Teacher Curricula and Certification Council

Minutes

Meeting Date: Tuesday, January 15, 2013 | Miller Hall 258; 4:00 p.m.

Members Present: Karen Dade, Alejandro Acevedo-Gutierrez, David Carroll,

Gail Coulter, Dana Edward, Tim Fitzpatrick, Charlotte Guyette, Shaw Gynan, Tim Keiper, Jennifer McCleery, Madeline Neuman

Guests: Larry Antil; Cynthia Camlin, Seiko Purdue

Excused: Bruce Goebel, Angela Lepina, Tracy Thorndike-Christ Minutes prepared by: Emily Sasnett

Meeting:

I. Minutes from the December 11, 2012 meeting were approved as written by majority vote. II. Committee discussed and acted on the following items:

SUMMARY

DEPARTMENT: WOODRING (all revisions due to change in EDUC course rubric) MAJOR PROGRAM REVISIONS Motion by Acevedo-Gutierrez; second by Coulter APPROVED

Major Type of Change Status E-form#

Early Childhood Special Education P-3, BAE Rubric change from EDUC to SPED

Approved; sent to ACC

724833

Special Education – P-12, BAE Rubric change from

EDUC to SPED

Approved; sent to

ACC

724842

Special Education – P-12 and Elementary Education

(Dual Endorsement), BAE

Rubric change from

EDUC to SPED

Approved; sent to

ACC

724849

DEPARTMENT: SECONDARY EDUCATION, WCE MAJOR PROGRAM REVISIONS

Major Type of Change Status E-form#

Secondary Education Professional Program Rubric/course changes Motion: Carroll Second: Neuman

Approved; sent to ACC

722169

Humanities – Middle Level – Additional Endorsement Rubric/course changes Motion: McCleery

Second: Carroll Approved; sent to

ACC

723965

DEPARTMENT: ELEMENTARY EDUCATION, WCE NEW COURSES Motion by Guyette; second by Fitzpatrick APPROVED

Course No Course Name Type of Change Status E-form#

ELL 431 Second Language Acquisition Theory and Policy for P-12 Teachers

NEW Approved; sent to ACC

721590

ELL 432 Introduction to English Linguistics for P-12

Teachers

NEW Approved; sent to

ACC

721579

ELL 433 Understanding Bilingual Learners in a Sociocultural Context

NEW Approved; sent to ACC

721600

TCCC approved:____1/29/13_______ Forward to ACC: 1/29/13_______ ACC approved: __________________

2

ELL 434 Methods And Materials For Teaching Beginning

ELLs in Grades P-12

NEW Approved; sent to

ACC

721608

ELL 435 Methods and Materials for Academic Language

Proficiency in Grades P-12

NEW Approved; sent to

ACC

721962

ELL 436 Seminar and Practicum for ELL or Bilingual P-12

Teachers

NEW Approved; sent to

ACC 724920

ELL 438 Methods and Programming for P-12 Bilingual Classrooms

NEW Approved; sent to ACC

724927

TESL 412 Spanish for Educators NEW Approved; sent to

ACC

728708

COURSE REVISION Motion by Carroll; second by Fitzpatrick APPROVED

Course No Course Name Type of Change Status E-form#

ELED 490 Teaching Laboratory Prerequisites, grade mode, credits

Approved; sent to ACC

726255

MINOR/ENDORSEMENT PROGRAM REVISIONS Motion by Newman; second by Fitzpatrick APPROVED

Minor Type of Change Status E-form#

Elementary Education- Teaching English to Speakers of

Other Languages Minor

Separation of TESOL

and ELL courses into 2 distinct programs

Approved; sent to

ACC

726861

Elementary Education, English Language Learners

Endorsement

Separation of TESOL

and ELL courses into 2

distinct programs

Approved; sent to

ACC

726836

Elementary Education - Bilingual Education Minor Bilingual Minor will be

offered only through

ELL Program

Approved; sent to

ACC

726884

DEPARTMENT: SCIENCE EDUCATION, CST NEW COURSE Motion by Fitzpatrick; second by Guyette APPROVED

Course No Course Name Type of Change Status E-form#

SCED 492 Field Experience in Middle School Science NEW Approved; sent to

ACC

716540

MAJOR PROGRAM REVISIONS Motion by Carroll; second by Fitzpatrick

Major Type of Change Status E-form#

General Science – Elementary, BAE Delete course/

add course

Approved; sent to

ACC

716547

General Science – Middle Level, BAE Delete course/

add course

TABLED for further

revisions

716633

Earth Science – Elementary, BAE Delete course/

add course

Approved; sent to

ACC

716615

DEPARTMENT: PEHR, CHSS MAJOR PROGRAM REVISION Motion by Carroll; second by Fitzpatrick APPROVED

Major Type of Change Status E-form#

Physical Education and Health P-12, BAE Clarification of revision

Approved; sent to ACC

716575

3

DEPARTMENT: MODERN AND CLASSICAL LANGUAGES, CHSS

Motion by Carroll; second by McCleery APPROVED

REVISION Type of Change Status E-form#

MCL Catalog Copy, Introduction page (Designated World Languages)

Adding endorsement

Approved; sent to ACC

718859

DEPARTMENT: ART, CFPA

MAJOR PROGRAM REVISIONS

Major Type of Change Status E-form#

Art Education, BAE course changes Motion: Carroll

Second: McCleery TABLED; returned

for clarification of

credits

725130

Art Education Elementary, BAE course changes Motion: McCleery Second: Fitzpatrick

TABLED; returned for clarification of

credits

725142

CURRICULUM DETAIL

DEPARTMENT: WOODRING (all revisions due to EDUC course rubric change)

MAJOR PROGRAM REVISIONS APPROVED; sent to ACC

Early Childhood Special Education P-3, BAE 724833

Change to: Department of Special Education, Woodring College of Education

110-112 credits (without teacher certification) 132-134 credits (with teacher certification)

Introduction This plan of study is designed to prepare personnel to work with children from birth through eight years who have

been identified as at-risk for developmental delay and disability and with their families. The major combines studies

in Early Childhood and Special Education. Since some students plan on working in community-based agencies rather than teaching in public schools, and therefore do not desire or need teacher certification, the public School Practica

and Internship would not be required.

Students seeking a bachelor’s degree with teacher certification and an endorsement in Early Childhood Special

Education must complete the Professional Studies Core, the Early Childhood Special Education (P-3) major, and

Public School Practica and Internship. Additional coursework required to add the P-12 Special Education endorsement or the Early Childhood Education (P-3) endorsement.

Admission and Declaration Process Admission Requirements

Grade Requirements Students must earn a grade of C (2.0) or better in the special education professional program and in all courses

required for the endorsement.

Requirements

Major — Early Childhood Special Education (P-3): 79-81 credits

❑ One course from:

ECE 380 - Foundations of Literacy for Early Childhood Education

ELED 480 - Literacy: Beginning Communicators

❑ ECE 390 - Infant and Toddler Practicum and Seminar

❑ ECE 391 - Preschool Practicum and Seminar

4

❑ ECE 430 - Creativity & Play in ECE

❑ ECE 431 - Fundamentals of Early Childhood Education

❑ ECE 432 - Social Studies for Early Childhood Education

❑ One course from:

ECE 434 - Environments for Early Learning

ECE 436 - Child Guidance: Principles and Practices

❑ SPED 360 - Introduction to Special Education

❑ SPED 443 - Early Development Variations

❑ SPED 444 - Assessment and Intervention in Early Childhood Special Education

❑ SPED 460 - Interventions for Classroom Management

❑ SPED 466 - Assessment, Evaluation and Iep

❑ SPED 467 - Curriculum-Based Evaluation

❑ SPED 468 - Effective Collaboration with Families, Professionals and Community

❑ SPED 474 - Students With Complex Needs

❑ SPED 480 - Practicum II: Literacy I

❑ SPED 483 - Reading Instruction for Students With Special Needs

❑ SPED 484 - Designing Written Expression Interventions

❑ SPED 485 - Designing Math Interventions

❑ SPED 486 - Case Study Applications in Special Education

❑ One course from:

CSD 251 - Introduction to Communication Disorders

CSD 354 - Speech and Language Development in Children

Professional Studies Core: 31 credits

❑ ECE 435 - Child Abuse and Neglect

❑ EDUC 301 SPED 301 - Educational Psychology I: Development and Individual Differences

❑ EDUC 302 SPED 302 - Educational Psychology II: Motivation, Learning and Assessment

❑ EDUC 310 SPED 310 - Education, Culture, and Equity

❑ I T 443 - Classroom Use of Instructional Technology (Special Education)

❑ MATH 381 - Teaching K-8 Mathematics I

❑ SPED 420 - Effective Teaching

❑ SPED 440 - School Practicum

Public School Practica and Internship — Special Education: 22 credits

❑ SPED 481 - Practicum III: Literacy 2

❑ SPED 482 - Practicum IV: Math

❑ SPED 496 - Internship - Exceptional Children/Early Childhood

University Graduation Requirements

General University Requirements (GURS)

Writing Proficiency Requirement (WP)

180 Minimum Total Credits 60 Minimum Upper Division Credits

Residency Requirement Minimum Grade Requirements

Final Quarter Requirement

Rationale for change: The EDUC rubric is currently used for three courses (EDUC 301, 302, 310) that are required in undergraduate/post-

baccalaureate programs delivered through the departments of Elementary Education, Secondary Education, and Special Education and by Teacher Education Outreach Programs. As EDUC, these three courses float untethered from

departmental supervision and decision-making, with the Dean’s office providing oversight. Given that curriculum falls

clearly under the purview of faculty and is governed by the Faculty Senate and not the administration, it is important that these courses be brought within departments so that chairs can manage the curriculum and administration of

them. To accomplish these changes in rubric, we have initiated the creation of new courses using the department designations of ELED, SEC and SPED. The course title, description and course content for these courses will NOT be

5

changing. This is strictly a rubric change to clearly delineate the department responsible for the course. Thus, there

will be an ELED, SEC and SPED 301, 302 and 310 created; the EDUC versions of these courses will be cancelled; and all affected Woodring programs will be revised. In accordance with direction from the ACC Executive Committee,

programs residing in other colleges that require completion of a professional education program as well as the

Registrar’s Office, are being notified of the changes to the professional programs and majors via separate memo. Again, there will be no course description or title or curricular changes. The only change to each course will be the

departmental designation.

