UPC # 4 Senate # 5 Approved 1/18/85 THE UNIVERSITY OF NORTH CAROLINA AT ASHEVILLE M E M O R A N D U M October 1, 1984 TO: Members of the Planning Council of the Faculty Senate FROM: Verna E. Bergemann, Chairman, Department of Education COPY TO: Dr. Dave Brown, Dr. Larry Dorr, Dr. Tom Cochran SUBJECT: Attached Request for Middle School Degree __________ Background Requests to establish new degree program tracks normally begin with the Planning Council and then proceed to the Senate. However, the curriculum content of the attached request has already been approved by the Senate. This is largely due to the particular nature of the UNC-A's Department of Education. Unlike other departments at UNCA the Education Department must respond to four different agencies: The State Department of Public Instruction, UNC Central Administration, UNCA administration/faculty, and elementary and secondary schools/school systems. _____ _______ __ __ ____ _______ Steps Leading Up to This Request 1. Beginning July 1, 1983, the State Department of Public Instruction mandated that a Middle School program (6-9) be planned beginning Fall, 1983. 2. Central Administration requested that these middle school programs be established as degree programs rather than tracks in established degree programs. However, the Department of Education at UNCA convinced UNC administration that a middle school track within established degree programs rather than a separate degree was more appropriate for UNCA's present mission purpose. 3. During Fall 1983, the Department of Education and appropriate major departments cooperatively planned the curriculum content for middle school concentrations in science, mathematics, language arts and social studies. The Education and Psychology Departments co-planned the Professional Education and Psychology sequence for the middle school track. Page 2 Competencies from the State Department of Public Instruction were carefully followed during this planning. These competencies had been established as part of the Quality Assurance Program for Teacher Education and had been adopted by the State Board of Education and the Board of Governors. 4. The Senate approved the four concentrations and the middle school professional education and psychology sequence Fall, 1983 and Spring, 1984. _________ ___ _____ ________ Rationale for Local Approval The Education Department is presently conducting a Self Study of its teacher education program. The visiting committee from the State Department of Public Instruction will be here to evaluate our program March, 1985. Before our Middle School program can be approved by the visiting committee, it must be an approved established track by Central Administration. Therefore, it is urgent that this be approved locally and forwarded to Central Administration as soon as possible. If you have any further questions, please contact me. Thank you for your cooperation. Page 3 REQUEST FOR AUTHORIZATION TO ESTABLISH A NEW DEGREE PROGRAM TRACK THE UNIVERSITY OF NORTH CAROLINA Date: __________ __ _____ ________ __ _________ Constituent Institution: University of North Carolina at Asheville ______ ______ _____________ __ HEGIS Discipline Specialty Title: Middle School Certification in ________ ____________ ________ ____ ___ ______ _______ Science, Mathematics, Language Arts and Social Studies ___ ________ HEGIS Discipline Specialty Number: ___ Level: Bachelor ______ ______ _____________ Title of proposed new degree program track: Middle School Certification Title(s) of currently established degree program tracks in the same HEGIS discipline specialty as the proposed new degree program track: ________ __________ ________ ____________ ________ __________ ___ Biology, Chemistry, Physics, Mathematics, History, Literature and _________ Language. ___________ __ ___ ________ ___ ______ _______ _____ I. DESCRIPTION OF THE PROPOSED NEW DEGREE PROGRAM TRACK A. Describe the proposed new degree program track. __________ Background: This new degree program track in Middle School Certification is designed to provide competencies as expected of individuals who will be dealing with the