FACULTY SENATE


Senate Document Number     1705S


Date of Senate Approval      02/10/05  


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Statement of Faculty Senate Action:



APC Document  13:              Addition of new courses for Birth-Kindergarten (B-K)

        Teacher Licensure Program (EDUC 321, 331, 341, 351, 355, 361)


 Effective Date:  Fall 2005



1.  Add:            On pgs 106-107 of the 2004-05 Catalog in appropriate numerical sequence, add the following titles and course descriptions:


               321   Early Childhood Development (3)

Addresses major theories of child development across cognitive, social/emotional, language/communication, and physical, perceptual-motor domains.  Typical and atypical development will be included.  Field experience in local early childhood programs required.  See department chair.


               331    Models of Early Childhood Education (3)

Presents diverse models of delivery systems employed in early childhood programs.  Emphasis will be placed on comparisons of programs, theoretical foundations, current trends, modifications for special needs, community and family involvement, and resources available to ALL children, families and practitioners in the field.  Field experience in diverse early childhood settings required.  Prerequisites:  EDUC 310, 311, 321; PSYC 101, 102.  See department chair.


               341    Birth-Kindergarten Assessment and Teaching Strategies (3)

Addresses individualized screening, assessment, evaluation and intervention techniques that result in selection and implementation of developmentally appropriate strategies and goals for all young children.  Field experience in diverse early childhood settings required.  Prerequisites:  EDUC 331; PSYC 200, 312.  See department chair.


               351    Social Diversity in B-K Education (3)

Provides an analysis of issues related to young children in contemporary family settings, as well as parent-professional interactions as they impact the child’s growth and development.  Issues include family systems, non-traditional family settings, socio-economic variables, and racial, ethnic, and cultural diversity among typical and atypical children.  See department chair


                355   Infant-Toddler Internship and Seminar (4)

Places students in inclusive, center-based settings for infants and toddlers, and provides periodic opportunities to conduct home visits.  This field-based experience will provide the opportunity to implement assessment and instructional strategies to this age group.  Students must be in their internship placements 6 hours per week and attend a weekly seminar to coordinate field experiences with research-based knowledge.  To be taken as part of the Professional Year prior to the Student Teaching semester. Prerequisites:  EDUC 318, 341; PSYC 318, 345; formal admission to the department.  Fall and Spring.


               361    Emergent Literacy and Language Development (3)

Focuses on the development of the literacy processes (communication) from birth through first grade.  Varied ways of fostering emergent literacy are addressed, the role of the caregiver as earliest teacher is explored, and implications of current brain research are analyzed as each impacts literacy and language development. To be taken simultaneously with EDUC 318.  Prerequisites:  EDUC 310, 311, 321; PSYC 101, 102. See department chair.


Impact of above courses: 

These courses will impact only those in the B-K Licensure program.  The courses will provide the necessary foundation, knowledge, skills, and strategies for effectively working with typical and atypical children aged birth to six years.  The education courses (EDUC) will be taught by the individuals who fill the two existing education lines. The Psychology courses will be taught by the current existing psychology staff as well as the individual filling the newest created and approved psychology line.  As the program grows and develops, and enrollment increases, additional faculty may be needed in the future.  Each semester, at least one course in the B-K Licensure program will be offered at times that will accommodate non-traditional, working students.  As the program grows and develops and enrollment increases, the arrangement of courses being offered may vary with the needs of the involved cohort of students.  Once the program is fully functional, the courses will be offered on a more regular, rotating pattern that adheres to offerings of existing licensure programs. 


Rationale for the above noted courses and sequential arrangement:

The State department charged UNCA with providing Birth-Kindergarten (B-K) licensure candidates with the necessary expertise to facilitate their effectively working with young children ages 0-6 years.  The above content incorporates educational theory, early childhood theory, child development foundations, methodology and materials for appropriately educating children within this age range.  In concurrence with the Psychology Department, it is agreed that the above list of courses provides the knowledge necessary to address and satisfy the standards mandated by the North Carolina Department of Instruction.  These standards and indicators are addressed throughout the combined Psychology and Education courses.