Effect of change: ELED, SEC and SPED department chairs have mutually agreed to the establishment of departmental rubrics for EDUC

301, 302, and 310

APPROVED; sent to ACC

Special Education – P-12, BAE 724842

Change to: Department of Special Education, Woodring College of Education

85-86 credits (major and professional program) without teacher certification* 107-108 credits (major and professional program) with teacher certification

Introduction Students seeking a bachelor’s degree with teacher certification and an endorsement in Special Education must

complete the Special Education (P-12) major, the Professional Studies Core, and internship. Graduates are not

endorsed to be the sole teacher in the general education classroom. For students who plan on working in community-based agencies rather than teaching in public schools, and therefore do not desire or need teacher

certification, two practicums and the internship are not required. Admission and Declaration Process

Admission Requirements Grade Requirements

Students must earn a grade of C (2.0)

Major — Special Education: 58 credits

❑ SPED 360 - Introduction to Special Education

❑ SPED 390 - Special Education Practicum I

❑ SPED 460 - Interventions for Classroom Management

❑ SPED 466 - Assessment, Evaluation and Iep

❑ SPED 467 - Curriculum-Based Evaluation

❑ SPED 468 - Effective Collaboration with Families, Professionals and Community

❑ SPED 471 - Interventions for Learning Problems

❑ SPED 472 - Behavior Assessment and Intervention

❑ SPED 474 - Students With Complex Needs

❑ SPED 480 - Practicum II: Literacy I

❑ SPED 481 - Practicum III: Literacy 2*

❑ SPED 482 - Practicum IV: Math*

❑ SPED 483 - Reading Instruction for Students With Special Needs

❑ SPED 484 - Designing Written Expression Interventions

❑ SPED 485 - Designing Math Interventions

❑ SPED 486 - Case Study Applications in Special Education

Professional Studies Core: 33-34 credits

❑ EDUC 301 SPED 301 - Educational Psychology I: Development and Individual Differences

❑ EDUC 302 SPED 302 - Educational Psychology II: Motivation, Learning and Assessment

❑ EDUC 310 SPED 310 - Education, Culture, and Equity

❑ HLED 455 - Health Education Grades K-8

❑ I T 443 - Classroom Use of Instructional Technology (Special Education)

❑ MATH 381 - Teaching K-8 Mathematics I

❑ SPED 420 - Effective Teaching

❑ SPED 440 - School Practicum

❑ One course from:

6

ELED 424 - Language Arts in the Elementary Curriculum

Internship — Special Education: 16 credits

❑ One course from*:

SPED 498 - Internship - Exceptional Children/Elementary

SPED 499 - Internship - Exceptional Children/Secondary

Note(s): Post-baccalaureate teacher certification with Special Education endorsement has essentially the

same requirements as the undergraduate teacher certification program in Special Education, including the

Professional Studies Core and internship requirements. * For teacher certification only

University Graduation Requirements

General University Requirements (GURS)

Writing Proficiency Requirement (WP)

180 Minimum Total Credits 60 Minimum Upper Division Credits

Residency Requirement Minimum Grade Requirements

Final Quarter Requirement

Rationale for change: 1) The EDUC rubric is currently used for three courses (EDUC 301, 302, 310) that are required in undergraduate/post-baccalaureate programs delivered through the departments of Elementary Education, Secondary Education, and

Special Education and by Teacher Education Outreach Programs. As EDUC, these three courses float untethered from

departmental supervision and decision-making, with the Dean’s office providing oversight. Given that curriculum falls clearly under the purview of faculty and is governed by the Faculty Senate and not the administration, it is important

that these courses be brought within departments so that chairs can manage the curriculum and administration of them. To accomplish these changes in rubric, we have initiated the creation of new courses using the department

designations of ELED, SEC and SPED. The course title, description and course content for these courses will NOT be

changing. This is strictly a rubric change to clearly delineate the department responsible for the course. Thus, there will be an ELED, SEC and SPED 301, 302 and 310 created; the EDUC versions of these courses will be cancelled; and

all affected Woodring programs will be revised. In accordance with direction from the ACC Executive Committee, programs residing in other colleges that require completion of a professional education program as well as the

Registrar’s Office, are being notified of the changes to the professional programs and majors via separate memo.

Again, there will be no course description or title or curricular changes. The only change to each course will be the departmental designation.

2) Including the BAE without certification option in the catalog detail section reflects current practice as we have

graduated students each year with a BAE without requiring completion of the certification coursework, in accordance with TCCC policy approved 11/12/2002. As students progress through our program they become aware of the variety

of opportunities to work as educators with students with special needs outside of the traditional school setting. Many

special educators work in settings outside of positions that require certification (examples include: adjudicated youth, adults with disabilities, private schools for students with disabilities, & psychiatric placements). The certification option

is only for students wanting to work in the public school system.

Effect of change: ELED, SEC and SPED department chairs have mutually agreed to the establishment of departmental rubrics for EDUC

301, 302, and 310

APPROVED; sent to ACC

Special Education – P-12 and Elementary Education (Dual Endorsement), BAE 724849

Change to: Department of Special Education, Woodring College of Education

152-153 credits (major and professional program) Introduction

Students seeking a bachelor’s degree with teacher certification and endorsements in Special Education and

7

Elementary Education complete the Special Education Major (P-12), Elementary Program Curriculum and Methods,

the Professional Studies Core, and two internships. Admission and Declaration Process

Admission Requirements

Grade Requirements Students must earn a grade of C (2.0) or better in the special education professional program and in all courses

required for the endorsements. Requirements

Major — Special Education: 58 credits

❑ SPED 360 - Introduction to Special Education

❑ SPED 390 - Special Education Practicum I

❑ SPED 460 - Interventions for Classroom Management

❑ SPED 466 - Assessment, Evaluation and Iep

❑ SPED 467 - Curriculum-Based Evaluation

❑ SPED 468 - Effective Collaboration with Families, Professionals and Community

❑ SPED 471 - Interventions for Learning Problems

❑ SPED 472 - Behavior Assessment and Intervention

❑ SPED 474 - Students With Complex Needs

❑ SPED 480 - Practicum II: Literacy I

❑ SPED 481 - Practicum III: Literacy 2

❑ SPED 482 - Practicum IV: Math

❑ SPED 483 - Reading Instruction for Students With Special Needs

❑ SPED 484 - Designing Written Expression Interventions

❑ SPED 485 - Designing Math Interventions

❑ SPED 486 - Case Study Applications in Special Education

Elementary Program Curriculum and Methods: 29-30 credits

❑ One course from:

ART 398 - Integrated Arts for Elementary Educators

DNC 398 - Integrated Arts for Elementary Educators

MUS 398 - Integrated Arts for Elementary Educators

THTR 398 - Integrated Arts for Elementary Educators

❑ One course from:

ART 380 - Art Educating the Child

DNC 433 - Creative Movement for Educators With Lab

MUS 361 - Music for Elementary Teachers

THTR 350 - Theatre for Youth

THTR 351 - Creativity Across the Curriculum

❑ ELED 426 - Social Studies Methods

❑ MATH 382 - Teaching K-8 Mathematics II

❑ MATH 383 - Teaching K-8 Mathematics III

❑ PE 345 - Physical Education for Elementary School

❑ SCED 480 - Science Methods and Curriculum for the Elementary School

❑ SCED 490 - Laboratory/Field Experience in Elementary Science

Professional Studies Core: 33-34 credits

❑ EDUC 301 SPED 301 - Educational Psychology I: Development and Individual Differences

❑ EDUC 302 SPED 302 - Educational Psychology II: Motivation, Learning and Assessment

❑ EDUC 310 SPED 310 - Education, Culture, and Equity

❑ HLED 455 - Health Education Grades K-8

❑ I T 443 - Classroom Use of Instructional Technology (Special Education)

❑ MATH 381 - Teaching K-8 Mathematics I

❑ SPED 420 - Effective Teaching

8

❑ SPED 440 - School Practicum

❑ ELED 424 - Language Arts in the Elementary Curriculum

Internships — Special Education and Elementary Education: 32 credits

❑ ELED 494 - Internship - Elementary

❑ SPED 498 - Internship - Exceptional Children/Elementary

University Graduation Requirements

General University Requirements (GURS)

Writing Proficiency Requirement (WP) 180 Minimum Total Credits

60 Minimum Upper Division Credits Residency Requirement

Minimum Grade Requirements Final Quarter Requirement

Rationale for change: The EDUC rubric is currently used for three courses (EDUC 301, 302, 310) that are required in undergraduate/post-

baccalaureate programs delivered through the departments of Elementary Education, Secondary Education, and

Special Education and by Teacher Education Outreach Programs. As EDUC, these three courses float untethered from departmental supervision and decision-making, with the Dean’s office providing oversight. Given that curriculum falls

clearly under the purview of faculty and is governed by the Faculty Senate and not the administration, it is important that these courses be brought within departments so that chairs can manage the curriculum and administration of

them. To accomplish these changes in rubric, we have initiated the creation of new courses using the department

designations of ELED, SEC and SPED. The course title, description and course content for these courses will NOT be changing. This is strictly a rubric change to clearly delineate the department responsible for the course. Thus, there

will be an ELED, SEC and SPED 301, 302 and 310 created; the EDUC versions of these courses will be cancelled; and all affected Woodring programs will be revised. In accordance with direction from the ACC Executive Committee,

programs residing in other colleges that require completion of a professional education program as well as the Registrar’s Office, are being notified of the changes to the professional programs and majors via separate memo.

Again, there will be no course description or title or curricular changes. The only change to each course will be the

departmental designation.