middle grades student. The track follows UNC-Asheville's general pattern of a liberal arts model for teacher certification with some additional modifications. The requirements for this liberal arts model for teacher certification are (1) completion of the requirements for a Bachelor of Arts degree, and (2) completion of all requirements for teacher certification. (1) Present requirements for the B.A. degree are delineated as follows: Humanities Sequence 16 s.h. Bibliography 1 s.h. English Language 6 s.h. Natural Science 6-8 s.h. Physical Education 4 s.h. Foreign Language or Option 12 s.h. Major Field of Concentration 30-36 s.h. Cognate Courses (required in some majors) 0-24 s.h. Electives 1-45 s.h. Page 4 (2) Teacher certification requirements are met by completion of a major and a professional education sequence using elective and cognate course hours. __________ _____________ ___ ______ ______ _____ Additional Modifications for Middle School Track: The additional modifications for the middle school certification track requires a separate middle school professional education and psychology sequence and a second area of concentration (20-29 semester hours) in addition to a first major field of concentration. The four concentration areas for the proposed middle school certification tracks are science, mathematics, language arts and social studies. ___ ______ ______ ____________ _________ THE MIDDLE SCHOOL PROFESSIONAL EDUCATION AND PSYCHOLOGY SEQUENCE _________ EDUCATION 200 Introduction to Education (K-12) (Field Education) 4 s.h. 300 Reading & Writing in the Content Area (6-12) (Field Experience) 4 s.h. +313 Adolescent Literature (6-12) 3 s.h. 332 Foundations of Reading (K-12) 3 s.h. 380 Methods & Management in Teaching (6-12) (Field Experience) 4 s.h. -or- 381 Methods & Management in Teaching Math & Science (K-12) (Field Experience) *400 Theoretical Foundations of Education (K-12) 3 s.h. *455 Student Teaching and Seminar (K-12) 6 s.h. _ ____ *492 Senior Seminar (K-12) 3 s.h. 27-30 s.h. __________ PSYCHOLOGY 100 Introduction to Psychology 3 s.h. 217 Human Development (Child & Adolescent Psychology) 4 s.h. 220 Educational Psychology 3 s.h. 316 Tests and Measurements 3 s.h. __ ____ 13 s.h. *Taken during the Professional Semester. +Required for certification in Language Arts, Social Studies, Theatre Arts Page 5 ___________ __ ___ _____ ____________ _________ _______ DESCRIPTION OF THE ABOVE PROFESSIONAL EDUCATION COURSES SPECIFIC TO THE MIDDLE SCHOOL The philosophy, purpose and organizational patterns of the middle school are studied in Ed. 200--Introduction to Education. Ten of these hours are in a middle school classroom and the remainder are in an elementary classroom. All middle school certification students are required to complete Ed. 332--Foundations of Reading. This course addresses language development, the reading process, developmental reading, word recognition, comprehension and approaches to teaching reading. In addition, middle school students take Ed. 300--Reading and Writing in the Content Areas. In this course, students diagnose the reading and writing strengths and weaknesses of a middle school student and then tutor the student for twelve hours. In Ed. 380/381--Methods and Management in Teaching, middle school certification students plan and teach lessons in their two areas of concentration from 12 to 30 hours. In addition students utilize appropriate teaching and learning strategies and classroom management techniques in the middle school classrooms in Ed. 380/381. The Ed. 313--Adolescent Literature course requires middle school students to read 25 to 50 traditional and current adolescent literature books dealing with societal issues affecting the middle school student. Contemporary and historical issues, philosophies and theories of learning are covered in Ed. 400--Theoretical Foundations of Education. Psych. 217--Human Growth and Development covers growth and behavior patterns from childhood through adolescence. In Psych. 220--Educational Psychology, middle school certification students are exposed to the effects of changes in physical, social, emotional and cognitive- intellectual development in learning. In Psych. 