Undergraduate Academic Board Agenda

January 14, 2005 ADM 204

2:00 – 5:00 pm I. Roll

( ) Grant Baker ( ) Stephen Gillon ( ) Roy Poole ( ) Charles Beirnard ( ) Gail Holtzman ( ) Len Smiley ( ) Gerry Busch ( ) Tim Jester ( ) Cheryl Smith ( ) Brian Cleary ( ) Kevin Keating ( ) Amy Swango-Wilson ( ) Ben Curtis ( ) Caedmon Liburd ( ) David Woodley ( ) Hilary Davies ( ) Jack Pauli ( ) USUAA Vacant

II. Approval of the Agenda (pg. 1-2)

III. Approval of Meeting Summary for December 17, 2004 (pg. 3-5)

IV. Administrative Report

V. Chair’s Report

A. GER Report VI. Program/Course Action Request – Second Reading

A. CTC Chg MEDT A302 Clinical Laboratory Education and Management

(4cr)(4+0)(attachment 1) VII. Program/Course Action Request – First Reading

A. CTC Chg AAS, Dental Hygiene (pg. 6-8)

B. CHSW Del LPN Challenge Examination Track (pg. 9) Chg AAS, Nursing License Practical Nurse Option

(deletion of LPN Challenge Examination Track) (pg.10-17)

C. COE Add EDSE A219 Early Childhood Special Needs: Applied Communication

Strategies (3cr)(3+0)(pg.18-30) Add ED A223 Paraeducators and Developing Readers (2cr)(2+0)

(pg. 31-40) Add ED A222 Bilingual Educational and Paraeducators (1cr)(1+0)

(pg. 41-49)

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Chg EDSE A495A Beginning Internship in Special Education (3cr)(1+6) (pg. 50-58)

Add EDSE A495B Advanced Internship in Special Education (3cr)(1+6) (pg. 59-64)

VIII. Old Business IX. New Business

A. Post Baccalaureate Certificate Catalog Copy (pg. 65-71) B. Curriculum Handbook Revision

X. Informational Items Curriculum Log

XI. Adjournment

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Undergraduate Academic Board Summary

December 17, 2004 ADM 204

2:00 – 5:00 pm I. Roll

(*) Grant Baker (*) Stephen Gillon (*) Roy Poole (*) Charles Beirnard ( ) Gail Holtzman (*) Len Smiley (*) Gerry Busch ( ) Tim Jester (*) Cheryl Smith ( ) Brian Cleary (*) Kevin Keating (*) Amy Swango-Wilson

(*) Ben Curtis (*) Caedmon Liburd ( ) David Woodley (*) Hilary Davies (*) Jack Pauli ( ) USUAA Vacant

II. Approval of the Agenda (pg. 1-2)

Add Under New Business – Will Jacobs, Academic Master Plan Approved as amended

III. Approval of Meeting Summary for December 10, 2004 (pg. 3-7) Approved

IV. Administrative Report

V. Chair’s Report

A. GER Report Subcommittee unanimously approved SWK A431 as an Integrative

Capstone.

Subcommittee discussed two CAS memos (Resolution of CAS Department Chairs on the GER Capstone and CAS Course and Curriculum criteria for GER Capstone evaluation).

VI. Program/Course Action Request – Second Reading

A. CHSW Chg SWK A431 Social Work Practice IV (3cr)(3+0)(Nov 12 packet 1) Approved unanimously

GER Subcommittee recommendations: • Course description should make no reference to the

GER Integrative Capstone • Move “all Tier 1 (basic skills) GERs from course

prerequisites to registration restrictions • CCG will include a line under Course Information “

General Education Requirements: Integrative Capstone”

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B. CAS Chg BIOL A415 Comparative Animal Physiology (3cr)(3+0)

(Nov 12 agenda pg. 59-64) BIOL A615 Advanced Comparative Animal Physiology

Approved ( for, 1 abstain) Chg INTL A325 Northeast Asia in 21st Century (3cr)(3+0)(pg. 8-11) Approved unanimously Add HIST A325 Northeast Asia in 21st Century (3cr)(3+0) Approved unanimously

Add PS A325 Northeast Asia in 21st Century (3cr)(3+0) Approved unanimously C. CTC

Add PRPE A070 Basic Reading (2-4cr)(2-4+0)(Dec 10th agenda pg. 10-14) Approved unanimously Add PRPE A080 Basic Writing (2-4cr)(2-4+0)(Dec 10th agenda pg. 15-18) Approved unanimously Chg PRPE A084 Sentence Skills (1-3cr)(1-3+0)(Dec 10th agenda pg. 19-23) Approved unanimously Supporting Documents (Dec 10th agenda pg. 24-28)

VII. Program/Course Action Request – First Reading

VIII. Old Business IX. New Business

A. Will Jacobs - Academic Master Plan (draft) Please note, document will take a while to open up. If it doesn’t go to OAA’s homepage, the report is the 2nd to the last bullet.

The goal is to have a working academic plan in the 1st week in February. 1st draft is currently posted on Academic Affairs web page. There are currently 3 parts to the Academic Master Plan:

1. Overall institution direction – material currently on the web page 2. Unit and program plan (implementation piece) 3. Essential supporting operations (plant equipment, technology support, etc.) Send comments to Will at afwaj@uaa.alaska.edu

B. Curriculum Handbook Revision – 1st reading

• Program outcomes/objectives in catalog copy

Revised CCG description and Appendix F (pg. 12-14) GAB memo to UAB (pg. 15-16) Memo regarding Course Level Justification Motion: UAB recommends the deletion of the course level numbers within the charts in Appendix C of the handbook and the deletion of any reference to Bloom’s

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Taxonomy. Approved unanimously CTC memo to UAB (pg. 17)

X. Informational Items

Curriculum Log XI. Adjournment

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COURSE CONTENT GUIDE UNIVERSITY OF ALASKA ANCHORAGE

COLLEGE OF EDUCATION I. Date Initiated: November 12, 2004 II. Information from the Curriculum Action Request

College/School: College of Education

Department: Teaching and Learning

Program Undergraduate elective course applicable to distance AAS degree in Early Childhood Education through UAF College of Rural Alaska and UAS

Course Subject: Early Childhood Development

Course Number: EDSE A219

Number of Credits: 3.0

Contact Hours 3+0

Course Program Title: Early Childhood Special Needs: Applied Communication Strategies

Grading Basis: A-F

Course Description: Overview of basic components of early childhood communication disorders: speech sound development, grammar, vocabulary, nonverbal communication, and language disorders. Applied techniques with hands-on material preparation and practice with paraprofessional screening tools and intervention techniques appropriate in early childhood settings that include children with special needs.

III. Instructional Goals and Student Outcomes 1.0 Components of Communication Related to Speech-language Development Goal: Students understand universal communication components of speech-language development. Outcomes:

1.1 Demonstrate understanding of the concept of developmental milestones for speech sound and general language development

1.2 Demonstrate knowledge of the concepts of grammatical structures and content development

1.3 Demonstrate understanding of word usage, receptive and expressive vocabulary 1.4 Demonstrate knowledge of non-verbal communication and vocal quality

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2.0 Communication Development in Context Goal: Students understand the progression of communication development in the

contexts of language, culture, family and environmental influences, as well as the community and access to resources.