Effect of change: ELED, SEC and SPED department chairs have mutually agreed to the establishment of departmental rubrics for EDUC

301, 302, and 310

DEPARTMENT: SECONDARY EDUCATION, WCE

MAJOR PROGRAM REVISIONS APPROVED; sent to ACC

Secondary Education Professional Program 722169

Change to: Department of Secondary Education, Woodring College of Education 68 credits

Admission and Declaration Process

Admission Requirements Grade Requirements

Students must earn a grade of C (2.0) or better in the secondary education professional program and in all courses required for the endorsement.

Requirements

--------------------------------------------------------------------------------

❑ EDUC SEC 301 - EDUCATIONAL PSYCHOLOGY I: DEVELOPMENT AND INDIVIDUAL DIFFERENCES

❑ EDUC SEC 302 - EDUCATIONAL PSYCHOLOGY II: MOTIVATION, LEARNING AND ASSESSMENT

❑ EDUC SEC 310 - THE TEACHER AND THE SOCIAL ORDER EDUCATION, CULTURE, AND EQUITY

❑ I T SEC 444 - CLASSROOM USE OF INSTRUCTIONAL TECHNOLOGY (SECONDARY)SUPPORTING TEACHING AND

9

LEARNING WITH TECHNOLOGY

❑ SEC 410 - DYNAMICS OF TEACHING

❑ SEC 411 - PHILOSOPHICAL FOUNDATIONS OF EDUCATION

❑ SEC 425 - DEVELOPMENTAL READING, WRITING AND LEARNING IN SECONDARY SCHOOLS

❑ SEC 430 - SECONDARY SCHOOL METHODS I - INSTRUCTIONAL STRATEGIES, DAILY PLANNING, AND

STANDARDS

❑ SEC 431 - SECONDARY SCHOOL METHODS II-ASSESSMENT AND LONG TERM PLANNING

❑ SEC 432 - SECONDARY SCHOOL METHODS III - MANAGEMENT, MOTIVATION AND DISCIPLINE

❑ SEC 433 - PEERTEACHING LABORATORY

❑ SEC 435 - MIDDLE LEVEL PRACTICUM

❑ SEC 436 - SECONDARY SCHOOL PRACTICUM

❑ SEC 495 - INTERNSHIP - SECONDARY

❑ SPED 363 - SECONDARY STUDENTS WITH SPECIAL NEEDS

Academic content methods courses are required for content methods courses are required for all major endorsement areas. For specific course numbers and schedule information, students are advised to contact their academic major

department advisor.

Rationale for change: 1) The EDUC rubric is currently used for three courses (EDUC 301, 302, 310) that are required in undergraduate/ post-baccalaureate programs delivered through the departments of Elementary Education, Secondary Education, and

Special Education and by Teacher Education Outreach Programs.

As EDUC, these three courses float untethered from departmental supervision and decision-making, with the Dean’s

office providing oversight. Given that curriculum falls clearly under the purview of faculty and is governed by the Faculty Senate and not the administration, it is important that these courses be brought within departments so that

chairs can manage the curriculum and administration of them. To accomplish these changes in rubric, we have

initiated the creation of new courses using the department designations of ELED, SEC and SPED. The course title, description and course content for these courses will NOT be changing. This is strictly a rubric change to clearly

delineate the department responsible for the course.

Thus, there will be an ELED, SEC and SPED 301, 302 and 310 created; the EDUC versions of these courses will be cancelled; and all affected Woodring programs will be revised.

In accordance with direction from the ACC Executive Committee, programs residing in other colleges that require completion of a professional education program as well as the Registrar’s Office, are being notified of the changes to

the professional programs and majors via separate memo. Again, there will be no course description or title or curricular changes. The only change to each course will be the departmental designation.

2) Replacement of IT 444 with SEC 444. SEC 444, a new course approved by ACC in AY 2011-2012, was designed to supplant IT 444 so that the content can

be delivered in conjunction with SEC 431 and SEC 435. This was needed because the edTPA (and Standard V) requirements place far more emphasis on candidates acquiring the experience to not only observe themselves, but to

1) interpret and critically examine their teacher decision-making and judgments in the act of teaching and 2) to examine and provide analysis of that teaching making a positive impact on student learning. Embedding SEC 444 and

aligning it with the methods course (SEC 431) and field experience (SEC 435) provides coherence and continuity for

both candidates and SEC instructors, who will be in the field with candidates. The concurrent listing of SEC 444/431/435 will enable faculty to work closely together in order to provide supported field experiences.

3) SEC 433 has dropped the word 'Peer' from the title to reflect this as no longer a peer teaching lab.

Effect of change: The proposed course rubric changes from EDUC to SEC were discussed and agreed to by all teacher education department chairs through routine Woodring Chairs and Directors meetings.

A detailed memo has been distributed by email to all non-Woodring departments delivering programs that are directly or indirectly impacted by changes to the Secondary Education Professional Program. The memo provides the rationale

and process for revisions to EDUC 302, 302, 310 along with impacted non-Woodring programs; and information on the

replacement of IT 444 with SEC 444.

10

APPROVED; sent to ACC

Humanities – Middle Level – Additional Endorsement 723965

Change to: Department of Secondary Education, Woodring College of Education 30-38 29 - 41 credits

Introduction This additional endorsement program must be accompanied by the professional preparation program in secondary

education, and preparation for an English Language Arts or Social Studies endorsement. Professional education

program admission, completion, and teacher certification requirements are provided within this Secondary Education section of the catalog.

Secondary education students who complete this program will build on their preparation for an English Language Arts or Social Studies endorsement to earn an additional endorsement in Middle Level Humanities. The Middle Level-

Humanities endorsement prepares individuals to teach these core subjects and an integrated language arts/social

studies core block classroom in the middle and junior high school. Grade Requirements

Students must earn a grade of C (2.0) or better in the secondary education professional program and in all courses required for the endorsement

Requirements Middle School Pedagogy

❑ SEC 450 - Introduction to Middle Schools

❑ SEC 451 - Curriculum and Instruction in Middle Schools — taken in place of SEC 431

❑ SEC 452 - Intensive Middle School Practicum — taken in place of SEC 435

Content and Methods — Option I or Option II Option I - Requirements

English Language Arts Endorsement

See English for a description of the major in English – Literature Emphasis with Teaching Endorsement leading to an endorsement in English Language Arts.

Social Studies Supporting Component

❑ ENVS 204 - Human Geography

❑ HIST 103 - Introduction to American Civilization: American History to 1865

❑ HIST 104 - Introduction to American Civilization: American History Since 1865

❑ HIST 391 - History of the Pacific Northwest

❑ One course from:

HIST 111 - Introduction to Western Civilization: Prehistory to 476 HIST 121 - World History to 500 (preferred)

❑ PLSC 250 - The American Political System

❑ SEC 426 - Social Studies for the Secondary School

❑ One course from:

ECON 206 - Introduction to Microeconomics

ECON 446 - Economics for the Teacher (preferred)

Option II - Requirements Social Studies Endorsement

See Social Studies Education for majors leading to the endorsement in Social Studies. Students earning the Middle

Level-Humanities additional endorsement under Option I should include HIST 111 in their selection of history courses for the Social Studies endorsement.

English Language Arts Supporting Component

❑ ENG 202 - Writing About Literature

❑ ENG 370 - Introduction to Language

❑ ENG 443 - Teaching English Language Arts in the Secondary Schools I

❑ One course from:

ENG 347 - Studies in Young Adult Literature

❑ One course from:

ENG 301 - Introduction to Writing Studies

ENG 302 - Introduction to Technical and Professional Writing

11

ENG 350 - Introduction to Creative Writing

ENG 371 - Introduction to Rhetoric and Rhetorical Analysis Additional Requirements

Secondary Education Undergraduate and Post-baccalaureate Professional Program Requirements (68 credits)

❑ EDUC SEC 301 - Educational Psychology I: Development and Individual Differences

❑ EDUC SEC 302 - Educational Psychology II: Motivation, Learning and Assessment

❑ EDUC SEC 310 - Education, Culture, and Equity

❑ I T 444 - Classroom Use of Instructional Technology (Secondary) SEC 444 - Supporting Teaching and Learning

with Technology

❑ SEC 410 - Dynamics of Teaching

❑ SEC 411 - Philosophical Foundations of Education

❑ SEC 425 - Developmental Reading, Writing and Learning in Secondary Schools

❑ SEC 430 - Secondary School Methods I - Instructional Strategies, Daily Planning, and Standards

❑ SEC 431 - Secondary School Methods II-Assessment and Long Term Planning

❑ SEC 432 - Secondary School Methods III - Management, Motivation and Discipline

❑ SEC 433 - Teaching Laboratory

❑ SEC 435 - Middle Level Practicum

❑ SEC 436 - Secondary School Practicum

❑ SEC 495 - Internship - Secondary

❑ SPED 363 - Secondary Students With Special Needs

Rationale for change:

1) As designed in 2004, this program required the substitution of two courses in the Secondary Education program, with two courses that focus on middle schools: Curriculum & Instruction in Middle Schools (SEC 451) was taken in

place of the first of two courses in the secondary methods sequence (SEC 431). The Intensive Middle School Practicum (SEC 452) was taken in place of the 2-credit middle level practicum (SEC 435).

The Secondary Education program has since undergone significant revision in response to state standards that require development of student-based and teacher-based evidence; and the preparation of teacher candidates for

administration of an externally assessed Teacher Performance Assessment (edTPA) adopted by Washington State. The

2-course methods sequence was expanded to 3 courses with increased embedded field experiences, and the middle level practicum was increased by 20 hours. Given these revisions, SEC 451 and SEC 452 are redundant and therefore

eliminated from the Middle Level Humanities additional endorsement program.

2) The requirement for ENVS 204 - Human Geography is not reflected in the AY 2012-2013 catalog but should be (the

rubric and course number changed from EGEO 201 to ENVS 204).

3) In consultation with Kevin Leonard, chair of the History Department, HIST 121, which includes a broader range of regions in ancient history, is added as a preferred option to HIST 111.

4) Consistent with majors leading to a social studies endorsement, ECON 446 is preferred over ECON 206 as it includes curriculum and methods in economics.