316--Tests and Measurements, middle school certification students examine test construction and interpretation of test results. Finally, middle school certification students are in a professional semester for 16 weeks. The first six weeks students observe, participate in their assigned middle school classroom, take Ed. 400 and begin to work on a senior paper (Ed. 492). In this course, middle school students write a paper on a selected problem that synthesizes the content of their areas of concentration and professional education and Psychology sequence. The final ten weeks are spent in full-time teaching in the two areas of concentration in Ed. 455--Student Teaching and Seminar. Page 6 SCIENCE/MATHEMATICS CONCENTRATION Individuals seeking a first area of concentration in a science or in mathematics should complete requirements for the major in either biology, chemistry, physics, or mathematics. In addition, they must complete the requisite courses as delineated below. For a second area of concentration, students should follow that specific plan as listed under their respective majors. Individuals having first areas of concentration in certifiable majors other than the sciences or mathematics should folow the plan as given under Number 5, page 6. _______ _______ _____ _ 1. Biology Majors, Track B ____ ___ ___ ____ _____ These students should include BIOL 241 (or ENVS 241): __________ __ _______ Principles of Ecology and Field Botany as one of the electives required by the major department. _________ ________________ _____ Requisite Courses/Semester Hours PHYS 111/112 Introduction to Physics 8 s.h. *CHEM 141/142 Modern Chemical Concepts, I/II 8 s.h. *CHEM 231 Modern Organic Chemical Concepts 4 s.h. ATMS 105 Introduction to Meteorology 3 s.h. ATMS 115 Introduction to Climatology 3 s.h. _ ____ ENVS 130 Introduction to Environmental Science 3 s.h. TOTAL 29 s.h. ______ ______________________ _____ Second Concentration/Semester Hours MATH 191 - Calculus I 4 s.h. MATH 192 - Calculus II 4 s.h. MATH 280 - Introduction to Foundations of Mathematics 3 s.h. At MATH 163* - College Algebra 3 s.h. least MATH 164* - Trigonometry 3 s.h. 6 hrs MATH 332 - Geometry 3 s.h. _ ____ from CS 141* - Computer Programming I (Basic) 3 s.h. TOTAL 20 s.h. *Hours and/or courses presently required with major. Page 7 _________ _______ _____ _ 2. Chemistry Majors/ Track B _________ ________________ _____ Requisite Courses/Semester Hours *BIOL 131/132/133 - Intro. Biology/Laboratory Experiences 8 s.h. ATMS 105 - Introduction to Meteorology 3 s.h. ATMS 115 - Introduction to Climatology 3 s.h. ENVS 130 - Introduction to Environmental Science 3 s.h. ENVS 241 - Principles of Ecology and Field Botany 4 s.h. _ ____ PHYS 221/222 (Physics I/II) 8 s.h. TOTAL 29 s.h. ______ ______________________ _____ Second Concentration/Semester Hours *MATH 191 - Calculus I 4 s.h. *MATH 192 - Calculus II 4 s.h. MATH 280 - Introduction to Foundations of Mathematics 3 s.h. At MATH 163 - College Algebra 3 s.h. least MATH 164 - Trigonometry 3 s.h. 6 hrs MATH 291 - Calculus III 4 s.h. from MATH 332 - Geometry 3 s.h. _ ____ CS 141 - Computer Programming I (Basic) 3 s.h. TOTAL 20 s.h. *Hours and/or courses presently required with major. _______ _______ _______ _ 3. Physics Majors, Program B _________ ________________ _____ Requisite Courses/Semester Hours BIOL 131/132/133 - Intro. Biology/Laboratory Experiences 8 s.h. *CHEM 141/142 - Modern Chemical Concepts I/II 8 s.h. ATMS 105 - Introduction to Meteorology 3 s.h. ATMS 115 - Introduction to Climatology 3 s.h. ENVS 130 - Introduction to Environmental Science 3 s.h. ENVS 241 - Principles of Environmental Science _ ____ and Field botany 4 s.h. TOTAL 29 s.h. ______ ______________________ _____ Second Concentration/Semester Hours *MATH 191 - Calculus I 4 s.h. *MATH 192 - Calculus II 4 s.h. *MATH 291 - Calculus III 4 s.h. MATH 280 - Introduction to Foundations of Mathematics 3 s.h. MATH 332 - Geometry 3 s.h. _ ____ *CS 141 - Computer Programming I (Basic) 3 s.h. TOTAL 21 s.h. *Hours and/or courses presently required with