Outcomes: 2.1 Describe the concepts of the progression of communication development and how

a speech pathologist accounts for that development in multiple languages 2.2 Relate the progression of communication development to the context and

influence of culture and the media 2.3 Relate progression of communication development to the context of family,

childcare, and other environmental influences 2.4 Relate the progression of communication development to the context of

community and access to resources 3.0 Communication Difficulties

Goal: Students are familiar with communication difficulties of early childhood. Outcomes: 3.1 Demonstrate knowledge of speech problems 3.2 Demonstrate knowledge of language problems 3.3 Demonstrate knowledge of listening and learning problems

4.0 Language Disorders of Early Childhood Goal: Students are familiar with language disorders that occur in early childhood. Outcomes:

4.1 Demonstrate knowledge of the types of language disorders that occur in early childhood

4.2 Demonstrate understanding of conditions that put children at risk for the development of language disorders

5.0 Screening, Assessment, and Intervention

Goal: Students understand, prepare, and use screening and intervention tools appropriate for paraprofessional use in educational and community settings; and students are familiar with public policy for Early Intervention. Outcomes: 5.1 Prepare materials for informal observations, surveys, and intervention techniques

for communication disorders 5.2 Demonstrate an ability to use parent surveying strategies 5.3 Demonstrate an ability to use observational checklists and other informal

screening strategies 5.4 Demonstrate an ability to use child-parent intervention techniques 5.5 Demonstrate knowledge of public policy for Early Intervention

6.0 Professionalism Goal: Students model an appropriate level of professionalism for working with others in

educational, community, and home settings.

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Outcomes: 6.1 Demonstrate communication (vocabulary, communication style) at an appropriate

level 6.2 Demonstrate skills appropriate to participating in meetings with families and

professionals regarding the needs of young children 6.3 Demonstrate understanding of confidentiality requirements

7.0 Rural and Remote Areas Goal: Students understand the working environment in rural and remote areas; students

are aware of resources and creative ways to meet needs. Outcomes:

7.1 Demonstrate understanding working with children of diverse cultural backgrounds

7.2 Demonstrate understanding of the challenge of maintaining confidentiality in small communities

7.3 Demonstrate knowledge of resources that are available and creative strategies to meet needs

IV. Course Prerequisites N/A Test Scores N/A Other Restrictions N/A Registration Restrictions N/A V. Guidelines for Evaluation:

Students will be evaluated based on demonstrated competency as specified by the Student Outcomes above. This may include evaluation of: a. Written and oral responses to readings, videos, discussions, and presentations b. Feedback on structured experiences c. Formal observations of performance in community and educational settings d. Quality and utility of final projects (screening and intervention kits) e. Exams

VI. Course Level Justification:

This course builds upon 100-level courses in the distance delivered A.A.S. Degree in Early Childhood Education, by presenting knowledge and skills relevant to early childhood populations with disabilities.

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VII. Outline 1.0 Components of Communication Related to Speech-language Development

1.1 Speech sound and general language development 1.2 Grammatical structures and content development 1.3 Word usage, receptive and expressive vocabulary 1.4 Non-verbal communication and vocal quality

2.0 Communication Development in Context

2.1 Developmental progression 2.2 Context and influence of culture and the media 2.3 Context of family, childcare, and environmental influences 2.4 Context of community and access to resources

3.0 Communication Difficulties

3.1 Speech problems 3.2 Language problems 3.3 Listening and learning problems

4.0 Language Disorders of Early Childhood

4.1 Types of language disorders 4.2 At-risk conditions

5.0 Screening, Assessment, and Intervention

5.1 Observation / informal screening strategies 5.2 Parent surveying strategies 5.3 Child-parent intervention techniques 5.4 Public policy for Early Intervention

6.0 Professionalism

6.1 Educational settings 6.2 Community settings 6.3 Home settings 6.4 Confidentiality

7.0 Rural and Remote Areas

7.1 Diverse cultural backgrounds 7.2 Confidentiality in small communities 7.3 Programs and services for Early Intervention 7.4 Creative strategies

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VIII. Suggested Texts:

Apel, K., & Masterson J. (2001). Beyond baby talk: Guiding your child to effective

communication. New York: Three Rivers Press.

Hamaguchi, P. M. (2001). Childhood speech, language & listening problems: What every parent

should know. New York: John Wiley & Sons, Inc.

Suggested Videotapes:

Gardner, Ann (1999). Talking together: The movie. Courtenay, B.C., Canada: Upper Island

Health Unit. Purchased from Child Development Media (childdevelopmentmedia.com).

Garman Productions, (2002). Communication options for deaf children: A family decision.

Oklahoma City, OK: Department of Rehabilitation Services. Purchased through

Disability Resources for Professionals (www.disabilitytraining.com).

Oberkotter Foundation, (2001). Dreams spoken here: A documentary film about deaf children

learning to listen and speak. Philadelphia, PA: Oberkotter Foundation. Available free of

charge from Oral Deaf Education (www.oraldeafed.org). IX. Bibliography:

American Speech-Language-Hearing Association. (1993). Final regulations to Part B of IDEA

’97 take effect May 11. Rockville, MD: Author.

Anderson, N. B., Lee-Wilkerson, D., & Chabon, S. (1995). Preschool language disorders.

National Student Speech Language Hearing Association Clinical Series, 12.

Bock, R. (2001). Why children succeed or fail at reading. Washington, D.C.: National Institute

of Child Health and Human Development, U.S. Department of Health and Human

Services.

Cochran, P. S., & Nelson, L. K. (1999). Technology applications in intervention for preschool-

age children with language disorders. Seminars in Speech and Language, 20(3), 203-218.

Hegde, M. N. (2001). Introduction to communicative disorders (3rd ed.). Austin, TX: Pro-ed.

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Lee, Y. A., Lee, J. S., & Lee, J. W. (1997). The role of the play environment in young children’s

language development. Early Childhood Development and Care, 139, 49-71.

McLaughlin, S. (1998). Introduction to language development. San Diego, CA: Singular.

Pham, L. (1994). Infant dual language acquisition revised. Journal of Educational Issues of

Language Minority. 14, 185-210.

Screen, R. M., & Anderson, N. B. (1994). Multicultural perspectives in communication

disorders. San Diego, CA: Singular Publishing Group.

Shribert, L. D., Friel-Patti, S., Flipsen, P., & Brown, R. L. (2000). Otitis media, fluctuant hearing

loss, and speech-language outcomes: A preliminary structural equation model. Journal of

Speech, Language, & Hearing Research, 43, 100-120.

Taylor, O. L., & Leonard, L. B. (1999). Language acquisition across North America: Cross-

cultural and cross-linguistic perspectives. San Diego, CA: Singular.

Tiegerman-Farber, E. (1995). Language and communication intervention in preschool children.

Boston: Allyn & Bacon.

6

COURSE CONTENT GUIDE UNIVERSITY OF ALASKA ANCHORAGE

COLLEGE OF EDUCATION I. Date initiated: November 5, 2004

II. Information from the Course Action Request

College: College of Education

Department: Teaching and Learning

Course Subject: Education

Course Number: ED A223

Credits: 2.0

Contact Hours: 2+0

Course Title: Paraeducators and Developing Readers

Grading Basis: A/F

Course Description: A discussion of current issues and practices in teaching K-12 reading for paraeducators. Special emphasis on describing and reporting students’ reading problems and assisting in individual and group instruction.