5) ENG 347 - Studies in Young Adult Literature is and has always been a required course in this program. The AY 2012-2013 catalog lists one of: ENG 347, 301, 302, 350, 371 by error (previously, ENG 441 was an option for ENG 347

but it has been cancelled).

6) Rubric change from EDUC to SEC:

The EDUC rubric is currently used for three courses (EDUC 301, 302, 310) that are required in undergraduate/post-

baccalaureate programs delivered through the departments of Elementary Education, Secondary Education, and Special Education and by Teacher Education Outreach Programs. As EDUC, these three courses float untethered from

departmental supervision and decision-making, with the Dean’s office providing oversight.

Given that curriculum falls clearly under the purview of faculty and is governed by the Faculty Senate and not the administration, it is important that these courses be brought within departments so that chairs can manage the

curriculum and administration of them. To accomplish these changes in rubric, we have initiated the creation of new courses using the department designations of ELED, SEC and SPED. The course title, description and course content

for these courses will not be changing. This is strictly a rubric change to clearly delineate the department responsible

for the course. Thus, there will be an ELED, SEC and SPED 301, 302 and 310 created; the EDUC versions of these

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courses will be cancelled; and all affected Woodring programs will be revised.

7) Replacement of IT 444 with SEC 444.

SEC 444, a new course approved by ACC in AY 2011-2012, was designed to supplant IT 444 so that the content can

be delivered in conjunction with SEC 431 and SEC 435. This was needed because the edTPA (and Standard V)

requirements place far more emphasis on candidates acquiring the experience to not only observe themselves, but to 1) interpret and critically examine their teacher decision-making and judgments in the act of teaching and 2) to

examine and provide analysis of that teaching making a positive impact on student learning. Embedding SEC 444 and aligning it with the methods course (SEC 431) and field experience (SEC 435) provides coherence and continuity for

both candidates and SEC instructors, who will be in the field with candidates. The concurrent listing of SEC 444/431/435 will enable faculty to work closely together in order to provide supported field experiences.

Effect of change: Dr. Angela Harwood was instumental in the design of this program and agrees with the elimination of SEC 451 and

SEC 452. ELED, SEC and SPED department chairs have mutually agreed to the establishment of departmental rubrics

for EDUC 301, 302, and 310. Replacement of IT 444 with SEC 444 was agreed to by Secondary Education department faculty.

Dr. Kevin Leonard was consulted on the addition of HIST 121 as a preferred option to HIST 111

DEPARTMENT: ELEMENTARY EDUCATION, WCE

NEW COURSES APPROVED; sent to ACC

ELL 431 – Second Language Acquisition Theory and Policy for P-12 Teachers 721590

Final copy: Provides a historical, legal, theoretical and policy foundation to understand experiences of Bilingual students in US

public schools. Examines sociocultural and equity issues related to the education of language minority students from

global to local contexts. Explores theory and research on second language acquisition and learning drawn from sociocultural, linguistic, psychological, neurological, and sociolinguistic traditions that inform current practice. Course

presents research on program models and effective school practices with English language learners. Students will become familiar with language development standards across domains of reading, writing, listening and speaking as

these interact with content standards across program models and instructional approaches.

Rational for new course: ELL endorsement course focused on P-12 teacher education and includes relevant laws,policy, and instructional

methods. This replaces TESL 410 for Teacher Education Students. TESL courses now focus on language schools, not P-12. ELL courses focus on P-12.

Prerequisites & Notes: Admission to ELL Endorsement Program or permission of Program Director Credits: 4 Rational for prerequisites: ELL endorsement courses are sequenced. This course provides the foundation of the endorsement program and is most appropriate at the beginning of the ELL coursework.

APPROVED; sent to ACC

ELL 432 – Introduction to English Linguistics for P-12 Teachers 721579

Final copy: Students are introduced to the structure, history and use of English with emphasis on their application to the teaching

of P-12 level language learners within the P-12 school system. Includes an outline of basic linguistic aspects of language (phonology, morphology, syntax, semantics, and pragmatics) and their historical, geographical, and social

variation. The theory of English grammar, including parts of speech, syntactic structure, coordination, subordination,

and discourse patterns will also be covered.

Rational for new course: ELL endorsement course focused on P-12 teacher education This replaces TESL 401 and part of TESL 404/405 for Teacher Education Students. TESL courses now focus on language schools, not P-12. ELL courses focus on P-12.

Prerequisites & Notes: ELL 431 or permission of Program Director Credits: 5

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Rational for prerequisites: ELL courses are offered in a specific sequence and successful completion of courses is dependent upon previous course knowledge.

APPROVED; sent to ACC

ELL 433 – Understanding Bilingual Learners in a Sociocultural Context 721600

Final copy: Provides a foundation for teachers to understand and address the relevant cultural and equity issues that linguistically

diverse students face in US public schools. Emphasis is on culturally and linguistically sustaining approaches to instruction, assessment, professional collaboration, and partnerships with families and communities to benefit

students. Specific attention is given to culturally relevant teaching, equity pedagogy and differentiated instruction for

ELL. Course provides an introduction to assessment from theory to practice for linguistically diverse students. A service learning experience allows teacher candidates to develop abilities to observe, reflect and employ informal assessments

to better understand and support the learning and development of an English Learner.

Rational for new course: ELL endorsement course focused on P-12 teacher education This replaces TESL 401 and part of TESL 404 for Teacher

Education Students. TESL courses now focus on language schools, not P-12. ELL courses focus on P-12.

Prerequisites & Notes: ELL 431 and ELL 432 or Permission of Program Director

Credits: 4

Rational for prerequisites: ELL courses are offered in a specific sequence and successful completion of courses is dependent upon previous course knowledge.

APPROVED; sent to ACC

ELL 434 – Methods and Materials for Teaching Beginning ELLS in Grades P-12 721608

Final copy: Theoretical and practical concerns in teaching English as a second language to students with beginning to low-

intermediate proficiency in English in P-12 schools. Emphasis on innovative approaches to the teaching of listening, speaking, reading, writing, and culture within a communicative framework. Guidance in the evaluation of students; use

of standards; development and use of creative materials, including media-based materials. Required participation in

embedded practicum with English language learners with demonstration and practice in instructing students in English evaluation, development, and use of creative materials, including media-based materials and state requirements.

Rational for new course: ELL endorsement course focused on P-12 teacher education and includes relevant laws,policy, and instructional

methods. This replaces TESL 420 for Teacher Education Students. TESL courses now focus on language schools, not P-12. ELL courses focus on P-12. This is a methods course for P-12 classroom teachers working with beginningl

English Language Learners.

Prerequisites & Notes: ELL 433

Credits: 5

Rational for prerequisites: This course requires foundational knowledge from prior courses. This is the first of a 2 course methods sequence.

APPROVED; sent to ACC

ELL 435 – Methods and Materials for Academic Language Proficiency in Grades P-12 721962

Final copy: An expansion on theoretical and practical concerns in teaching English as an additional language to students in grades

P-12 with intermediate to advanced proficiency in English. Emphasis is on innovative approaches to the teaching of language and literacy within a communicative framework and academic register. Provides guidance in the evaluation,

development, and use of creative materials, including media-based materials. Requires participation in an embedded practicum experience with English language learners.

Rational for new course: ELL endorsement course focused on P-12 teacher education and includes relevant laws,policy, and instructional methods. This replaces TESL 421 for Teacher Education Students. TESL courses now focus on language schools, not

P-12. ELL courses focus on P-12. this is a methods course for P-12 classroom teachers working with higher level English Language Learners.

Prerequisites & Notes: ELL 434 or Permission of Program Director Credits: 5

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Rational for prerequisites: This is the second of a 2 course methods sequence.

APPROVED; sent to ACC

ELL 436 – Seminar and Practicum for ELL or Bilingual P-12 Teachers 724920

Final copy: Provides a forum for reflection and sharing of the teaching of ELL’s in P-12 schools. Includes research-based lesson planning and advocacy, linking to WA state and Federal laws. Provides practice working collaboratively with colleagues

and the community. Bilingual option includes supervised bilingual teaching in English and second language of instruction in P- 12 bilingual program for 5 credits.

Prerequisites & Notes: Completion of all required ELL/Bilingual courses

Rational for new course: ELL endorsement course focused on P-12 teacher education This replaces TESL 432 and TESL 435 for Teacher

Education Students. TESL courses now focus on language schools, not P-12. ELL courses focus on P-12.

Prerequisites & Notes: Permission of Program Director

Credits: 4-5

Rational for prerequisites: This course is the capstone seminar and practicum for the ELL or Bilingual endorsement.

APPROVED; sent to ACC

ELL 438 – Methods and Programming for P-12 Bilingual Classrooms 724927

Final copy: Participants extend their knowledge of second language acquisition, instructional methods, and assessment techniques

to effectively teach bilingual models of instruction in P-12 schools. Course content includes further development of the concepts of bilingualism and biculturalism, and leads into a focus on the development and assessment of bi-literacy

and content area instruction with culturally and linguistically diverse students. Includes embedded or arranged practicum.

Rational for new course: ELL endorsement course focused on bilingual education in P-12 schools. This methods course is required for those seeking the bilingual endorsement. This replaces TESL 425 for Teacher Education Students.

TESL courses now focus on language schools, not P-12. ELL courses focus on P-12.

Prerequisites & Notes: ELL 435 or permission of program director

Credits: 5

Rational for prerequisites: None listed

APPROVED; sent to ACC

TESL 412 – Spanish for Educators 728708

Final copy: Prepares educators to communicate with Spanish-speaking students and their families through Spanish

language study. Guided investigation of Spanish-language academic resources and development of academic language in Spanish in chosen content area to support student learning. Seminar component

(in English) undertakes contrastive analysis of the Mexican and US educational systems providing an example of how cultural and socioeconomic factors influence educational opportunities.

Rational for new course: Many educators, and particulary ESL professionals, seek communication skills in Spanish to help students and their families understand and successfully navigate educational programs. This TESOL

course is not a traditional Spanish course, but rather a course in 'Spanish for a special purposes', which

combines focused language study, investigation of available resources for educators to use with their students, and development of the educator's academic language in Spanish in their specialty area.