major. Page 8 ___________ ______ 4. Mathematics Majors These students must take either Chemistry 141/142 or Physics 221/222 as required with the major and MTH 332 (Geometry - 3 hours) as well as CS 243 (PASCAL - 3 hours). If a second area of concentration is desired, the students must take both sequences. ______ ______________________ _____ Second Concentration/Semester Hours ATMS 105 - Introduction to Meteorology 3 s.h. ENVS 130 - Introduction to Environmental Science 3 s.h. ATMS 115 - Introduction to Climatology 3 s.h. ENVS 241 - Principles of Ecology and Field Botany 4 s.h. BIOL 131/132/133 - Introductory Biology I/II/Lab. Experiences 8 s.h. CHEM 141/142 - Modern Chemical Concepts I/II _ ____ -or- PHYS 221/222 - Physics I/II 8 s.h. TOTAL 29 s.h. N.B. Students interested in a second area of concentration with a minor in Mathematics Education should pursue the following program: MATH 191 - Calculus I 4 s.h.___|____________| MATH 192 - Calculus II 4 s.h.___|____________| MATH 280 - Introduction to | FOR | FOR Foundations of |-MINOR | MINOR Mathematics 3 s.h.___|_ONLY_______|-WITH MATH 291 - Calculus III 4 s.h.___|____________| CONCENTRATION MATH 332 - Geometry 3 s.h.___|____________| CA 191 - Computer Program I | | (Basic) 3 s.h.___|____________| CS 243 - Computer Program II | _ ____ (Pascal) 3 s.h.________________| TOTAL 24 s.h. Page 9 _____ ___________ _______ ______ ____ __ _____________ 5. Other Certifiable Majors: Second Area of Concentration __ _______ __ ___________ in Science or Mathematics _______ Science ATMS 105 - Introduction to Meteorology 3 s.h. ENVS 130 - Introduction to Environmental Science 3 s.h. ATMS 115 - Introduction to Climatology 3 s.h. ENVS 241 - Principles of Ecology & Field Botany 4 s.h. BIOL 131/132/133 - Introductory Biology I/II/ Laboratory Experiences 8 s.h. CHEM 141/142 - Modern Chemical Concepts -or- _ ____ PHYS 221/222 - Physics I/II 8 s.h. TOTAL 29 s.h. ___________ Mathematics (N.B.: This program will also result in a minor in Mathematics Education) MATH 191 - Calculus I 4 s.h. MATH 192 - Calculus II 4 s.h. MATH 280 - Introduction to Foundations of Mathematics 3 s.h. MATH 291 - Calculus III 4 s.h. MATH 332 - Geometry 3 s.h. CS 141 - Computer Programming I (Basic) 3 s.h. _ ____ CS 243 - Computer Programming II (Pascal) 3 s.h. TOTAL 24 s.h. ________ ____ ___ ______ _______ ______________ Language Arts and Social Studies Concentrations Requirements for the Language Arts Concentration for Literature and Language Majors: Lit. 110 - Western Literature I 3 s.h. Lit. 221 - Western Literature II 3 s.h. Lit. 223 - Western Literature III 3 s.h. Lit. 331 - The Art of Drama 3 s.h. Lit. 332 - The Art of Fiction 3 s.h. Lit. 333 - The Art of Poetry 3 s.h. Lit. 480 - Seminar in Shakespeare 3 s.h. Lit. 491 - Senior Seminar 3 s.h. Lang. 33 - The Teaching of Writing and Standard Grammar 3 s.h. Lang. 342 - The History of the English Language 3 s.h. Drama 102 - Public Speaking 3 s.h. _ ____ Comm. 221 - Newswriting 3 s.h. TOTAL 36 s.h. Page 10 _________ _______ (2) Requisite Courses: Communications 105 - Mass Media & Society 3 s.h. Education 330 - Communication Arts 3 s.h. Education 313 - Adolescent Literature 3 s.h. (Required in Professional Education sequence) ____________ ___ ___ ________ ____ _____________ ___ _____ Requirements For the Language Arts Concentration For Other ___________ ______ Certifiable Majors: Lit. 223 - Survey of Western Literature III 3 s.h. Lit. 224 - The American Literature Tradition 3 s.h. Lit. 332 - The Art of Fiction 3 s.h. Lit. 333 - The Art of Poetry 3 s.h. Comm. 105 - Mass Media and Society 3 s.h. Ed. 313 - Adolescent Literature 3 s.h. __ Ed. 330 - Communication Arts or Lang. 323 as _ ____ advised by Department of Education 3 s.h. TOTAL 21 s.h. ____________ ___ ___ ______ _______ _____________ ___ _______ Requirements For the Social Studies Concentration For History ______ Majors: Hist. 101 - U.S. History to 1865 3 s.h. Hist. 102 - U.S. History Since 1865 3 s.h. Hist. 151 - World Civilization to 1687 3 s.h. Hist. 152 - World Civilization Since 1687 3 s.h. Hist. 315 - North Carolina History 3 s.h. Hist. 366/367 - European History 