THE UNIVERSITY OF NORTH CAROLINA AT ASHEVILLE

 

FACULTY SENATE

 

Senate Document Number 5210S

 

Date of Senate Approval 04/08/10

 

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Statement of Faculty Senate Action:

 

 

APC Document 38: Change EDUC 310 to 210; Change EDUC 311 to 211

 

 

Effective Date: Fall 2010

 

 

1. Delete: On page 123, the entry for EDUC 310:

 

310 Introduction to Education, K12 (3)

Comprehensive study of K12 schooling, including history, philosophy, curriculum and current trends and issues. Involves critical writings and discussion and the analysis of materials and strategies. To be taken concurrently with EDUC 311. Prerequisites: PSYC 101 or 102, and the completion of at least 45 semester hours. Fall and Spring.

 

Add: On page 123, new course, EDUC 210:

 

210 Teaching and Learning in the 21st Century, K-12 (3)

Introduces students to current issues, research, and trends affecting teachers and students. Emphasizes school and student diversity, curriculum, and accountability. Field experiences required. To be taken concurrently with EDUC 211. Prerequisites: Completion of at least 30 semester hours. Fall and Spring.

 

 Impact:

Teaching and Learning in the 21st Century is a prerequisite for all education course work. By allowing students to take this course at the sophomore level, they will be able to begin their licensure courses a year earlier, and can plan more effectively to coordinate licensure courses with major and ILS requirements. We do not anticipate resource implications because this is a substitution of one course for another.

 

Rationale: 

The course is being renumbered to allow candidates to take it earlier in their program and to align the course with its community college level equivalent course. We have worked with our colleagues at Asheville Buncombe Technical Community College to design the experiences and components of this course. By allowing this course to be designated at the 200 level, we are ensuring that our course aligns with the community college course.

 

The required education coursework reflects competencies that are dictated by the State Department of Public Instruction to meet standards for pre-service teachers and are generally taken simultaneously with students' major coursework. Because Teaching and Learning in the 21st Century is a prerequisite for taking additional education courses, a 200-level course will allow students an additional year to complete all coursework requirements prior to student teaching. 

 

 

 

2. Delete: On page 123, the entire entry for EDUC 311:

 

311 Instructional Technology Laboratory (1)

Involves students in 14-16 hours of structured observation/field placement in area schools, leading to initial entries in a professional teaching portfolio. Also includes series of technology workshops designed to help pre-service teachers meet N.C. technology competency requirements. To be taken concurrently with EDUC 310. Prerequisities: PSYC 101 or 102, and the completion of at least 45 semester hours. Fall and Spring.

 

Add: On page 123, new course, EDUC 211:

 

211 Instructional Technology for Educational Settings, K-12 (1)

Covers current technologies, applications promoting active and participatory learning, societal and ethical issues, and the development of technological competence and essential skills. Emphasizes the practical application of the Computer Skills Standard Course of Study. To be taken concurrently with EDUC 210. Fall and Spring.

 

 

Impact:

Instructional Technology for Educational Settings, K-12, is taken concurrently with Teaching and Learning in the 21st Century. These two courses are prerequisites for all education course work. By allowing students to take this course at the sophomore level, they will be able to begin their licensure courses a year earlier, and can plan more effectively to coordinate licensure courses with major and ILS requirements. We do not anticipate resource implications because this is a substitution of one course for another.

 

Rationale:

To be licensed as a classroom teacher, undergraduates at UNC Asheville must take anywhere from 24 - 30 additional hours of education coursework, depending on the particular licensure area. The required coursework reflects competencies that are dictated by the State department and are generally taken simultaneously with students' major coursework. Because Instructional Technology for Educational Settings, K-12, is a prerequisite for taking additional education courses, a 200-level course will allow students an additional year to complete their course work requirements prior to student teaching. In addition, the requirements of the course are changed to reflect a greater emphasis on technology being used in the schools. Feedback from candidates and clinical teachers shows that candidates are finding technologies in their schools that they have not encountered in this course in its current iteration.