Students in the TESOL program can use this course to help meet the foreign language study requirement for the program. Prerequisites & Notes: None

Rational for prerequisites: N/A

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COURSE REVISION APPROVED; sent to ACC

ELED 490 Teaching Laboratory 726255

Change to: Diagnosis of students, lesson preparation, videotaped peer teaching, analysis of teaching, lesson redesign.

Prereq: SEC 471 or SEC 571 or program advisor permission ELED 472 or ELED 470 Credits: 4 1-4

Grade Mode: Letter S/U

Schedule Type: Lecture Repeatability: Not Repeatable Repeatable to 8 credits

Attributes:

Rationale for change: This request to revise ELED 490 is for the purpose of providing teaching laboratory support for the Teacher

Performance Assessment (edTPA) for students in Woodring College teacher education outreach programs. Prerequisites have been updated and made specific to Elementary Education, and S/U grading replaces letter grades in

keeping with the particular requirements of the edTPA. Changes to credits and repeatability will allow for additional program flexibility.

Effect of change: When consulted by Teacher Education Outreach Programs, the Elementary Education Department suggested ELED 490 as an appropriate vehicle for providing students in Outreach Programs with additional support for the Teacher

Performance Assessment.

MINOR PROGRAM/ENDORSEMENT REVISIONS APPROVED; sent to ACC

Elementary Education – Teaching English to Speakers of Other Languages Minor 726861

Change to: 27 credits

Introduction Undergraduates may choose to complete either a 27-credit minor in TESOL. or a 33-credit minor in Bilingual

Education, but not both. To declare the TESOL minor, students must demonstrate study of another culture (gained through experience, or the minimum of 3 credits of approved course work) and the equivalent of one year of

college-level foreign language study. Grade Requirements

Students must complete the minor with a minimum GPA of 2.7 in minor course work.

Requirements

❑ TESL 401 - Introduction to English Linguistics for Tesol

❑ TESL 404 - Understanding English Grammar for TESOL

❑ TESL 405 - Methods for Teaching English Grammar

❑ TESL 410 - Second Language Acquisition Theory for Tesol

❑ TESL 420 - Methods and Materials for Basic Communication

❑ TESL 421 - Methods and Materials for Academic Language Proficiency

❑ TESL 432 - Seminar in TESOL and Bilingual Education

❑ TESL 435 - Practicum in TESOL/Bilingual Education

University Graduation Requirements

Rationale for change: TESOL and ELL courses have been separated into two distinct programs. The ELL program now offers all state

endorsements. The TESOL program focuses on language school models, e.g., WWU's Intensive English Program and

does not offer state teaching endorsements, and no longer offers a bilingual minor as that is most appropriate for P-12 teachers.

Effect of change: SPED and Secondary in agreement.

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APPROVED; sent to ACC

Elementary Education, English Language Learners Endorsement 726836

Change to: 27 credits

Introduction This program leads to an additional endorsement in English Language Learners based on Washington state English

Language Learners endorsement competencies, when accompanied by a professional teacher education program and a first endorsement in another content area. Students must demonstrate study of another culture (gained

through experience, or the minimum of 3 credits of approved course work) and the equivalent of one year of

college-level foreign language study. A passing score on the ELL WEST-E is required by the state. Admission and Declaration Process

Admission Requirements Grade Requirements

Each required course must be completed with a grade of B- (2.7) or better.

Requirements

❑ TESL 401 - Introduction to English Linguistics for Tesol

❑ TESL 404 - Understanding English Grammar for TESOL

❑ TESL 405 - Methods for Teaching English Grammar

❑ TESL 410 - Second Language Acquisition Theory for Tesol

❑ TESL 420 - Methods and Materials for Basic Communication

❑ TESL 421 - Methods and Materials for Academic Language Proficiency

❑ TESL 432 - Seminar in TESOL and Bilingual Education

❑ TESL 435 - Practicum in TESOL/Bilingual Education

❑ ELL 431 – Second Language Acquisition Theory and Policy for P-12 Teachers

❑ ELL 432 – Introduction to English Linguistics for P-12 Teachers

❑ ELL 433 – Understanding Bilingual Learners in a Socio Cultural Context

❑ ELL 434 – Methods and Materials for Teaching Beginning ELLs in Grades P-12

❑ ELL 435 – Methods and Materials for Academic Language Proficiency in Grades P-12

❑ ELL 436 – Seminar and Practicum for ELL or Bilingual P-12 Teachers

Rationale for change: TESOL and ELL courses have been separated into two distinct programs. The ELL program now offers all state

endorsements. The TESOL program focuses on language school models, e.g., WWU's Intensive English Program and does not offer state teaching endorsements.

Effect of change: SPED and Secondary in agreement.

APPROVED; sent to ACC

Elementary Education – Bilingual Education Minor 726884

Change to: Department of Elementary Education, Woodring College of Education

33 credits Introduction

Undergraduates may choose to complete either a 27-credit minor in TESOL ELL or a 33-credit minor in Bilingual Education, but not both. To declare the Bilingual Education minor, students must complete a cultural studies course

taught in the language of that culture, or demonstrate the equivalent in experience. Students must also be

recommended by the department of Modern and Classical Languages prior to enrolling in the seminar and practicum in Bilingual Education or declaring the minor. Students must complete the minor with a minimum GPA of

2.7 in minor course work. Admission and Declaration Process

Admission Requirements Grade Requirements

Students must complete the minor with a minimum GPA of 2.7 in minor course work.

Requirements

❑ TESL 401 - Introduction to English Linguistics for Tesol

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❑ TESL 404 - Understanding English Grammar for TESOL

❑ TESL 405 - Methods for Teaching English Grammar

❑ TESL 410 - Second Language Acquisition Theory for Tesol

❑ TESL 420 - Methods and Materials for Basic Communication

❑ TESL 421 - Methods and Materials for Academic Language Proficiency

❑ TESL 425 - Methods and Programming for the Bilingual Classroom

❑ TESL 432 - Seminar in TESOL and Bilingual Education

❑ TESL 435 - Practicum in TESOL/Bilingual Education

❑ ELL 431 – Second Language Acquisition Theory and Policy for P-12 Teachers

❑ ELL 432 – Introduction to English Linguistics for P-12 Teachers

❑ ELL 433 – Understanding Bilingual Learners in a Socio Cultural Context

❑ ELL 434 – Methods and Materials for Teaching Beginning ELLs in Grades P-12

❑ ELL 435 – Methods and Materials for Academic Language Proficiency in Grades P-12

❑ ELL 436 – Seminar and Practicum for ELL or Bilingual P-12 Teachers

❑ ELL 438 – Methods and Programming for P-12 Bilingual Classrooms

University Graduation Requirements

Rationale for change: Bilingual Minor will be offered only through ELL Program. Due to split in program, this minor is no longer an option for

the TESOL program, where the focus is on teaching English. TESOL students can continue to declare a minor in

TESOL.

Effect of change: SPED and Secondary in agreement.

DEPARTMENT: SCIENCE EDUCATION, CST

NEW COURSE APPROVED; sent to ACC

SCED 492 – Field Experience in Middle School Science 716540

Final copy: A field-based experience in which WWU students teach science with experience mentor teachers in local middle

schools. Includes weekly seminar.

Rational for new course: WWU currently does not offer a middle school science practicum, even though students who major in General Science

Elementary BAE, General Science Middle Level BAE or any of the secondary science degrees are endorsed as highly qualified to teach middle school science. This course will remedy this deficit without adding credits to their degree as

we a removing the SCED370 requirement for the General Science Elementary and Earth Science – Elementary General Science Middle Level majors.

Prerequisites & Notes: SCED 480 (for General Science majors) or permission of instructor (for secondary science majors) SCED 490 (for General Science majors) or permission of instructor (for secondary science majors)

Credit: 3

Rational for prerequisites: None listed

MAJOR PROGRAM REVISIONS APPROVED; sent to ACC

General Science Elementary, BAE 716547

Change to: Department of Science Education, College of Sciences and Technology

51-52 credits Introduction

This major satisfies the academic major requirement for teacher certification with an endorsement in elementary

education and must be accompanied by the professional preparation program in elementary education. It does not result in a science endorsement. See the Elementary Education section of this catalog for program admission,

18

completion, and teacher certification requirements.

Grade Requirements A grade of C (2.0) or better is required for courses in the elementary education professional program and all

courses required for the endorsement.

Requirements

❑ One course from:

ASTR 103 - Introduction to Astronomy

ASTR 113 - Sun, Moon, and Planets

❑ BIOL 204 - Introduction to Evolution, Ecology and Biodiversity

❑ CHEM 121 - General Chemistry I

❑ GEOL 211A - Physical Geology Review

❑ GEOL 212 - Historical Geology

❑ GEOL 311 - Earth Materials

❑ MATH 114 - Precalculus I

❑ SCED 201 - Matter and Energy in Physical Systems

❑ SCED 202 - Matter and Energy in Earth Systems

❑ SCED 203 - Matter and Energy in Life Systems

❑ SCED 204 - Matter and Energy in Chemical Systems

❑ SCED 370 - Science and Society

❑ SCED 492 - Field Experience Middle School Science

❑ One course from:

PHYS 101 - Physics Analysis

PHYS 104 - Physics Applications

Rationale for change: WWU currently does not offer a middle school science practicum, even though students who major in General Science

Elementary BAE, General Science Middle Level BAE or any of the secondary science degrees are endorsed as highly qualified to teach middle school science. A new course, SCED492, course will remedy this deficit without adding credits

to their degree as we a removing the SCED370 requirement for the General Science Elementary and Earth Science – Elementary General Science Middle Level majors.

Effect of change: Agreement from Joanne Carney, Elementary Education Chair

TABLED; returned for further revisions

General Science – Middle Level, BAE 716633

Change to: Department of Science Education, College of Sciences and Technology

87-88 credits Introduction

This major satisfies the academic major requirement for teacher certification with an endorsement in elementary education and leads to a middle level science endorsement. It must be accompanied by the professional

preparation program in elementary education. See the Elementary Education section of this catalog for program

admission, completion, and teacher certification requirements. Grade Requirements

A grade of C (2.0) or better is required for courses in the elementary education professional program and all courses required for the endorsement.

