education Major
Reading (K-12) Add-On Certification Track

Summary of the Changes:
  We propose to change the title of the current track of " Reading (K-12) Add-on Certification" to "Literacy". Literacy is a more accurate description at this time.
  Florida Department of Education has changed the reading certification requirements. We propose to add two courses to the "Literacy" Track to meet the competencies required by the state. (1) RED 6000 Language and Cognitive Foundations for Reading (3credit hrs.) will be added to the track requirements. (2) A new course (APC 1 included) RED 6XXX Adv Reading Assessmnt/Implmntn Reading Programs (3 credit hours) will be added to the track as the required culminating course. Currently the culminating experience is 6 credit hours and we propose to change that to 3 credit hours to match the hours in the new course RED 6XXX Adv Reading Assessmnt/Implmntn Reading Programs . Also we propose to remove EDG 6356 3.0 Gen Ed Comp:Mod Tch from the Track requirements. The total track hours changes from 39 credit hours to 36 credit hours.
click here to view the program of study
 
 Undergraduate - Exceptional Student and Deaf Education
06/07-349
APC 1
 ??? 4XXX

  Research in Interpreting  (3 cr hrs)

Prerequisites:  

None

Corequisites:   None
Course Description:
This course introduces students to both current research in the field of interpreting and conceptualizing research projects in topic areas of personal interest. Students are mentored through problem identification, research design, literature review, instrument construction, data collection and analysis. The goal of the course is to demonstrate to students the benefit of active research in their pursuit of excellence as interpreters. Research projects may lead to manuscript preparation, publication and presentation. No new faculty or additional resources are required for this course.
06/07-350
APC 1
??? 3XXX

  Service Learning with Deaf Children  (2 cr hrs)

Prerequisites:  

None

Corequisites:    None
Course Description:
This course will make valuable connections between your academic preparation as an interpreter and your development of an awareness for those in the Deaf community who you will work with day-to-day. Through a specific service project developed in collaboration with program faculty, you will respond to needs of local Deaf students while connecting classroom learning, interpreting theory to community service. No new faculty or additional resources are required for this course.
 
06/07-351
APC 1
??? 3XXX

  Service Learning and Interpreters  (2 cr hrs)

Prerequisites:  

None

Corequisites:   None
Course Description:
As the third service learning course in the program, this course will allow you the opportunity to use what has been learned in your program and make valuable connections between your academic preparation as an interpreter. Through a specific service project developed in collaboration with program faculty, you will engage in a significant service within the Deaf community while connecting classroom learning, theory to community service. No new faculty or additional resources are required for this course.
 
06/07-352
APC 1
??? 3XXX

  Service Learning in the Deaf Community  (2 cr hrs)

Prerequisites:  

None

Corequisites:   None
   Course Description:
This course will make valuable connections between your academic preparation as an interpreter and your development of an awareness for those in the Deaf community who you will work with day-to-day. Through a specific service project developed in collaboration with program faculty, you will engage in a significant service within the Deaf community while connecting classroom learning, interpreting theory and community service. No new faculty or additional resources are required for this course.
 
06/07-353
APC 1
 ??? 3XXX

  Ethical Decision Making for Interpreters  (3 cr hrs)

Prerequisites:  

None

Corequisites:   None
Course Description:
This course examines professional codes of ethics and professional codes of conduct that govern professions and how they contribute to the process of ethical decision making. Students will examine the RID Code of Professional Conduct and apply its tenets to real-world interpreting situations. Through case studies, cooperative learning, and role playing, students will enhance their ability to make ethical decisions as a sign language interpreter. No new faculty or additional resources are required for this course.
 
06/07-354
APC 1
??? 3XXX

Interpreting Assessment Preparation: Knowledge (3 cr hrs)

Prerequisites:  

None

Corequisites:   None
Course Description:
Through interactive discussions, cooperative learning, and application of critical thinking skills, students will explore the components of the National Interpreter Certification process. Students will examine the task, knowledge and skill statements as defined by the National Council on Interpreting. Focus will be on the application of the statements to the field of interpreting and preparation for the NIC Knowledge test. No new faculty or additional resources are required for this course.
 
