Senate Document Number 1703S
Date of Senate Approval 01/30/03
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Statement of Faculty Senate Action:
APC Document 12: Changing EDUC 310 (4 hours) to EDUC 310 (3 hours) and EDUC 311 (1 hour) with editorial changes reflecting this.
Effective Date: Fall 2003
Delete: On pgs 102-103, the entire entry for EDUC 310.
Add: On pgs 102-103, in place of the deleted entry:
310 Introduction to Education, K-12 (3)
Comprehensive study of K-12 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. Prerequisite: PSYC 101 and the completion of at least 45 semester hours. Fall and Spring.
Add: On pg 103, new course EDUC 311
311 Technology Laboratory and Field Placement (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 preservice teachers meet NC technology competency requirements. To be taken concurrently with EDUC 310. Prerequisite: PSYC 101 and the completion of at least 45 semester hours. Fall and Spring.
Impact: No concurrences are necessary because this change is an editorial one only. It does not impact the number of hours the student takes. This change will require no substantive changes in departmental staffing needs or course offerings; in fact, it will offer the Education Department Chairperson more flexibility in staffing the courses each semester.
Rationale: Separating EDUC 310 (4 hours) into EDUC 310 (3 hours) and EDUC 311 (1 hour) will facilitate departmental programming as well as scheduling for students who enter UNCA with credit equivalent to either EDUC 310 or EDUC 311. Often, students who have the equivalent of the LECTURE part of EDUC 310 have not had the field experience and/or technology components that are required in the course. This leads to problems with registration and with accountability. The workshops are critical to each student's development of a required technology portfolio; currently, however, students who are lacking the technological and/or field component of the course are expected to begin their portfolios independently, a process which leaves some students daunted and needing more direction. Separating the 4-hour course into a 3-hour lecture course and a 1-hour lab will allow education department faculty and staff to more closely work with students who need only one part of the four-hour course.