Requirements

❑ One course from:

ASTR 103 - Introduction to Astronomy

ASTR 113 - Sun, Moon, and Planets

❑ BIOL 204 - Introduction to Evolution, Ecology and Biodiversity

❑ BIOL 205 - Introduction to Cellular and Molecular Biology

❑ BIOL 206 - Introduction to Organismal Biology

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❑ CHEM 121 - General Chemistry I

❑ CHEM 122 - General Chemistry II

❑ CHEM 123 - General Chemistry III

❑ GEOL 211 - Physical Geology

❑ GEOL 212 - Historical Geology

❑ GEOL 252 - The Earth and Its Weather

❑ MATH 115 - Precalculus II

❑ PHYS 101 - Physics Analysis

❑ PHYS 102 - Physics and Contemporary Issues

❑ PHYS 104 - Physics Applications

❑ SCED 201 - Matter and Energy in Physical Systems

❑ SCED 202 - Matter and Energy in Earth Systems

❑ SCED 203 - Matter and Energy in Life Systems

❑ SCED 204 - Matter and Energy in Chemical Systems

❑ SCED 492 - Field Experience in Middle School Science

❑ SCED 370 - Science and Society

❑ SEC 450 - Introduction to Middle Schools

❑ Plus 1 course at the 300-level for 4 credits

Rationale for change: WWU currently does not offer a middle school science practicum, even though students who major in General Science Elementary BAE, General Science Middle Level BAE or any of the secondary science degrees are endorsed as highly

qualified to teach middle school science. A new course, SCED492, course will remedy this deficit without adding credits

to their degree as we a removing the SCED370 requirement for the General Science Elementary and General Science Middle Level majors.

Effect of change: None

APPROVED; sent to ACC

Earth Science – Elementary, BAE 716615

Change to: Department of Geology, College of Sciences and Technology

73-85 credits

Introduction This major satisfies the academic major requirement for teacher certification with an endorsement in elementary

education and must be accompanied by the professional preparation program in elementary education. See the Elementary Education section of this catalog for program admission, completion, and teacher certification

requirements. This major does not lead to an endorsement in Earth & Space Science. Admission and Declaration Process

Declaration of Major

Some 300-level geology courses give preference to majors during Phase I of registration, so it is important to declare a major as early as possible.

Students are admitted to the BA or BS major once they have completed GEOL 211. (NOTE: Grades of D-, D, or D+

are not acceptable for major and supporting courses.) Students must apply to the department for admission to the

major. Grade Requirements

Students must earn a grade of C (2.0) or better in the elementary education professional program and in all courses required for the endorsement.

Requirements

❑ CHEM 121 - General Chemistry I

❑ GEOL 212 - Historical Geology

❑ GEOL 213 - GIS in Geology

❑ GEOL 252 - The Earth and Its Weather

❑ GEOL 310 - Geomorphology

❑ GEOL 340 - Geological Oceanography

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❑ MATH 114 - Precalculus I

❑ SCED 201 - Matter and Energy in Physical Systems

❑ SCED 202 - Matter and Energy in Earth Systems

❑ SCED 203 - Matter and Energy in Life Systems

❑ SCED 204 - Matter and Energy in Chemical Systems

❑ SCED 492 - Field Experience in Middle School Science

❑ SCED 370 - Science and Society

❑ SCED 480 - Science Methods and Curriculum for the Elementary School

❑ SCED 490 - Laboratory/Field Experience in Elementary Science

❑ One course from:

GEOL 211 - Physical Geology

GEOL 211A - Physical Geology Review

❑ Choose either:

GEOL 311 - Earth Materials OR

GEOL 306 - Mineralogy AND

GEOL 406 - Igneous and Metamorphic Petrology

❑ One course from:

PHYS 101 - Physics Analysis

PHYS 104 - Physics Applications

❑ One course from:

ASTR 103 - Introduction to Astronomy

ASTR 113 - Sun, Moon, and Planets

❑ Electives (choose two of the following):

GEOL 214 - Environmental Geology

GEOL 303 - Dinosaurs and Their Environment

GEOL 308 - Earthquakes

GEOL 309 - Volcanology

GEOL 316 - Research in Marine Paleontology

GEOL 372 - Watershed Hydrology

GEOL 414 - Geology of Washington

GEOL 415 - Stratigraphy and Sedimentation

GEOL 430 - Image Interpretation

GEOL 440 - Glacial Geology

Rationale for change: WWU currently does not offer a middle school science practicum, even though students who major in General Science

Elementary BAE, General Science Middle Level BAE or any of the secondary science degrees are endorsed as highly

qualified to teach middle school science. A new course, SCED492, course will remedy this deficit without adding credits to their degree as we a removing the SCED370 requirement for the General Science Elementary and Earth Science –

Elementary General Science Middle Level majors.

Effect of change: None

DEPARTMENT: PEHR, CHSS

MAJOR PROGRAM REVISION APPROVED; sent to ACC

Physical Education and Health P-12, BAE 716575

Change to: Physical Education and Health P-12, BAE 143 131 credits*

Introduction

*89 84 credits in Physical Education and Health content area; 54 47 credits from the Secondary Education program including the student teaching internship.

This major leads to an endorsement in health and fitness for grades PK P-12. See the Secondary Education section of

this catalog for program admission, completion, and teacher certification requirements.

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This major provides concentrated study of physical education and health. The program is unique in that it consists of

four sequential five-credit blocks in physical education pedagogy with practicum experiences at the elementary, middle, high school and college levels, allowing students concentrated time to develop teaching techniques while

working with children and young people in educational settings. Ongoing analysis of teaching effectiveness is

incorporated throughout the program. The health component requires a series of 17 credits of coursework and practica in a health education setting which is integrated into PE 441p. The number of students admitted into the

program is limited.

Admission and Declaration Process:

Students desiring entry into the program should follow the process outlined below: Meet the minimum qualifications of the Woodring College of Education admissions process. This can be initiated and

completed as early as the winter or spring quarters before applying to the physical education and health program the following fall. It is imperative that students begin this process as soon as they are interested in the program. Students

who do not meet the minimum qualifications of Woodring College of Education cannot apply for entry into the P-12 physical education and health program.

Meet with a department advisor to declare the pre-major and outline a plan of study.

Enroll in KIN 301, 308, PE 340 and BIOL 348 fall quarter. NOTE: KIN 301 and BIOL 348 may be taken prior to fall quarter.

Submit a completed application packet for the P-12 physical education and health program early in October. See advisor for exact application date. Students are encouraged to submit applications as soon as they meet the minimum

qualifications of Woodring College of Education. This can be done as early as spring quarter before applying to the P-

12 physical education and health program the following fall (applications are available in Carver 102, the main office of the PEHR department).

Successful completion (grade C or better) of BIOL 348, KIN 301, KIN 308, PE 340

Applications for the P-12 physical education and health program will be reviewed by faculty, and a limited number of

candidates will be accepted into the program and notified prior to winter quarter. Criteria for acceptance are established by physical education faculty, and applications will be evaluated accordingly. Application procedures

include an oral presentation and interview.

Grade Requirements Students must earn a grade of C (2.0) or better in the secondary education professional program and in all courses required for the endorsement and the academic major.

Program of Study

❑ BIOL 348 - Human Anatomy and Physiology

❑ EDUC 301 - Educational Psychology I: Development and Individual Differences

❑ EDUC 302 - Educational Psychology II: Motivation, Learning and Assessment

❑ EDUC 310 - Education, Culture, and Equity

❑ HLED 150 - Consumer and Environmental Health

❑ HLED 151 - Society and Drugs

❑ HLED 152 - Society and Sex

❑ HLED 345 - Health Promotion/Disease Prevention

❑ HLED 455 - Health Education Grades K-8

❑ I T 344 - Basic Instructional Technology Skills

❑ I T 444 - Classroom Use of Instructional Technology (Secondary)

❑ KIN 301 - Survey of Kinesiology, Physical Education and Health

❑ KIN 308 - Human Growth and Motor Development

❑ KIN 311 – Biomechanics

❑ KIN 312 - Functional Anatomy

❑ KIN 320 - Psychology of Sport

KIN 321 - Sociology of Sport

❑ KIN 410 - Motor Control and Learning

❑ KIN 413 - Physiology of Exercise

KIN 416 - Strength and Conditioning Program Design

❑ KIN 422 - Professional Issues in Health and Exercise Settings

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❑ PE 340 - Block I: Elementary Physical Education Methods

❑ PE 341 - Block II: Elementary Physical Education Methods

❑ PE 341P - Elementary Physical Education Practicum

❑ PE 440 - Block III: Middle School Physical Education Methods

❑ PE 440P - Middle School Physical Education Practicum

❑ PE 441 - Block IV: High School Physical Education Methods

❑ PE 441P - High School Health and Physical Education Practicum

❑ PE 442P - Practicum in Physical Education

❑ PE 443 - Adapted Physical Education Methods & Practicum

❑ SEC 301 - Educational Psychology I: Development and Individual Differences

❑ SEC 302 - Educational Psychology II: Motivation, Learning and Assessment

❑ SEC 310 - Education, Culture, and Equity

❑ SEC 410 - Dynamics of Teaching

❑ SEC 411 - Philosophical Foundations of Education

❑ SEC 425 - Developmental Reading, Writing and Learning in Secondary Schools

❑ SEC 431 - Secondary School Methods II-Assessment and Long Term Planning

❑ SEC 495 - Internship - Secondary

❑ One course from:

KIN 414 - Physical Activity and Nutrition

HLED 350 - Nutrition

❑ One course from:

KIN 321 - Sociology of Sport

KIN 323 - Olympism and the Modern Olympic Games

Rationale for change: The P-12 Physical Education and Health Program has had a higher number of credits in its major for some time. This originally resulted from the State combining Health and Physical Education in one endorsement. Over a period of

years, the PE faculty have examined ways to lower the credits to be more reasonable, align with the WA State Health and PE competencies, as well as prepare students in what they will teach. As a result, a comprehensive curricular

change is being proposed. This includes eliminating 15 credits and adding 2 credits, resulting in a net decrease of 12 credits.