Course Prerequisites: N/A

Test Scores: N/A

Other Restrictions: N/A

Registration Restrictions: N/A

III. Instructional Goals and Student Outcomes 1.0 The Process of Learning Language

Goal: Students will understand key components in the language process. Outcome: 1.1 Contrast sounds and meaning in spoken English. 1.2 Contrast sounds and meaning in a language other than English. 1.3 Describe various theories of language learning, including constructivist

and sociolinguistic learning theories. 2.0 Reading as a Language Process

Goal: Students will gain a general knowledge of the early reading developmental continuum.

Outcomes: 2.1 Distinguish between sounds (phonemes) and letters (graphemes) in a written language. 2.2 Identify and explain the terms phonological awareness, phonemic awareness, and the alphabetic principle.

3.0 Reading as a Socio-Cultural Process.

Goal: Students will link reading to the social and cultural environment of the child.

Outcomes: 3.1 Report on language acquisition studies that detail how preliteracy skills

develop prior to formal schooling . 3.1.1 Provide examples of research correlations between socio-economic status and preliteracy skills. 3.1.2 Demonstrate examples of design bias in early reading materials.

4.0 Assessment and Instruction in Early Reading Goal: Students will learn strategies to work with individuals and small groups. Outcomes: 4.1 Identify and describe a lack of phonological and/or phonemic awareness

in a beginning reader 4.2 Demonstrate ability to assist readers in the development of the literacy

skills required for successful classroom reading instruction 5.0 Reading Comprehension Strategies

Goal: Students will learn strategies to assist a teacher in teaching reading for understanding. Outcomes: 5.1 Explain the role that fluency, vocabulary and context play in reading

comprehension. 5.2 Demonstrate examples of metacognition in reading and analyze the role of the active reader in developing fluency

IV. Guidelines for Course Evaluation Students will be evaluated based on demonstrated competency as specified by the Alaska Paraprofessional Performance Standards. This may include evaluation of: a. Written analysis of reading and writing samples. b. In-class written assessments. c. In-class collaborative activities. d. Written and oral responses to readings and to in-class collaborative activities.

V. Course Level Justification

This course may be used as an elective for the AA degree. Requires knowledge of the classroom from the perspective of a paraeducator.

VI. Outline 1.0 The Process of Learning Language 1.1 Phonological awareness in the crib 1.2 The language of the environment 1.3 Multiple languages, multiple codes 1.4 Implicit grammar 1.5 Imitation or construction

1.6 Fluency and transparent meaning 2.0 Reading as a Language Process

2.1 Mapping sounds 2.2 Decoding 2.3 Cueing systems 2.4 Natural versus cultural

2.5 The reading wars 2.6 Subordinating teaching to learning 3.0 Reading as a Socio-Cultural Process

3.1 Emergent literacy 3.11 Exposure to print 3.12 Socio-economic status (SES)

3.13 Language diversity 3.14 Bilingualism 3.2 Design bias 3.21 Research based practice

3.22 The Matthew effect 3.23 Critical literacy 4.0 Assessment and Instruction in Early Reading 4.1 Performance-based assessments 4.2 Reporting

4.3 Tutoring Models 4.31 Small group and individual instructional models

4.32 Questioning strategies 4.33 Book selection 4.34 Building rapport

4.35 Recognizing children with special needs 4.4 Head Start standards

4.5 National Assessment of Educational Progress (NAEP) and No Child Left Behind (NCLB) 4.6 Words in Color 5.0 Reading Comprehension Strategies 5.1 Word recognition 5.2 Developmental reading skills 5.21 Vocabulary 5.22 Fluency 5.23 Metacognition 5.3 Literature 5.31 Circle of stories 5.32 Children as critics 5.33 Writing stories VII. Suggested Texts

Adams, M. (1994). Beginning to read: Thinking and learning about print. Cambridge,

MA: MIT Press. (Original work published in 1990)

Sloan, G.D. (2003). The child as critic: Developing literacy through literature, K-8 (4th

Ed.). New York: Teachers College Press.

Bibliography and References

ACYF (2000). FACES finding: New research on Head Start program quality and

outcomes. Washington, DC: Administration on Children, Youth and Families.

Baydar, N., Brooks-Gunn, J., & Furstenbeg, F.F. (1993). Early warning signs of

functional illiteracy: Predictors in childhood and adolescence. Child

Development, 64, 815-829.

Clay, M.M. (2002). An observation survey of early literacy achievement (2nd ed.).

Portsmouth, NH: Heinemann.

Daniels, H. (1995). Whole language: What’s the fuss? In D. Levine, R. Lowe, B. Peteron,

& R. Tenorio (Eds.), Rethinking schools: An agenda for change. New York: The

New Press.

Gattegno, C. (1985). The common sense of teaching reading and writing. New York:

Educational Solutions, Inc.

Gee, J.P. (1999). Reading and the new literacy studies: Reframing the National Academy

of Sciences report on reading. Journal of Literacy Research, 31, 355-374.

Heath, S.B. (1982). “The book was okay. I love you”—Social aspects of response to

literature. Theory into Practice, 21, 278-283.

Hoyt, L., & Bird, L. (2000). Snapshots: Literacy mini-lessons up close. Portsmouth, NH:

Heinemann.

Lemann, N. (1997). The reading wars. Atlantic Monthly, 280 (5), 87-96.

Levine, A. (1994). The great debate revisited. Atlantic Monthly, 274 (6), 38–44.

Liberman, A.M. (1992). The relation of speech to reading and writing. In R. Frost & L.

Katz (Eds.), Orthography, phonology, morphology, and meaning. Amsterdam:

Elsevier Science Publishers B.V.

Lyon, G. R. (1998). Why reading is not a natural process. Educational Leadership, 55

(6), 14-19.

Senechal, M., LeFevre, J., Thomas, E.M., & Daley, K.E. (1998). Differential effects of

home literacy experiences on the development of oral and written language.

Reading Research Quarterly, 13, 96-116.

Snow, C.E., Burns, M.S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in

young children. Washington, DC: National Academy Press.

Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual

differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-

407.

Stanovich, K.E., & West, A.E., (1989). Exposure to print and orthographic processing.

Reading Research Quarterly, 24, 402-433.

Torgeson, J.K. (1998). Catch them before they fail: Identification and assessment to

prevent reading failure in young children. American Educator, 22 (1&2), 32-41.

Whitehurst, G. J., & Lonigan, C.J. (2001). Emergent literacy: Development from pre-

readers to readers. In S. Neuman & D. Dickinson (Eds.), Handbook of Early

Literacy Development. New York: Guilford.

Zgonc, Y. (2000). Sounds in action: Phonological awareness activities and

assessment. Peterborough, NH: Crystal Springs Books.

COURSE CONTENT GUIDE UNIVERSITY OF ALASKA ANCHORAGE

COLLEGE OF EDUCATION I. Date initiated: November 5, 2004

II. Information from the Course Action Request

College: College of Education

Department: Teaching and Learning

Course Subject: Education

Course Number: ED A222

Credits: 1.0

Contact Hours: 1+0

Course Title: Bilingual Education and Paraeducators

Grading Basis: A-F

Course Description: Focuses on the dynamics and challenges of educating our ever-increasing diverse population. This course provides working paraeducators the opportunity to develop ideas, define concepts, and practice skills related to bilingual classrooms

Course Prerequisites: N/A

Test Scores: N/A

Other Restrictions: N/A

Registration Restrictions: N/A

III. Instructional Goals and Student Outcomes 1.0 Bilingual Education

Goal: Students will become more fluent with central terms, definitions, acronyms, legislation and controversies in bilingual education.