6 s.h. Hist. 380-381 - China 6 s.h. Hist. 342/344 - Italy and Greece 6 s.h. _ ____ Senior Seminar 3 s.h. TOTAL 36 s.h. _________ _______ ___ Requisite Courses are: Pol. Sci. 100 - American Politics 3 s.h. Econ. 205 - Nature and Methods of Economics 3 s.h. Soc. 100 - Introduction to Sociology 3 s.h. _ ____ Geog. 130 - General Geography 3 s.h. TOTAL 48 s.h. Page 11 ____________ ___ ___ ______ _______ _____________ ___ _____ Requirements For the Social Studies Concentration For Other ___________ ______ Certifiable Majors: Pol. Sci. 100 - American Politics 3 s.h. Econ. 205 - The Nature & Method of Economics 3 s.h. Soc. 100- Introduction to Sociology 3 s.h. Geog. 130 - General Geography 3 s.h. Hist. 101 - The U.S. to 1865 3 s.h. Hist. 102 - The U.S. Since 1865 3 s.h. Hist. 151 - The World Civilization to 1687 3 s.h. Hist. 152 - World Civilization Since 1687 3 s.h. _ ____ Hist. 315 - North Carolina History 3 s.h. TOTAL 27 s.h. _______ __ ______________ Summary of Concentrations: All students pursuing middle school certification at UNC-Asheville would complete a major for their first area of concentration. In addition, the students must complete a second area of concentration. Requirements for middle school science or mathematics concentrations are met by: (1) completing the middle school professional education and psychology sequence; (2) majoring in Biology, Chemistry, Physics, and Mathematics; (3) the requisite courses described above; and (4) a second concentration in a certifiable area. Requirements for middle school certification in Language Arts and Social Studies are met by (1) completion of the middle school professional education and psychology sequence; (2) the completion of a certifiable major; (3) the Middle School Social Studies or Language Arts concentrations described above; and (4) a second concentration in a certifiable area. _______ __ _____ ____________ ___ ________ _____ Summary of Total Requirements and Semester Hours: 1. General Education Requirements 45-47 s.h. 2. Middle School Professional Education/Psych. Sequence 40-43 s.h. 3. Major Field of Concentration 30-36 s.h. _____ ____ 4. Second Area of Concentration 20-29 s.h. 133-155 s.h. ____ ___ ___________ __________ __ ___ ___ ______ _______ ______ B. List the educational objectives of the new degree program track. 1. To develop an understanding of the philosophy, purpose and organizational patterns of the middle school. 2. To develop an understanding of the middle school curriculum. 3. To develop an understanding of the growing adolescent. Page 12 4. To develop an understanding of the relationships among the developmental needs of growing adolescents, teaching and learning models and the curriculum. 5. To develop strong academic backgrounds in one major field of concentration and a second additional area(s) of concentration. ____ _____ ____________ __ _____ ________ _________ _______ C. List other institutions in North Carolina operating similar ______ ________ __ ______ _______ _______ ____ ____ ___ degree programs or degree program tracks. Also list any __________ ________ _________ _________ ___ ___________ consultant reports, committee findings, and simulations ______ __________ ______ _______ ______ ____ _______ _____ (cost, enrollment shift, induced course load matrix, etc.) _________ __ ________ ___ ________ _______ ______ generated in planning the proposed program track. From information available at this time, North Carolina State University has a similar degree program track. ________ ___ ____ ________ ___ ______ _______ _____ _______ D. Indicate how this proposed new degree program track differs ____ ___ _____ _______ ___ ____ ___ _____ ______ _______ from the basic program and from any other degree program ______ _______ ________ ______ ___ _____ ______ _______ ___ tracks already included within the basic degree program and ___ ________ ______ __ __________ __ _____ ________ ________ the probable effect on enrollment of these existing programs. __________ __ ______ ______ _____ __ _____ _________ Comparison of Middle School Track to Early Childhood and Intermediate Education Early Childhood