Course pre-fix changes.

EDUC 301, EDUC 302, and EDUC 310 are changing rubrics (to SEC 301, SEC 302, and SEC 310) as per Woodring revisions. Course content, credit, etc. will remain the same.

Courses removed from the program.

KIN 301 - We propose elimination of this course from the pedagogy major. The content from KIN 301 course will be absorbed into PE 443, Adapted Physical Education Methods/Practice. This change will allow for more effective

pedagogical relevance as the research writing employed by the KIN 301 course will be implemented in a content

specific setting related to teaching in P-12. This revision results in a decrease of three credits.

KIN 311 - We propose elimination of this course from the pedagogy major. The content covers the mathematical application of Biomechanics versus the practical application needed for teaching in P-12 schools. Sufficient depth and

knowledge of practical biomechanical principles is provided in KIN 312, Functional Anatomy, and meets the state teaching competencies. KIN 312 is currently required by the major. The elimination of KIN 311 results in a decrease of

five credits.

KIN 323 - This course was developed many years ago as an elective course for Kinesiology and P-12-Physical

Education and Health majors. The course was offered by a professor in the Kinesiology department who specialized in this content area and who is now retired. KIN 323, Olympism and the Modern Olympic Games, will no longer be

offered by the department since the content is not imperative to a growing need in the field. Instead, students in the

P-12 Physical Education and Health major will take KIN 320, Psychology of Sport, and KIN 321, Sociology of Sport, as

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program requirements. The result is a zero decrease in credits.

SEC 431 - This course is required for students majoring in Secondary Education. Through collaboration with the

Woodring College of Education it has been decided that the content covered in the course overlaps with content

covered in the PE 340, 341, 440 and 441 courses. Also the course is part of a sequence of methods courses (SEC 430, 431, 432) and students in the P-12 Physical Education and Health degree program are not required to take the pre-

requisite course in the sequence (SEC 430, 431 are not required). This will result in a decrease of four credits.

IT 344/SEC 444 - These courses are required for Secondary Education to show competence in the use of educational technology. Recent modifications made by the Woodring College of Education replaced IT 444 with SEC 444 so that

technology integration could be embedded into practicum courses. This practice has been happening in the P-12

Physical Education and Health Program for several years. Since there is a tenured faculty member in the P-12 Physical Education and Health Program with a Doctoral Specialization in Educational Technology, it was collaboratively decided

that sufficient content is embedded into the methods courses (PE 340, 341, 440, 441, 440p, 441p) and competencies demonstrated for both IT 344 and SEC 444 in program based courses. Specifically in PE 340, PE 340p, PE 440p and PE

441p students are required to demonstrate competencey in video recording lessons and presentations with the PE

441p video assignment focused upon practice for the State TPA. In PE 440, 441 students demonstrate comptencies of integrating technology into instruction and assessment requiring them to demonstate skills in the use of desktop

publishing software, audio/video instructional integration, digital audio recording/analysis using desktop software, designing audio supplements to suppor instruction, use student response systems to evaluate student learning, design

assessment using audio, video and mobile technology as well as integrate active gaming into instruction. In PE 441p students also design web-pages, wiki's, blogs, student based report cards, electronic portfolios and multiple other

technology projects which are content specific. With the integration of KIN 301 into PE 443 web-based research and

electronic data base skill competencies will also be implemented. Thus we propose elimination of IT 344 and SEC 444 from the program. This will result in a decrease of three credits for majors.

Courses added to the program.

KIN 416 - In secondary schools, curriculum courses in strength training and conditioning are common. Students currently enrolled in the P-12 Physical Education and Health program receive very limited instruction in this key

curricular area, and discussions as well as alumni survey results have indicated that there is a need for greater pre-service instruction in this area. Thus, the addition of KIN 416, Strength and Conditioning Program Design, is

warranted in order to provide adequate preparation for students required to teach in this content area. This change results in an increase of three credits for majors.

Course rubric changes: EDUC 301, EDUC 302, and EDUC 310 are changing rubrics (to SEC 301, SEC 302, and SEC 310) as per Woodring revisions. Course content, credit, etc. will remain the same.

Effect of change: Discussion with Woodring College of Education - Department of Secondary Education has been on-going throughout for the IT and SEC courses and faculty are in agreement with these changes. Approval of all changes from Secondary

Education Chair, Bruce Larson, as of 11/9/12. Kinesiology faculty are also in agreement with the changes proposed.

DEPARTMENT: MODERN AND CLASSICAL LANGUAGES, CHSS

REVISION APPROVED; sent to ACC

MCL CATALOG COPY, INTRODUCTION PAGE, ADDING ENDORSEMENT (DESIGNATED WORLD LANGUAGES)

718859

Change to: Modern and Classical Languages (department online catalog page)

Introduction The Department of Modern and Classical Languages, in fulfillment of the University’s stated goals, provides to Western

Washington University students the skills that are necessary to learn first-hand about world societies. To that end, the

department believes that the best way to understand a culture is directly through its language(s). Therefore, the department offers students the opportunity to acquire three types of proficiencies: the language skills that make for

successful communication, the cultural competencies that build global respect and responsibility, as well as the creative and interpretive aptitudes that underscore an understanding of the history and aesthetic expressions of a

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given culture. Ultimately, students graduate from the department with valuable skills for succeeding in the workplace

and for supporting global citizenship.

Faculty | did not include | exceeded form limit

Other Departmental Information

Mid-Program Checkpoint did not include | exceeded form limit

Experienced Speakers of a Language did not include | exceeded form limit

Study Abroad Students can increase language proficiency through travel, work and study abroad. WWU offers programs at study

centers in Morelia, Mexico; Quito, Ecuador; Valdivia, Chile; Segovia, Oviedo and Cadiz, Spain; Angers and Rennes, France; Vienna, Austria; Macerata and Siena, Italy; Tokyo, Japan; and Beijing and Kunming, China. Designed to give

students a complete foreign study experience in the host country, each program includes numerous excursions to historical and cultural sites and a wide range of activities which complement formal classroom work. WWU also

sponsors academic-year university exchange programs (a) with Asia, Tsuda and Obirin universities in Tokyo, Japan;

(b) Beijing Foreign Studies University; and (c) with ISEP at 70 universities in 32 countries. Students also may access language schools in Québec, Costa Rica, Germany and many other countries. Special application and registration

procedures are required for participation in foreign study programs, and students should consult with the International Programs and Exchanges Office, Miller Hall 208, well in advance of their planned quarter abroad, as well as with the

coordinator of the language section to discuss transfer credit.

Advanced Placement Credit

The student who has studied a foreign language in high school may be granted additional university credit upon completion of foreign language courses at WWU. Advanced placement credit is not awarded for 100-level courses.

Request for advanced placement credit is to be made to the coordinator of the language section.

Transfer Placement

Students transferring from another university with some course work in a foreign language should consult with the language coordinator of the section about placement. Transfer students majoring in a foreign language must complete

at least 9 credits in residence, including two fourth-year stylistics/composition courses (401/402).

Attendance

The learning and studying of a foreign language involves a level of student participation considerably higher than that required by some disciplines. It is the students’ responsibility to ascertain the specific attendance requirements of their

individual instructors.

Endorsement of Post-baccalaureate Students

Post-baccalaureate students with a degree in a foreign language are required to:

❑ Have a GPA of 3.00 or above in the major

❑ Obtain a letter of recommendation from a faculty member in reference to the candidate’s potential as a teacher

❑ Satisfactorily pass the departmental oral proficiency exam given by appointment only

❑ Complete the endorsement sequence LANG 410, 420

❑ Complete 314 (phonetics) in language to be endorsed

Additional work in the language may also be required. Students should consult the coordinator of the language section.

Additional Endorsement, Designated World Languages

(44 - 51 Credits)

Introduction This additional endorsement program prepares students to teach a designated world language (Chinese, French,

German, Japanese, or Spanish) at all levels and must be accompanied by a professional education program and a

qualifying endorsement in another content area. See the Elementary Education, Secondary Education, and Special

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Education sections of this catalog for program admission, completion, and teacher certification requirements. A

passing score on the World Languages WEST-E test, and proficiency in the designated world language assessed by ACTFL oral and written tests at the Advanced-Low level, are required by the state.

Grade Requirements Courses required for a state teaching endorsement must be completed with a grade of C (2.0) or better. The

Department of Modern and Classical Languages requires a GPA of 3.0 in the language coursework.

Requirements

Chinese P-12 (51 Credits)

❑ CHIN 201 - Second-Year Chinese

❑ CHIN 202 - Second-Year Chinese

❑ CHIN 203 - Second-Year Chinese

❑ CHIN 301 - Third-Year Chinese

❑ CHIN 302 - Third-Year Chinese

❑ CHIN 303 - Third-Year Chinese

❑ CHIN 304 - Chinese Grammar and Compostion

❑ CHIN 390 - Introduction to Chinese Language and Linguistics

❑ LANG 410 - World Language Instruction I: Theory and Method

❑ LANG 420 - World Language Instruction II: Theory and Method

❑ LANG 430 - Asian Language Pedagogy and Practice

German P-12 (44 Credits)

❑ GERM 201 - Intermediate German: Language, Communication & Culture

❑ GERM 202 - Intermediate German: Language, Communication & Culture

❑ GERM 203 - Intermediate German: Language, Communication & Culture

❑ GERM 301 - High Intermediate German: Contexts & Culture

❑ GERM 302 - Advanced German: Contexts & Culture I

❑ GERM 314 - Phonetics

❑ GERM 340 - Introduction to German Literature

❑ GERM 401 - Advanced German: Contexts & Culture II

❑ GERM 402 - Advanced German: Contexts & Culture III

❑ LANG 410 - World Language Instruction I: Theory and Method

❑ LANG 420 - World Language Instruction II: Theory and Method

French P-12 (45 Credits)