Outcome: 1.1 Demonstrate the ability to read reports and summaries of research that use

terms, definitions and acronyms central to bilingual education. 1.2 Discuss issues in the context of key legislation in the history of bilingual education. 1.3 Identify the pros and cons of bilingual education as presented in current

controversies. 2.0 Types of Instructional Program Models.

Goal: Students will compare the types of instructional models used in bilingual classrooms.

Outcomes: 2.1 Describe the second language acquisition continuum. 2.2 Describe 5 standards of successful teaching for students at risk of educational failure due to cultural, language, racial, geographic or

economic factors. 2.3 Identify examples of two-way bilingual programs that stress dual language

proficiency along with academic achievement.

3.0 Bilingual Schooling Issues. Goal: Students will investigate schooling issues related to Limited English

Proficient (LEP) and Culturally and Linguistically Diverse (CLD) learners.

Outcomes: 3.1 Distinguish between academic English and conversational English. 3.2 Review literature on critical literacy as it relates to the education of students in a diverse classroom. 3.3 Identify (from their work experience) possible examples of the social

construction of academic failure and disability. 3.4 Defend whether or not the maintenance of one’s mother tongue is a basic

human right. 4.0 Teaching Reading to English Language Learners (ELL) Goal: Students will assist teachers and ELL/LEP students in English literacy. Outcomes:

4.1 Identify scientifically based literacy practices that apply to ELL/LEP students. 4.2 Practice instructional strategies for assisting ELL/LEP students in literacy.

IV. Guidelines for Course Evaluation

Students will be evaluated based on demonstrated competency as specified by the Alaska Paraprofessional Performance Standards. This may include evaluation of: a. Written analysis of reading and writing samples. b. In-class written assessments. c. In-class collaborative activities.

d. Written and oral responses to readings and to in-class collaborative activities. V. Course Level Justification

This course may be used as an elective for the AA degree. Requires knowledge of the classroom from the perspective of a paraeducator.

VI. Outline

The following topics are addressed, though order and emphasis may vary with the instructor. Individual instructors may also add other topics as appropriate in updating the course content.

1.0 Bilingual Education 1.1 Terms, Definitions, History, Legislation. 1.2 Research

1.3 English-Only Movement; Bilingualism and Demographics 2.0 Instructional Program Models

2.1 Second Language Acquisition and Learning 2.2 Standards 2.3 Two-Way Bilingual Programs 3.0 Bilingual Schooling Issues. 3.1 English Language Acquisition and Academic Success

3.2 Critical Literacy 3.3 The Social Construction of Disability 3.4 Human Rights Questions

4.0 Teaching Reading to English Language Learners 4.1 Research 4.2 Practice

Suggested Texts/Materials Ruiz, N., Garcia, E., & Figueroa, R. (1996). The Ole curriculum guide: Creating optimal

learning environments for students from diverse backgrounds in special and

general education. Sacramento: California Department of Education, Specialized

Programs Branch.

Gattegno, C. (1976). The common sense of teaching foreign languages. New York:

Educational Solutions, Inc.

Bibliography and References

August, D., & Hakuta, K. (Eds.). (1997). Improving schooling for language minority

children: A research agenda. Washington, D.C.: National Academy Press.

Adamson, H. D. (1990). ESL students' use of academic skills in content courses. English

for Specific Purposes, 9, 67-87.

Bizzell, P. (1992). Academic discourse and critical consciousness. Pittsburgh:

University of Pittsburgh Press.

Christian, D. (1996). Two-way immersion education: Students learning through two

languages. The Modern Language Journal, 80, 66-76.

Crawford, J. (2003) Issues in U.S. Language Policy: Bilingual Education. Available at:

http://ourworld.compuserve.com/homepages/jwcrawford/biling.htm [Last

retrieved 11/27/04]

Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the

crossfire. United Kingdom: Multilingual Matters Limited.

Delpit, L. (1995). Other people’s children: Cultural conflict in the curriculum. New

York: New Press.

de Jong, E. J. (2002) Effective bilingual education: From theory to academic

achievement in a two-way bilingual program. Bilingual Research Journal. 2 (1),

65-84.

Gee, J. P. (1998). What is literacy? In Vivian Zamel and Ruth Spack (Eds.),

Negotiating academic literacies: Teaching and learning across languages and

cultures. (pp.131- 144). Mahwah, New Jersey: Lawrence Erlbaum.

Geertz, C. (1988). Words as lives: The anthropologist as author. Palo Alto, CA: Stanford

University Press.

Gersten, R., & Baker, S. (2000). What we know about effective instructional practices for

English language learners. Exceptional Children, 66, 454-470.

Heath, S. (1983). Ways with words: Language, life and work in communities and

classrooms. Cambridge, England: Cambridge University Press.

Kohl, J. (1994). "I won’t learn from you" and other thoughts on creative manipulation.

New York: The New Press.

Moll, L. (1992). Funds of knowledge for teaching: Using a qualitative approach to

connect homes and classrooms. Theory into Practice, 31, 132-41.

Padilla, A. M., Lindholm, K. J., Chen, A., Durán, R., Hakuta, K., Lambert, W., & Tucker,

R. (1991). The English-only movement: Myths, reality, and implications for

psychology. American Psychologist, 46(2), 120-30.

Pinker, S. (1998). The language instinct (2nd ed.). New York: Harper Perennial.

Schleppegrell, M. J., & Colombi, M. C. (Eds.). (2002). Developing advanced literacy in

first and second languages. New Jersey: Lawrence Erlbaum.

Street, B. V. (1996). Academic literacies. In D. Baker, J. Clay, & C. Fox (Eds.),

Alternative ways of knowing: Literacies, numeracies, sciences (pp. 101-134).

London: Falmer Press.

Verhoeven, L. (1994). Transfer in bilingual development: The linguistic

interdependence hypotheses revisited. Language Learning, 44, 381-415.

Vygotsky, L. S. (1962). Thought and language. Cambridge, Massachusetts: MIT Press.

Course Content Guide University of Alaska Anchorage

College of Education I. Date initiated: November 12, 2004 II. Information from the Course Action Request

College/School: College of Education Department: Special Education Program: Special Education Emphasis for the Bachelor of Arts in

Elementary Education and Elementary Certification Only Course Subject: Special Education Course Number: EDSE A495A Credits: 3.0 Contact Hours: 1+6 Course Title: Beginning Internship in Special Education Grading Basis: P/NP Course Description: Field experience with individuals who have disabilities in

public schools and affiliated facilities. Assignments vary across areas of teaching specialization. Includes weekly seminar.

III. Instructional Goals and Student Outcomes 1.0 Observing Special Educators in Resource Room Settings in Public Schools

Goal: To become familiar with the role and functions of resource teachers serving students with IEPs in public schools. Outcomes: 1.1 Collects special educator’s materials and information on timetabling,

programming, testing, evaluation 1.2 Develops a portfolio of instructional materials, seatwork activities, rules

and policies, charting and assessment techniques and other material related to the instruction of students with mild/moderate special education needs in regular schools

1.3 Writes a reflective summary of the teacher role and processes used in managing behavior and instruction in special education settings.

2.0 Professional Skills as a Special Educator in Public Schools Goal: To know how to perform a limited set of instructional and planning skills associated with the job of the special education teacher. Outcomes: 2.1 Demonstrates ability to complete a comprehensive case study on one

student within the special education room. 2.2 Demonstrates ability to work one-on-one with students with special needs

acting as teacher assistant, tutor, and teacher in areas such as reading, mathematics, and behavior.