and Intermediate ______ ______ _______ _____ _______ ______ Middle School Program Track Program Tracks 1. All University Requirements 1. All University Requirements for a B.A. degree, plus for a B.A. degree, plus 2. Prerequisite courses for an 2. Required cognate courses in academic concentration(s), and history, math, geography, and 3. Middle School education and 3. Early Childhood (K-4) and psychology sequence. Intermediate Education (4-6) professional education and psychology sequence. Page 13 __________ __ ______ ______ _______ ______ _____ Comparison of Middle School Program Tracks (6-9) and Secondary School Program Tracks ______ ______ _____ _________ ______ Middle School (6-9) Secondary (9-12) 1. All University Requirements 1. All University Requirements for a B.A. degree, plus for a B.A. degree, plus 2. Requisite courses for an 2. Additional cognate hours in academic concentration(s), and other areas required for social studies, English and science certification, and 3. Middle School Education and 3. Secondary School Education Psychology sequence. and Psychology sequence, and 4. Recommended endorsement. _____ _________ _____ Early Childhood (K-4) All-University Requirements 45-47 s.h. Major Requirements 30-36 s.h. Education Requirements 42-42 s.h. _____ ____ +Cognate Area Requirements 24-26 s.h. TOTAL 141-151 s.h. ____________ _____ Intermediate (4-6) ______________ ____________ _____ ____ All-University Requirements 45-47 s.h. _____ ____________ _____ ____ Major Requirements 30-36 s.h. _________ ____________ _____ ____ Education Requirements 42-42 s.h. ________ ____ ____________ _____ ____ *Cognate Area Requirements 31-33 s.h. TOTAL 148-158 s.h. ______ ______ _____ Middle School (6-9) All-University Requirements 45-47 s.h. Major Requirements 30-36 s.h. *Recommended Second Area 20-27 s.h. Education Requirements 27-30 s.h. _____ ____ Psychology Requirements 13-13 s.h. TOTAL 135-153 s.h. _________ ______ Secondary (9-12) All-University Requirements 45-47 s.h. Major Requirements 30-36 s.h. Education Requirements 24-27 s.h. *Recommended Endorsement 20-27 s.h. _____ ____ Psychology Requirements 13-13 s.h. TOTAL 132-150 s.h. Page 14 ________ ______ __ ______ ______ _____ __ __________ __ _____ _____ Probable Effect of Middle School Track On Enrollment In These Other ________ ________ Existing Programs: It is predicted that enrollment will be approximately the same in all the above programs. Enrollment in the new middle school program concentrations in language ats and social studies will probably be higher than in middle school math and science and about the same as in secondary Social Studies and English. Enrollment in math and the sciences for teacher education students at UNCA has been traditionally low. Hopefully, with cooperative advisement from academic and professional education departments, enrollments will increase in middle school concentrations in math and science. _____________ ___ ___ _______ _____ II. JUSTIFICATION FOR THE PROGRAM TRACK A. Student demand and demand for graduates. The L.E.A. in Buncombe County had fourteen (14) math and science middle school vacancies, Fall 1984. Only four (4) positions were filled with North Carolina A certification in middle school math and science. B. Enrollment. 1. Sources of enrollment in middle school program track: - UNCA teacher certification program has a total enrollment of 96 (3.7% of total UNCA enrollment) - Approximately 10% are presently enrolled in middle school education. 2. Projected enrollment for four years: Year 1 Year 2 Year 3 Year 4 _______ _______ _______ _______ 1985-86 1986-87 1987-88 1988-89 Black 2 3 4 4 White 8 9 10 12 Other --- --- --- --- Totals 10 12 14 16 3. Basis for Projection: Of the 28 academic major departments at UNC-Asheville, The Education Department has the fifth highest student enrollment. With university student population growth predicted at approximately 500 students by 1986-87, it is expected that, at the minimal, a corresponding growth pattern in teacher certification population will Page 15 occur. In addition, 1984-85 new student enrollment as well as consultation with