06/07-355
APC 1
??? 3XXX

 Interpreting Assessment Preparation:
  Knowledge
(3 cr hrs)

Prerequisites:  

None

Corequisites:   None
Course Description:
This course is a practice-oriented skill enhancement course. Through hands-on practice and simulated interpreting situations, students will integrate the skills outlined in the National Interpreter Certification process. Students will practice the skills defined by the National Council on Interpreting. Focus will be on the application of the skills set to the process of interpreting and preparation for the NIC Performance test. No new faculty or additional resources are required for this course.
 
06/07-356
APC 1
??? 4XXX

  Interpreting Practicum II  (6 cr hrs)

 Prerequisites:

None 

Corequisites:   None 
Course Description:
This course is field-based and requires supervised, mentored experiences in the field as an interpreter. Through the practicum, students have ongoing opportunities to apply classroom learning and theory with real-world interpreting. This course requires 200 hours of field-based experiences. No new faculty or additional resources are required for this course.
 
06/07-357
APC 1
??? 4XXX

  Interpreting in Diverse Settings  (3 cr hrs) 

Prerequisites:  

None

Corequisites:   None
Course Description:
This course will explore interpreting in a variety of special settings. Through current research, case studies, in-class discussions, role-playing, and observations, students will explore how setting impacts the delivery of interpreting services and the role of the interpreter. This course involves field observations. No new faculty or additional resources are required for this course.
 
06/07-358
APC 1
??? 4XXX

  Interpreting Practicum I  (3 cr hrs)

Prerequisites:  

None

Corequisites:   None
Course Description:
This course is field-based and requires supervised, mentored experiences in the field as an interpreter. Through the practicum, students have ongoing opportunities to apply classroom learning and theory with real-world interpreting. This course requires 100 hours of field-based experiences. No new faculty or additional resources are required for this course.
 
06/07-359
APC 1
??? 4XXX

  Interpreting for Diverse Populations  (3 cr hrs)

Prerequisites:  

None

Corequisites:   None
Course Description:
This course will explore interpreting for diverse and special populations including, but not limited to, individuals who are Deaf/Blind, individuals with minimal language skills, individuals with additional disabilities. Through current research, case studies, in-class discussions, role-playing, and observations, students will explore how the interpreter's role and function may differ depending on the individuals in the interpreting process. No new faculty or additional resources are required for this course.
 
06/07-360
APC 1
??? 3XXX

  Interpreting Skills Lab  (3 cr hrs)

Prerequisites:  

None

Corequisites:   None
Course Description:
This course is a hands-on, interactive course that will provide opportunity for practice of interpreting with ongoing mentoring and feedback. Progress towards mastering the competencies outlined by the NCI will be monitored. No new faculty or additional resources are required for this course.
 
06/07-361
APC 1
??? 4XXX  

 Advanced Interpreting Process & Skill
Development II  (3 cr hrs)

Prerequisites:  

 Advanced Interpreting Process & Skill Development I

Corequisites:   None
Course Description:
This course is designed to develop a clear understanding of the process of interpreting and the development of competencies in interpretation and transliteration. This course primarily uses hands-on learning activities to allow students the opportunity to deliver linguistically and culturally equivalent messages between source language messages and target language interpretations and transliterations. No new faculty or additional resources are required for this course.
 
06/07-362
APC 1
??? 4XXX

 Advanced Interpreting Process & Skill
Development I  (3 cr hrs)

Prerequisites:  

 Interpreting Process & Skill Development II

Corequisites:   None
Course Description:
This course is designed to develop a clear understanding of the process of interpreting and the development of competencies in interpretation and transliteration. This course utilizes interactive discussions, small group practice, and hands-on learning activities to enhance the student's ability to move from source language to target language interpretations and transliterations. No new faculty or additional resources are required for this course.
 
06/07-363
APC 1
??? 4XXX

  Interpreting Process & Skill Development II  (3 cr hrs)

Prerequisites:  

Interpreting Process & Skill Development I

Corequisites:   None
Course Description:
This course is designed to develop a clear understanding of the process of interpreting and the development of competencies in interpretation and transliteration. The course utilizes interactive discussions, small group practice, and hands-on learning activities to introduce the study of the interpreting process. No new faculty or additional resources are required for this course.
 