2.3 Develops competences in managing the processes involved in writing IEPs, engaging in IEP meetings, recording progress data and writing progress reports for students with special needs.

3.0 Knowledge of Community Agencies Serving people with Disabilities

Goal: To know the variety of agencies servicing people with disabilities, including their clientele, role, personnel, funding, and the nature of their services.

3.1 Demonstrates a comprehensive knowledge of agencies serving people with disabilities in Anchorage.

3.2 Completes a flowchart of the referral processes between and among agencies.

3.3 Demonstrates ability to interact effectively with clients of these agencies by completing tasks with them and taking responsibility for their instruction.

3.4 Reflects through journal writing on personal changes in terms of knowledge, skills, and dispositions in relation to working with clients in special education agencies.

4.0 Knowledge of professional standards and dispositions Goal: To know the Council for Exceptional Children (CEC) standards, dispositions, and attributes.

Outcome: 4.1 Intern demonstrates increasing levels of knowledge, skills and dispositions in relation to the 10 CEC Standards: 1. Foundations; 2. Development and Characteristics of Learners; 3. Individual Learning Differences; 4. Instructional Strategies; 5. Learning Environments and Social Interactions; 6. Communication; 7. Instructional Planning; 8. Assessment; 9. Professional and Ethical Practice; and 10. Collaboration.

IV. Course Prerequisites

EDSE 482 Inclusive Classrooms for All Children Test Scores n/a Other Restrictions College

Registration Restrictions Departmental approval required

V. Guidelines for Evaluation

This course is designed to provide a candidate who wishes to be endorsed in special education with beginning understandings and professional skills to equip them to be effective in a resource room setting. As well, the course will provide an opportunity for the candidate to visit agencies and work with persons with disabilities in adult work settings. The grading system is Pass/No pass.

Grades will be assigned by the university supervisors, in consultation with the host teachers, according to the following guidelines:

P Pass: assigned when student has demonstrated competence in all outcomes.

NP No Pass: assigned when the student has not demonstrated competencies satisfactorily, has failed to show reasonable progress within the time allotted, or has had unexcused absences.

VI. Course Level Justification This course is part of the senior year experience in the B.A. in Elementary Education and the post-baccalaureate experience in the Elementary Certification Only program with an emphasis in special education. Completion of the BLS platform (or equivalent), as well as the education foundation classes, provides the prerequisite knowledge base for this course.

VII. Outline During the semester, students develop observational and practical skills in special education settings in agencies and public schools. Seminar Topics: 1. Roles and Responsibilities of Teachers and Other Professionals in Special

Education Settings and Agencies 2. Special Education Approaches, Resources, Timetabling, Identification,

Screening, Assessment, Progress Evaluation, and Reporting 3. Undertaking a Comprehensive Case Study 4. Paperwork, Processes and the IEP Meeting 5. Reflective Journal – to chart personal and professional growth in terms of

CEC standards, knowledge, skills, and dispositions 6. CEC Competencies Across the 10 Standards 7. Developing and Using Professional Portfolios

VIII. Suggested Texts

Campbell, D.M., Cignetti, P.B, Melenyzer, B.J., Nettles, D.H., & Wyman, R.M. (2000).

How to develop a professional portfolio: A manual for teachers. Boston, MA:

Allyn & Bacon.

Special Education Program Handbook, UAA

Special Education Internship Handbook, UAA

IX. Bibliography or References Alaska Department of Education Special Education Manual of Policies and Procedures

Anchorage School District Policies and Procedures Manual

Britton, J. (2004). Student study guide to accompany exceptional lives: Special education

in today’s schools. (4th ed.). Upper Saddle River, NJ: Prentice-Hall, Inc.

Henley, M., Ramsey, R., & Algozzine, R. (1998). Characteristics of and strategies for

teaching students with mild disabilities. (3rd ed.). Needham Heights, MA:

Allyn & Bacon.

Mercer, C., & Mercer, A. (2001). Teaching students with learning problems (6th ed.).

Upper Saddle River, NJ: Prentice Hall, Inc.

Olson, J.L., & Platt, J.M. (1999). Teaching children and adolescents with special needs.

(3rd ed.). Upper Saddle River, NJ: Prentice-Hall, Inc.

Turnbull, A., Turnbull, H. R., Shank, M., & Smith, S. J. (2004). Exceptional lives:

Special education in today’s schools. (4th ed.). Upper Saddle River, NJ:

Prentice-Hall, Inc.

Walker, J.E., Shea, T.M., & Bauer, A.M. (2003). Behavior management: A practical

approach for educators (8th ed.). Upper Saddle River, NJ: Prentice-Hall, Inc.

Course Content Guide University of Alaska Anchorage

College of Education I. Date initiated: November 12, 2004 II. Information from the Course Action Request

College/School: College of Education Department: Special Education Program: Special Education Emphasis for the Bachelor of Arts in

Elementary Education and Elementary Certification Only Course Subject: EDSE Course Number: A495B Credits: 3.0 Contact Hours: 1+6 Course Title: Advanced Internship in Special Education Grading Basis: P/NP Course Description: Advanced internship placement during which interns

demonstrate increasing professional knowledge of and competence in teaching students with disabilities. Includes a weekly seminar.

III. Instructional Goals and Student Outcomes 1.0 Teaching Students in Public Schools

Goal: To know teaching adaptations that can be implemented in classrooms for students who have mild disabilities and be familiar with teachers' roles and responsibilities. Outcomes: 1.1 Develops behavioral objectives and lesson plans that employ direct

instruction techniques. 1.3 Creates and teaches a unit (a) incorporating state standards in written

lesson plan stating student learning outcomes; (b) collecting and graphing student performance data daily; (c) developing scoring rubric(s) and grading criteria, (d) maintaining an electronic and/or hardcopy grade book; and (e) implementing a variety of lesson designs (i.e., direct instruction, cooperative learning, learning centers).

1.4 Modifies instruction in the unit to address one student who experiences a disability by (a) specifying appropriate learning objectives that correspond to the student's IEP objectives; (b) listing instructional supports, adaptations, modifications and /or strategies that will ensure the student's success within the unit; (c) developing or modifying the scoring rubric(s) as needed; (d) documenting student learning through graphing daily performance; and (e) grading the student's work.

1.5 Reflects on teaching by viewing videotapes of at least one lesson associated with the unit above for review and self-improvement.

2.0 Professional Skills in Public Schools

Goal: To know how to perform professional skills associated with the job of the special education teacher. Outcomes: 2.1 Demonstrates increasing competence based on the CEC Special Education

standards: 1. Foundations; 2. Development and Characteristics of Learners; 3. Individual Learning Differences; 4. Instructional Strategies; 5. Learning Environments and Social Interactions; 6. Communication; 7. Instructional Planning; 8. Assessment; 9. Professional and Ethical Practice; and 10. Collaboration.

2.2 Develops a comprehensive case study from referral through monitoring progress. All data are gathered, analyzed, and interpreted in a "Specialist Report."

2.3 Teaches and evaluates lessons related to an IEP. 3.0 Professional Collaboration

Goal: To know how to effectively collaborate with site-based teams including parents. Outcomes: 3.1 Facilitates a "Determination of Eligibility" meeting. 3.2 Facilitates an IEP meeting.