❑ FREN 201 - Intermediate French

❑ FREN 202 - Intermediate French

❑ FREN 203 - Intermediate French

❑ FREN 301 - Grammar Review

❑ FREN 302 - Written Exposition

❑ FREN 314 - Phonetics

One of the following: FREN 340 - Introduction to French Literature I

FREN 341 - Introduction to French Literature II FREN 342 - Introduction to French Literature III

❑ FREN 401 - Elements de Stylistique

One additional 400-level French course

LANG 410 - World Language Instruction I: Theory and Method LANG 420 - World Language Instruction II: Theory and Method

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Japanese P-12 (44 Credits)

❑ JAPN 201 - Second-Year Japanese

❑ JAPN 202 - Second-Year Japanese

❑ JAPN 203 - Second-Year Japanese

❑ JAPN 301 - Third-Year Japanese

❑ JAPN 302 - Third-Year Japanese

❑ JAPN 303 - Third-Year Japanese

❑ JAPN 401 - Advanced Japanese

One additional upper division course under advisement LANG 410 - World Language Instruction I: Theory and Method

LANG 420 - World Language Instruction II: Theory and Method LANG 430 - Asian Language Pedagogy and Practice

Spanish P-12 (51 Credits)

❑ SPAN 201 - Intermediate Spanish

❑ SPAN 202 - Intermediate Spanish

❑ SPAN 203 - Intermediate Spanish

❑ SPAN 301 - Grammar Review and Composition

❑ SPAN 302 - Grammar Review and Composition

❑ SPAN 314 - Phonetics

One of the following: SPAN 331 - Culture of Spain

SPAN 332 - Culture of Latin America

❑ SPAN 340 - Introduction to Hispanic Literature

❑ SPAN 401 - Advanced Grammar

❑ SPAN 402 - Advanced Composition

❑ LANG 410 - World Language Instruction I: Theory and Method

❑ LANG 420 - World Language Instruction II: Theory and Method

Programs

Undergraduate Major

French with a Teaching Endorsement, BA French — Elementary, BAE

French, BA French/German, BA

French/Spanish, BA

German with a Teaching Endorsement, BA German — Elementary, BAE

German, BA German/Spanish, BA

Japanese with a Teaching Endorsement, BA

Japanese, BA Spanish — Elementary, BAE

Spanish with a Teaching Endorsement, BA Spanish, BA

Undergraduate Minor Chinese Minor

Classical Studies Minor

French Minor German Minor

Greek Minor Japanese Minor

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Latin American Studies Minor (see History Department)

Latin Minor Russian and Eurasian Studies Minor

Spanish Minor

Courses

Rationale for change: Updating the department introduction page to reflect this endorsement. (Note: Curriculum submitted to

TCCC and ACC was not printed in the catalog, by error.) This additional endorsement program provides students who are not majoring in a language, with the

content and pedagogical coursework needed to teach a designated world language to P-12 students.

[Note: Teacher candidates must earn a 'qualifying' endorsement along with a professional education

program in order to earn a teaching certificate. They may choose to complete an 'additional' endorsement to increase their marketability in a content area of interest; there is no state or professional education

program requirement to do so.]

The revisions to the additional endorsements come from the need to meet new State standards. Twenty years ago,

the additional endorsement was, in accordance with Washington state standards at the time, only 24 credits in a foreign language at the 100 and 200 levels, with no language methods training at all. When John Underwood was

endorsement advisor, he responded to increased state requirements by adding third year and one methods class. Since that increase in requirements, the state of Washington has implemented a requirement that all candidates for a

teaching endorsement in world languages pass the American Council of Foreign Language Teaching (ACTFL) oral and written proficiency exams at the Advanced Low level. Furthermore, all candidates must pass a state exam on theory

and method of world language instruction. Therefore, we have been obliged to add phonetics where possible to aid in

better oral production and fourth year skills courses to aid in correct, grammatical written expression, as well as the theory segment of the world languages instruction sequence. Each language section has slightly different curricular

and credit requirements that respond to the individual needs of each language for which we are seeking the additional endorsement; however, all the proposed additional endorsements for world language instruction now include

augmented language and methodological training in response to the increased state standards.

Revisions to this program are summarized below:

- Revise program title and introduction to be consistent with other WWU additional endorsement programs.

- Include both teaching methods courses (LANG 410 and 420) as required for the major. The additional endorsement program when initially designed did not require LANG 410, which focused on second

language acquisition theory that was revisited in the required LANG 420, second language acquisition

practice. These courses were recently revised as a developmental sequence of second language acquisition theory and practice. Both courses are therefore necessary to prepare world language teachers

in the theory and practice of second language acquisition - Increase proficiency in the language and preparation for the state-required ACTFL proficiency tests

through the addition of a course in phonetics (French, German, Spanish).

- Provide additional literature course options (French, Spanish), and add a course in the culture of a region where the language is spoken (Spanish)

- Allow flexibility in the selection of a 400 level course, and add a new methods course to address Asian language acquisition (Japanese).

- Add Chinese as a designated world language additional endorsement option.

This revised program is necessary to ensure candidates who choose to earn an additional endorsement in a

designated world language are well-prepared to meet the state endorsement competencies in both the content and pedagogy, without the need to complete a full major.

Effect of change: Woodring College of Education supports approval of program revisions

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DEPARTMENT: ART, CFPA

MAJOR PROGRAM REVISION TABLED; returned for clarification of credits

ART EDUCATION P-12, BAE 725130

Change to: Department of Art, College of Fine and Performing Arts

71 70 credits Introduction

This major must be accompanied by the professional preparation program in secondary education and leads to an

endorsement in visual arts. See the Secondary Education section of this catalog for program admission, completion, and teacher certification requirements.

Admission and Declaration Process Declaration Process

Grade Requirements

A grade of C (2.0) or better is required for courses in the elementary education professional program and all courses required for the endorsement.

Requirements

❑ ART 109 - Visual Dialogue

❑ ART 110 - Form and Content I: Drawing

❑ ART 120 - 2-Dimensional Design/Color

❑ ART 130 - 3-Dimensional Art: Form and Content

❑ ART 381 ( 4 credits) - Theories and Teaching Strategies in Art Education

Art History (15 credits)

❑ A/HI 220 - Visual Culture in Ancient Greece and Rome

❑ A/HI 221 - Visual Culture in Medieval Europe

❑ A/HI 230 - Visual Culture in Western Europe 1400-1550

❑ A/HI 231 - Visual Culture in Western Europe 1550-1700

❑ A/HI 240 - Visual Culture in Western Europe in the 19th Century

❑ Six courses from:

200 level studio courses (10 credits): Art 203 and Art 230 A selection of 5 studio courses (25 credits)

ART 210 - Introduction to

Printmaking

ART 220 - Painting

ART 230 - Beginning Sculpture

ART 240 - Ceramics

ART 260 - Fibers/Fabrics I

ART 290 - Photography

DSGN 240 - Visual Communication II

❑ Two courses from:

Art History: (18 7 credits) A/HI 270 - Visual Culture in South and Southeast Asia

A/HI 271 - Visual Culture in East Asia

A/HI 310 - Indigenous Arts of the Pacific Northwest

A/HI 368 - Pacific Arts and Visual Culture

A/HI 370 - Islamic Visual Cultures

A/HI 371 - Transforming Traditions: Art and Visual Culture in Japan

A/HI 411 - Contemporary Japanese Visual Culture

❑ Studio specialization (10 credits)

Select from 300-and 400-level ART or DSGN courses under advisement

Rationale for change: This change is part of a larger Studio and Art History curriculum redesign whose aim is to strengthen students'

interdisciplinary experience, remove bottlenecks, improve access to media-specific concentrations at the 300-level, and remove impediments to graduation.

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Effect of change: Woodring College of Education has been consulted. All areas of the Art Department have been consulted and are in agreement. No effect on any other areas.

TABLED; returned for clarification of credits

ART EDUCATION ELEMENTARY, BAE 725142

Change to: Department of Art, College of Fine and Performing Arts

49 credits Introduction

This major satisfies the academic major requirement for teacher certification with an endorsement in elementary

education and must be accompanied by the professional program in elementary education. See the Elementary Education section of this catalog for program admission, completion, and teacher certification requirements.

Admission and Declaration Process Declaration Process

Grade Requirements A grade of C (2.0) or better is required for courses in the elementary education professional program and all

courses required for the endorsement.

Requirements

❑ ART 109 - Visual Dialogue

❑ ART 110 - Form and Content I: Drawing

❑ ART 120 - 2-Dimensional Design/Color

❑ ART 130 - 3-Dimensional Art: Form and Content

❑ ART 220 - Painting

❑ ART 240 - Ceramics

❑ Plus one 200-level Studio elective course from the following:

200-level courses (10 credits): Art 203 and Art 230

Any studio course (15 credits) ART 203 - Contemporary Studio Drawing

ART 210 - Introduction to Printmaking

ART 230 - Beginning Sculpture

ART 260 - Fibers/Fabrics I

ART 290 - Photography

DSGN 240 - Visual Communication II

❑ Art Education Requirement: 4 Art 380 3 credits

ART 381 - Theories and Teaching Strategies in Art Education

❑ Art History Requirement: Select 21 12 credits from:

Art History 220 or 221

Art History 230 or 231

Art History 240 or 241

Art History 270 or 271

A/HI 220 - Visual Culture in Ancient Greece and Rome

A/HI 221 - Visual Culture in Medieval Europe

A/HI 230 - Visual Culture in Western Europe 1400-1550

A/HI 231 - Visual Culture in Western Europe 1550-1700

A/HI 240 - Visual Culture in Western Europe in the 19th Century

A/HI 241 - Visual Culture in Western Europe and America in the 20th Century A/HI 270 - Visual Culture in South and Southeast Asia

A/HI 271 - Visual Culture in East Asia

Rationale for change: This change is a part of a larger Studio and Art History Curriculum redesign whose aim is to strengthen students'

interdisciplinary experience, remove bottlenecks, improve access to media-specificconcentrations at the 300-level, and remove impediments to graduation.

Effect of change: Woodring College of Education has been consulted. All areas of the Art Department have been

consulted and are in agreement. No effect on any other areas.