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Agenda Item FA 19-11

Submitted by the Academic Programs Committee

COEHS (Graduate) – (Childhood Education, Literacy, & TESOL, Foundations & Secondary Education, Leadership, School Counseling, & Sport Management):

New Courses, & Programs of Study (4 packages)

02/07/19: Passed

02/08/19: Approved

Log Number: 201808-87

Childhood Education, Literacy, & TESOL- Graduate Certificate

 Add a new non-degree program

Certificate – The Whole Child Certificate  


Summary of the changes:

Summary: The Whole Child Graduate Certificate is a 15 credit program. It requires no additional resources. The certificate is comprised of existing courses that will cover curriculum, instruction, pedagogy, social emotional learning; teacher decision making and theory. The courses include: EDE6225 Elementary School Curriculum (3 credits);EEC6205 Curriculum and Instruction in Early Childhood (3 credits);EEC6756 Social Emotional Learning and the Young Child (3 credits);EDG6070 Teacher Thinking and Decision Making in School Settings (3 credits);and EDE6935 Special Topics (3 credits). The EDE6935: Special Topics (3 credits) course description in catalog is "enables study of special topics related to the education of children. It may be repeated with a change of content for up to a maximum of 9 credits (3 different three-hour classes)" (from 2018-2019 Catalog The courses in this certificate can stand alone or students may opt to continue toward a master’s degree in elementary education with a concentration in Whole Child Education: Public Waldorf Education.

Rationale: The certificate will provide advanced coursework in child-centered, educational studies that can stand alone or be part of coursework that leads to a master's degree in elementary education, with a focus in Whole Child Education. UNF's College of Education and Human Services has revamped their professional development school program to include the innovative model Seaside Public Charter Schools, inspired by principles of Public Waldorf. Similar to child-centered educational models such as Montessori and Reggio, schools inspired by principles of Public Waldorf include 


  1. an awareness of the child as a developing human being; 
  2. an understanding of child development; 
  3. a commitment to positive social change through education; 
  4. a culture of fostering healthy relationships; 
  5. a commitment to increased access and diversity in public education; 
  6. collaborative leadership; 
  7. and schools as learning communities. 


The certificate will meet the needs of teachers in schools and preschool with child-centered models in the state and will also be an attractive option for teachers or potential teachers in the more than 50 public schools nationwide that are part of the Alliance for Public Waldorf Education. The field of early learning focuses on the "whole child" or an increased emphasis on the development of all domains (cognitive, social, emotional, physical) as well as academic, therefore this certificate will be an additional opportunity for learning for individuals in early learning settings or those dealing with early learning policy and advocacy.

(Click here for the program of study)

Log Number: 201808-36

Foundations & Secondary Education – Graduate Certificate

Add a new non-degree program

Certificate - Secondary Teacher Leadership and Action Research Graduate Micro  Certificate

Summary of the changes:

Summary: The University of North Florida (UNF) Secondary Teacher Leadership and Mentoring Certificate is a professional development program for in-service teachers. This professional development will lead to a graduate certificate in leadership and mentoring. Upon completion of the graduate Certificate (nine credits), participants may apply the credits completed toward a master’s degree program.

Rationale: Local K-12 school district personnel have requested opportunities for their teachers to receive continued professional development in curriculum and instruction. The certificate has been designed to meet the need of area schools for classroom teachers that can serve as leaders in curriculum design and instruction within their schools.

Objective: Teacher leaders will be prepared to serve as exemplary practitioners and teacher mentors.



  1. Teacher leaders will implement exemplary secondary classroom practices (e.g., inquiry-based teaching, problem-based instruction, effective accountability measures)
  2. Teacher leaders will utilize research-based professional learning practices (e.g., explicit analysis of practice through teacher inquiry, facilitation of research-supported teaching practices)
  3. Teacher-leaders will co-facilitate professional development within their school and district (e.g., badge reviewers)


Resources: It is not anticipated that significant resources will be needed to start the POS, as they are existing courses that can be taught by current faculty.

(Click here for the program of study)

Log Number: 201808-92

Leadership, School Counseling, & Sport Management- Graduate

Change a degree-major of an existing program

Master of Science – Higher Education Administration

Summary of the changes:

Add EDH 6XXX Campus Crisis Management, an elective course to the M.S. Higher Education Administration Degree.

Add SPM 5XXX Intercollegiate Athletic Administration, an elective course in cooperation with Athletic Administration to the M.S. Higher Education Administration Degree. These courses represent areas of critical importance in modern institutions of higher education, thus we ask to add as electives to our curriculum to better prepare higher education administrators.

(Click here for the program of study)

Log Number: 201808-93

Leadership, School Counseling, & Sport Management – Graduate

Change a degree-major-concentration of an existing program

Master of Education - Educational Leadership Major

Concentration: EdTech, Training & Dev

Summary of the changes:

No change in the number of program hours. The three-course creations/changes submitted in this package outline the advancement of the program's goals and outcomes as they relate to training and development. The goals and outcomes of the program are to provide education around design trends, accessibility in learning design and training and development practice. The three new courses provide students with the necessary knowledge to further their understanding of these current trends (including universal design for learning for improving training), accessibility and inclusion, and effective design in the training and development industry. All three courses have been taught previously and support the overarching goals of the program.

The three courses are:


  • EME 6xxx Universal Design for Learning (UDL): Diversity and Inclusion Practices for Training and Development (3 credits)
  • EME 6xxx Effective Training Design and Development (3 credits)
  • EME 6xxx Trends and Issues in Technology, Education and Training (3 credits)


(Click here for the program of study)