IV. Course Prerequisites

EDSE A495A Beginning Internship in Special Education Test Scores n/a Other Restrictions College

Registration Restrictions Departmental Approval

V. Guidelines for Evaluation This course is designed to provide the intern with an extended experience with an elementary level Special Education Resource teacher. The intern will be expected to assume a large amount of the daily teaching, planning, assessment, and administration typical of a resource teacher in an elementary school. This internship is the capstone experience for the BAEE dual endorsement special education emphasis and interns will be expected, at the completion of this experience, to be qualified to be appointed to and conduct themselves effectively in a Special Education resource teacher role. The grading system is Pass/No pass; it is based on practical skill competencies.

Grades will be assigned by the university supervisors, in consultation with the host teachers, according to the following guidelines:

P Pass: assigned when student has demonstrated competence in all outcomes.

NP No Pass: assigned when the student has not demonstrated competencies satisfactorily, has failed to show reasonable progress within the time allotted, or has had unexcused absences.

VI. Course Level Justification

This course is the capstone experience for the undergraduate special education endorsement.

VII. Outline

During the semester, students practice skills in an applied setting and attend a weekly seminar. Seminar Topics: 1.0 Roles and Responsibilities

1.1 Students 1.2 Host Teachers 1.3 University Supervisors 1.4 Telephone Contact Numbers 1.5 Internship Attendance Policies

2.0 Comprehensive Case Study and Student Assessment team meeting and procedures

3.0 Determination of Eligibility Meetings; prior assessment; parent consent; roles of professionals on the team; district standards and guidelines for eligibility; IDEA and 504 guidelines.

4.0 IEP Meetings; prior information, legal requirements for the meeting; membership; roles of each of the members; review of all documentation (prior written notice; IEP; consent forms; other information); outcomes; administration after the IEP meeting.

5.0 Reflective Analysis of Lessons; includes assessment of learning taking place during classes; discussion with mentor teacher on the quality and effectiveness of the lessons; review of resources for motivation and

impact; data taking and record keeping on student data; review of behavior management techniques and positive behavior support strategies.

6.0 CEC Competencies across the 10 Standards; reflection on the Intern’s application of these on a daily basis in their Internship.

7.0 Professional Portfolios; the capstone experience and assignment for the Special Education dual endorsement in the BAEE; comprehensive; well organized; current.

VIII. Suggested Texts Campbell, D.M., Cignetti, P.B, Melenyzer, B.J., Nettles, D.H., & Wyman, R.M. (2000).

How to develop a professional portfolio: A manual for teachers. Boston, MA:

Allyn & Bacon.

Special Education Program Handbook, UAA

Special Education Internship Handbook, UAA

IX. Bibliography or References Alaska Department of Education Special Education Manual of Policies and Procedures

Anchorage School District Policies and Procedures Manual

Britton, J. (2004). Student study guide to accompany exceptional lives: Special education

in today’s schools (4th ed.). Upper Saddle River, NJ: Prentice-Hall, Inc.

Henley, M., Ramsey, R., & Algozzine, R. (1998). Characteristics of and strategies for

teaching students with mild disabilities (3rd ed.). Needham Heights, MA:

Allyn & Bacon.

Mercer, C., & Mercer, A (2001). Teaching students with learning problems (6th ed.).

Upper Saddle River, NJ: Prentice Hall, Inc.

Olson, J.L., & Platt, J.M. (1999). Teaching children and adolescents with special need.

(3rd ed.). Upper Saddle River, NJ: Prentice-Hall, Inc.

Turnbull, A., Turnbull, H. R., Shank, M., & Smith, S. J. (2004). Exceptional lives:

Special education in today’s schools (4th ed.). Upper Saddle River, NJ:

Prentice-Hall, Inc.

Walker, J.E., Shea, T.M., & Bauer, A.M. (2003). Behavior management: A practical

approach for educators (8th ed.). Upper Saddle River, NJ: Prentice-Hall, Inc.

CHAPTER 11 POST BACCALAUREATE CERTIFICATES AND GRADUATE CERTIFICATES Post baccalaureate and Graduate certificate programs present a cohesive sequence of related courses designed to provide continuing education past the baccalaureate level. Upon completion of a certificate, students will have acquired an area of specialization, interdisciplinary perspective or will have completed requirements for professional certifications awarded by agencies outside the university. Graduate certificates provide for instruction primarily at the graduate level, while post baccalaureate certificates are designed with a majority of undergraduate course work. ADMISSIONS (907) 786-1480 www.curric.uaa.alaska.edu/admissions All students intending to register for one or more courses must apply for admission. Applications for admission are available online via www.curric.uaa.alaska.edu/admissions or from Enrollment Services.

ADMISSION REQUIREMENTS FOR POST BACCALAUREATE CERTIFICATES AND GRADUATE CERTIFICATES To qualify for admission to post baccalaureate and graduate certificate programs, a student must have earned a baccalaureate or advanced degree from a regionally accredited institution in the United States or a foreign equivalent. Students who expect to receive their baccalaureate or master’s degree within two semesters may also apply for graduate admission; see Incomplete Admission later in this section. Admission is granted to applicants who have received their baccalaureate or master’s degree and whose credentials indicate their ability to pursue graduate work. Applicants must meet the GPA requirements of the specific certificate program to which they are applying. All graduate certificate students must submit official transcripts showing completion and conferral of all baccalaureate and/or graduate degrees and any transcripts reflecting any courses relevant to the certificate sought. Transcripts are to be requested by the student and must be submitted in an officially sealed envelope. (Exception: Students do not need to request transcripts from any University of Alaska campus.) Individual programs may also require additional transcripts and/or specific entrance exams such as the Graduate Record Exam (GRE) or the Miller Analogies Test (MAT). See individual program requirements later in this chapter for details. Applicants with transcripts from institutions outside the United States or Canada must submit official transcripts and English translations as well as an official statement of educational equivalency from a recommended international credentials evaluation service. A list of evaluation services may be obtained from Enrollment Services. Fees depend upon the agency performing the evaluation. The evaluation service will require a separate transcript and copy of the English translation. Applicants whose native language is not English or whose baccalaureate degree was conferred by an institution where English was not the language of instruction must also submit scores from the Test of English as a Foreign Language (TOEFL). TOEFL scores may be waived if the applicant has been a long-term resident of the United States or of another English-speaking country and demonstrates fluency in reading, writing, and speaking in English. Applications, official transcripts, and required test scores (if any) must be submitted to Enrollment Services. All of these materials become the property of UAA and are only released or copied for use within the University of Alaska system. Once all required transcripts and test scores have been received, Enrollment Services will forward each student’s admission packet to the Dean, Department Chair, or designee for consideration. Each graduate certificate program has individual admission standards and document requirements. All of these materials become the property of UAA and are only released or copied for use within the University of Alaska system. Additional information such as writing samples, goal statements, letters of recommendation, research proposals, and/or interviews may be required by specific programs. When required, these materials must be submitted directly to the Department Chair or designee.

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Deadlines for submission of materials vary by program. No more than one third of the credits may be completed in the student’s certificate program before application for admission. See individual program listings for information.