prospective students indicates heightened interest in middle grades education. With regard to minority student enrollment, though unfortunate, the projected enrollment is consistent with that total enrollment as exhibited by the university as a whole. This combination of factors would seem to be justifiable basis for anticipated middle grades certification enrollment as given above. _______ III. FACULTY ____ ___ _____ __ _______ ___ __ ___ _______ ___ ____ A. List the names of persons now on the faculty who will __ ________ ________ __ ___ ________ _______ ______ be directly involved in the proposed program track. Professional Education Faculty: Verna Bergemann Gwendolyn Henderson Arthea (Charlie) Reed Ted B. Shoaf Jim McGlinn (l/2 time) Faculty in the Major Fields of Concentration: (These faculty do not teach professional education courses. They teach in the major areas.) _______ Biology *Jim Perry, Chair *Alan Comer John McCoy Gregg Kormanik *John Bernhardt _________ Chemistry *Dexter Squibb, Chair *Lloyd Remington *John Stevens Leo Bares Charles James _______ Physics *Mike Ruiz, Chair Charles Bennett Thomas Meyers Kathy Whatley Page 16 ___________ Mathematics *David Kay, Chair Jack Wilson Edward Allen *Elizabeth Allen *Tom Deason Ray Jorgensen Lila McRae Dot Sulock __________ _ ________ Literature & Language *Jeff Rackham, Chair *Mike Gillum *Peggy Downes David Hopes Merritt Moseley Dee James Wally Bowen *Mark Holland *Olivia Jones _______ History *Milton Ready, Chair William Highsmith Philip Walker *Bruce Greenawalt *Ted Uldricks Shirley Leckie ______________ Communications *Cathy Mitchell, Chair _____ Drama *Arnold Wengrow, Chair __________ Psychology *Ted Seitz, Chair William Bruce *Lisa Friedenberg Tom Cochran Alan Combs Ann Weber *Denny Hengstler Joe Lanier Page 17 _________ Economics Shirley Browning, Chair *Pam Nickless _________ _______ Political Science *Gene Rainey, Chair *Bill Sabo *Bob Farzanegan _________ Sociology *Walt Boland, Chair All above faculty are involved. Those (*) have been directly involved in planning the middle school concentrations and/or have done workshops for middle school teachers. _______ ___ ____ ___ ___ _______ ___ ___ ________ B. Project the need for new faculty for the proposed _______ _____ ___ ___ _____ ____ ______ program track for the first four years. The existing faculty will teach the new middle school track. Ten (10) to sixteen (16) students spread over 28 programs will not weaken existing programs. __ ___________ __ ___ _______ ____ _______ __________ C. If acquisition of new faculty will require additional ______ ______ _______ _____ ___ ___ _____ _____ ____ __ funds, please explain where and how these funds will be _________ obtained. No additional funds required. ______ _______ ___ ___ _______ _____ ____ ______ _______ D. Please explain how the program track will affect faculty _________ _________ ______ _____ ______ _______ ________ activity, including course load, public service activity ___ _________ _________ and scholarly research. Course loads will remain approximately the same (12 semester hours for full teaching load). There may be occasional overloads for supervision of student teachers, the required reading and psychology courses, and some of the major fields of concentration. Professional Education faculty and faculty in major fields of concentration have already cooperatively planned this middle school track. Professional Education faculty will be involved in staff development for middle school education by attending and participating in conferences, local/state workshops. It is planned that a Professional Education faculty will participate in planning a Health Promotion program currently being planned for the local middle schools. Page 18 __________ ___________ IV. ADDITIONAL INFORMATION This program was planned Fall, 1983, and passed by UNC-Asheville's Faculty Senate, Spring, 1984. It is being implemented beginning Fall, 1984. _____ ____ Date basic degree program was established: Fall, 1983 Proposed date of initiation of proposed new degree program _____ ____ track: Fall, 1984 ____ _____ Chancellor: Dave Brown