06/07-364
APC 1
??? 4XXX

  Interpreting Process & Skill Development I  (3 cr hrs)

Prerequisites:  

None

Corequisites:   None
   Course Description:
This course uses a process-oriented approach for applying the essential cognitive strategies to interpretation. These strategies include organizing and manipulating visual images, analyzing messages for meaning, and self-monitoring for message accuracy. The course serves as a transition from language learning to beginning interpretation from American Sign Language to English. No new faculty or additional resources are required for this course.
 
06/07-365
APC 1
??? 3XXX  

  Interpreting and Transliterating Process  (3 cr hrs)

Prerequisites:  

None

Corequisites:   None
Course Description:
This course examines the processes of interpretation and transliteration as components of the overall task of interpreting. The task of producing appropriate ASL-to-English and English-toASL interpretations and the task of improving transliterating skills are central to the course. Students will examine how the separate processes stem from overarching interpreting models. The course is a practice-oriented course focusing on the beginning development of both interpretation and transliteration. No new faculty or additional resources are required for this course.
 
06/07-366
APC 1
??? 3XXX

  Advanced ASL Proficiency  (3 cr hrs)

Prerequisites:  

 SPA 4605 ASL IV

Corequisites:   None
Course Description:
Advanced ASL Proficiency is designed to allow students of ASL and Interpreting to use ASL as a natural, conversational language. Students will use ASL to communicate with the Deaf and to refine the grammatical and linguistic structure of ASL. The focus is on enhancing the proficiency with which students use ASL. No new faculty or additional resources are required for this course. 
 
06/07-367
APC 1
 ??? 3XXX

  Advanced ASL Discourse  (3 cr hrs)

Prerequisites:  

Advanced ASL Proficiency

Corequisites:   None
Course Description:
This course is designed to introduce the process of discourse analysis and enhance students competency in ASL and interpreting by applying the process to interpreting. Students will also practice the use of ASL in a variety of discourse settings. Focus will be on the analysis of discourse in ASL and English. No new faculty or additional resources are required for this course.
 
06/07-368
APC 3

  BS-ASL/ English Interpreting Major

Summary of the Changes:
  The BS degree program in ASL/English Interpreting was approved by the University Board of Trustee's Educational Policy Committee on March 15, 2007 and by the full Board of Trustees on April 26, 2007. There will be 15 new courses as a part of this degree program. APC 1s have been prepared. The program is for 48 credit hours in the following categories: Language (9 hours), Foundations in Interpreting (9 hours), Process of Interpreting (21 hours), Field Work in Interpreting (15 hours). Students in the 5 AS degree programs in Florida, once they complete necessary General Education requirements, will enter with 87 credit hours. This will make the "total program" 135 credit hours. Approval for this number of hours is being sought from the Board of governors.
  This new degree program will include 60 semester hours (upper level) in sign language interpreting as part of a Bachelor's of Science degree program. It has been developed in collaboration with the Florida Community College of Jacksonville (FCCJ) and their two-year degree program in sign language interpreting. The programs will partner with one another to offer a "2+2" program to produce highly qualified interpreters. Admission to this program will require wither an AA or an AS degree in sign language interpreting. An articulation agreement between UNF and FCCJ is currently in development.
  This new degree program is designed to reduce the personnel shortage of interpreters and to create partnerships with school systems and vocational rehabilitation settings to assist them in their efforts related to serving students with low-incidence disabilities, specifically students who are deaf and hard of hearing. We have gathered documentation from many agencies or organizations both from within Florida and nationally that demonstrates the demand for not only more interpreters, but for more highly qualified and better prepared interpreters.
  Even in the early stages of planning for this new degree, careful attention has been given to the guiding principles outlined above to ensure that the SLI degree program is focused on specific outcomes to prepare the highest quality interpreters in a timely fashion that is supportive of the already existing two-year programs in the state and the nation and focused on preparing a sufficient quantity of interpreters to positively impact the need in our state, region and nation. The program has been, and will continue to be, designed with excellence in mind. Guidelines developed by the Conference of Interpreter Trainers (CIT) were used in the design of the proposal and will be used in conjunction with the National Interpreter Education Standards in establishing the program curriculum. In an effort to achieve excellence in the degree program's field, and to maintain external accountability for the program, accreditation will be sought as soon as possible by the Commission on Collegiate Interpreter Education (CCIE).
click here to view the program of study