INTERNATIONAL GRADUATE CERTIFICATE STUDENTS International Services (907) 786-1558 International students who will attend UAA as F-1 visa students and who need a Form I-20 Certificate of Eligibility for Nonimmigrant F-1 Student status must meet University and degree program admission requirements. In addition to being admitted to a graduate program, international students must submit the following:

1. An official TOEFL (Test of English as a Foreign Language) score of at least 550 for the paper-based test or 213 for the computer-based test

2. A statement of financial support for the anticipated period of study and evidence of availability of funds such as a bank statement

3. An English translation of all required documents 4. Students who earned their baccalaureate degree outside the United States or Canada must submit

an official statement from a recommended international credentials evaluation service stating that their degree is the equivalent of a U.S. bachelor degree. A list of evaluation services may be obtained from Enrollment Services. Fees depend upon the agency performing the evaluation. The evaluation service will require a separate transcript and copy of the English translation.

International students in F-1 visa status must be formally admitted, full-time, degree-seeking students. Health insurance is also mandatory. Contact the International Student Advisor in Enrollment Services for details.

APPLICATION AND ADMISSION STATUS FOR POST BACCALAUREATE CERTIFICATE-SEEKING STUDENTS AND GRADUATE CERTIFICATE-SEEKING STUDENTS: TERMS AND DEFINITIONS

APPLICATION STATUS Incomplete Application An incomplete application is one that is not accompanied by all required documents; generally, an application is considered incomplete until all required official transcripts and test scores have been received. Pending Application A pending application has met University requirements and is awaiting departmental recommendation for admission. Postponed Application Students may postpone their applications to a future semester by notifying Enrollment Services prior to the end of the semester for which they originally applied. Withdrawn Before Admission Students must complete or postpone their admission by the end of the semester for which they have applied. At the end of each semester, all applications still incomplete or not postponed will be withdrawn Students whose applications have been withdrawn must reapply for admission if they later choose to attend UAA.

ADMISSION STATUS

Complete Admission All required documents have been received and all admission standards met. Incomplete Admission Students who expect to receive their baccalaureate or master’s degree from a regionally accredited institution within two semesters (three if including summer) may apply for graduate admission to a post baccalaureate certificate or a graduate certificate program. Formal acceptance becomes final only

Chapter 12 2

after the baccalaureate or master’s degree is completed and conferred, and all other admission requirements are met. Provisional Admission Students who show potential for success in post baccalaureate or graduate studies but do not meet all the admission requirements for a program may be provisionally admitted. Provisions are established and monitored by the Dean or designee, and faculty of the program. If the provisions are not met within specified deadlines, the student may be removed from post baccalaureate certificate-seeking status or graduate certificate-seeking status. Postponed Admission Students may postpone their admission to a future semester by notifying Enrollment Services prior to the end of the semester for which they originally applied. Withdrawn After Admission Admission will be withdrawn when students do not attend classes during or postpone their admission by the end of their admission semester. Students whose admissions have been withdrawn must apply for admission if they later choose to attend UAA.

RELATED POST BACCALAUREATE CERTIFICATE AND GRADUATE CERTIFICATE POLICIES

TRANSFER CREDITS Up to one third of the credits (semester) or the equivalent earned at a regionally accredited institution and not previously used to obtain any other degree or certificate may be transferred to UAA and accepted toward a post baccalaureate certificate or graduate certificate. Acceptance of transfer credits toward program requirements is at the discretion of the individual program. CHANGE OF CERTIFICATE Students who wish to change certificate programs must formally apply for admission to the new certificate program through Enrollment Services and pay the appropriate fee. This applies both to changes between schools or colleges and to different certificates within the same school or college. Students will be expected to meet all admission and program requirements of their new major or emphasis area. CONCURRENT CERTIFICATES Students may pursue concurrent post baccalaureate or graduate certificates as long as they have formally applied and been accepted to each program through Enrollment Services.

ADDITIONAL CERTIFICATES

POST BACCALAUREATE CERTIFICATES Students who have received a post baccalaureate certificate or master’s degree(?) from a regionally accredited college or university may earn another post baccalaureate certificate by completing at least 16 resident credits not previously used for any other degree or certificate. The student must meet all the Post Baccalaureate Certificate University Requirements, School or College Requirements, and Program Requirements; fulfilling all University, College, and Program Requirements may require more than the minimum of 16 additional resident credits. If the 16 additional resident credits and other requirements have been earned for each additional post baccalaureate certificate, two or more post baccalaureate certificates may be awarded simultaneously. GRADUATE CERTIFICATES Students who have received a graduate certificate or master’s degree from a regionally accredited college or university may earn another graduate certificate by completing at least 9 resident credits not previously used for any other graduate certificate, baccalaureate or master’s degree. The student must meet all the Graduate Certificate University Requirements, School or College Requirements, and Program Requirements; fulfilling all University, College, and Program Requirements may require more than the minimum of 9 additional resident credits. If the 9 additional resident credits and other requirements have been earned for each additional graduate certificate, two or more graduate certificates may be awarded simultaneously.

Chapter 12 3

FORMAL ACCEPTANCE TO CERTIFICATE PROGRAMS Once all required admission documents have been received by Enrollment Services, the student’s admission packet is forwarded to the Dean or designee of the specific program. The acceptance decision is made by the Dean or designee, who informs Enrollment Services of the decision. Enrollment Services sends the official Certificate of Admission directly to the applicant. Acceptance to a certificate program does not guarantee later admission to other certificate or degree programs. NON-DEGREE-SEEKING STUDENT Non-degree-seeking students who wish to register for courses may be required to obtain the signature of the Department Chair or faculty member. Registration as a non-degree-seeking student implies no commitment by the University to the student’s later admission to a post baccalaureate certificate or graduate certificate program. Up to one third of the credits of post baccalaureate certificate or graduate certificate course work may be completed in the student’s program before program admission. Non-degree seeking students do not qualify for federal or state financial aid benefits nor do they qualify to receive a Form I-20 Certificate of Eligibility for Nonimmigrant (F-1) Student Status. FULL-TIME/PART-TIME STATUS FOR POST BACCALAUREATE CERTIFICATE-SEEKING STUDENTS AND GRADUATE CERTIFICATE-SEEKING STUDENTS Audited courses, Continuing Education Units (CEU’s), and professional development courses (500 level) are not included in the computation of the student’s full-time or part-time status.

POST BACCALAUREATE CERTIFICATE-SEEKING STUDENTS A student who has been admitted to a UAA post baccalaureate certificate program and is enrolled at UAA for 12 or more credits is classified as full-time. Courses count toward full-time status only if they are applicable to the certificate program. A post baccalaureate certificate student enrolled at UAA for fewer than 12 credits is classified as part-time. GRADUATE CERTIFICATE-SEEKING STUDENTS A student who has been admitted to a UAA graduate certificate program and is enrolled at UAA for 9 or more 600-level credits is classified as full-time. Courses at the 400-level count toward full-time status only if they are applicable to the graduate certificate program. A graduate certificate student enrolled at UAA for fewer than 9 credits is classified as part-time.

CATALOG YEAR FOR POST BACCALAUREATE CERTIFICATE PROGRAMS AND GRADUATE CERTIFICATE PROGRAMS Students may elect to graduate under the requirements of the catalog in effect at the time of formal acceptance to a post baccalaureate certificate or graduate certificate program, or the catalog in effect at the time of graduation. If the requirements for a post baccalaureate certificate or graduate certificate program as specified in the entry-level catalog are not met within 7 years of formal acceptance into the program, admission expires and the student must reapply for admission and meet the admission and graduation requirements in effect at the time of readmission or graduation. All credits counted toward the certificate, including transfer credit, must be earned within the consecutive seven-year period prior to graduation.

Chapter 12 4

GOOD STANDING FOR POST BACCALAUREATE AND GRADUATE CERTIFICATE-SEEKING STUDENTS

POST BACCALAUREATE CERTIFICATE-SEEKING STUDENTS Post baccalaureate certificate-seeking students who maintain a 2.5 (C) cumulative GPA in courses on their official Certificate Studies Plan are considered in good standing. GRADUATE CERTIFICATE-SEEKING STUDENTS Graduate certificate-seeking students who maintain a 3.00 (B) cumulative GPA in courses on their official Certificate Studies Plan are considered in good standing.

REMOVAL FROM POST BACCALAUREATE CERTIFICATE – SEEKING STATUS AND GRADUATE CERTIFICATE-SEEKING STATUS A post baccalaureate or graduate certificate student’s academic status may be changed to non-degree-seeking if the requirements to remove provisional admission are not satisfied, or if minimum academic standards are not met. A post baccalaureate or graduate certificate student who fails maintain Good Standing cumulative GPA falls below 3.00 (B) in courses applicable to his/her post baccalaureate or graduate certificate program, or a post baccalaureate or graduate certificate student who, for reasons specified in writing, is not making satisfactory progress toward completing the program requirements may be removed from post baccalaureate certificate-seeking status or graduate certificate-seeking status. Each school or college has developed procedures to deal with appeals arising from removal from post baccalaureate certificate-seeking status or graduate certificate-seeking status. ACADEMIC APPEALS Students have the right to appeal academic actions (See Academic Dispute Resolution Procedure in the UAA Fact Finder/Student Handbook for information). REINSTATEMENT TO POST BACCALAUREATE CERTIFICATE – SEEKING STATUS AND GRADUATE CERTIFICATE-SEEKING STATUS Graduate s Students who have been removed from post baccalaureate certificate-seeking status or graduate certificate-seeking status for not making satisfactory progress must re-apply for a post baccalaureate or graduate certificate program and pay the appropriate fee. POST BACCALAUREATE CERTIFICATE ADVISOR AND GRADUATE CERTIFICATE ADVISOR The Dean or designee of the appropriate school or college offering the post baccalaureate certificate or graduate certificate program appoints an advisor for each student accepted to the program. RESPONSIBILITIES OF THE POST BACCALAUREATE CERTIFICATE ADVISOR/COMMITTEE AND GRADUATE CERTIFICATE ADVISOR/COMMITTEE The division of responsibility between the advisor and/or committee is determined at the program level. The certificate advisor and/or committee does the following:

1. Reviews the student’s graduate certificate studies plan, ensuring that it includes: the Graduate Certificate

University Requirements; all courses required for the certificate; any special program requirements; and a capstone experience or project, if required.

2. Arrange to remove any deficiencies in the student’s admission or academic background. 3. Approve the official Graduate Certificate Studies Plan. 4. Monitor the student’s progress and timely completion of all requirements. 5. Monitor the timely submission of the official Graduate Certificate Studies Plan and other documents to

Enrollment Services. 6. Review and approve any changes to the official Graduate Certificate Studies Plan, directing timely

submission of the revised program plan to Enrollment Services. 7. Review and approve any required capstone experience or project according to procedures established by

the individual program. 8. Administer and assess a comprehensive exam, if required.

Chapter 12 5

OFFICIAL STUDIES PLAN FOR POST BACCALAUREATE AND GRADUATE CERTIFICATES The official Graduate Certificate Studies Plan formally establishes the specific program requirements which will, upon satisfactory completion, entitle the student to receive the post baccalaureate or graduate certificate. The program plan is based upon the catalog requirements for the graduate certificate program to which the student is been accepted. The plan becomes official once it is approved by the Dean or designee and is filed with Enrollment Services. Students are expected to complete all requirements listed on the official Graduate Certificate Studies Plan, as well as all Graduate Certificate University Requirements. Any revision to the plan will need to must be submitted to Enrollment Services through the graduate certificate advisor/committee.

DETERMINING PROGRAM REQUIREMENTS A post baccalaureate certificate or graduate certificate student’s program is based upon the catalog requirements for the relevant post baccalaureate or graduate certificate program which are in effect at the time the student was accepted to the program. POST BACCALAUREATE CERTIFICATE UNIVERSITY REQUIREMENTS AND GRADUATE CERTIFICATE UNIVERSITY REQUIREMENTS

POST BACCALAUREATE CERTIFICATE UNIVERSITY REQUIREMENTS University Requirements for all post baccalaureate certificates are as follows:

1. The student must complete at least 24 approved semester credits not counted toward any awarded degree. 2. The student must complete all requirements established by the program. 3. A GPA of at least 2.5 (C) must be earned in courses identified on the official Post Baccalaureate

Certificate Studies Plan. 4. Courses at the 500-level are for professional development and are not applicable toward any certificate,

even by petition. 5. At all course levels, a grade of “C” is minimally acceptable. 6. At least two-thirds of the credits required for the certificate must be taken at the upper-division level (300

or 400). 7. Up to one-third of the semester credits not used toward any other degree or certificate may be transferred

to UAA from a regionally accredited institution and counted toward a post baccalaureate certificate. Quarter credits are converted to semester credits by multiplying quarter credits by two-thirds. Acceptance of transfer credit toward program requirements is at the discretion of the individual program.

8. Individual Program Deans or designees may allow credit earned at other universities in the UA system, excluding credit used toward another degree or certificate, to be transferred to UAA, as long as at least 9 credits applicable to the student’s certificate program are earned at UAA after acceptance into the program.

9. Courses taken through credit by examination, or graded Credit/No Credit (CR/NC) do not count toward certificate requirements. They may, however, be used to satisfy prerequisites or to establish competency in a subject, thus allowing the advisor or committee to waive certain courses in an established program, as long as the total credits in the certificate program remain the same.

10. If the requirements for a post baccalaureate certificate as specified in the entry-level catalog are not met within 7 years of formal acceptance into the program, admission expires and the student must reapply for admission and meet the admission and graduation requirements in effect at the time of readmission or graduation.

11. All credits counted toward the post baccalaureate certificate, including transfer credits, must be earned within the consecutive seven-year period prior to graduation.

GRADUATE CERTIFICATE UNIVERSITY REQUIREMENTS University Requirements for all graduate certificates are as follows:

1. The student must complete at least 12 approved semester credits not counted toward the baccalaureate degree.

2. The student must complete all requirements established by the program. 3. A GPA of at least 3.00 (B) must be earned in courses identified on the official Graduate Certificate

Studies Plan.

Chapter 12 6

4. Only 400- and 600-level courses approved by the student’s graduate certificate advisor/committee and the Dean or designee, may be counted toward graduate certificate requirements.

5. In 400-level courses, a minimum grade of “B” is required for the course to count toward the certificate program requirements.

6. Courses at the 500-level are for professional development and are not applicable toward any certificate, even by petition.

7. In 600-level courses, a grade of “C” is minimally acceptable, provided the student maintains a cumulative GPA of 3.00 (B) in all courses applicable to the graduate certificate program. At least two-thirds of the credits required for the certificate must be taken at the graduate level (600). For performance comparison only, in 600-level courses a grade of “P” (Pass) is equivalent to a B or higher, but does not enter into the GPA calculation.

8. Up to one-third of the semester credits not used toward any other degree or certificate may be transferred to UAA from a regionally accredited institution and counted toward a graduate certificate. Quarter credits will be converted to semester credits by multiplying quarter credits by two-thirds. Acceptance of transfer credit toward program requirements is at the discretion of the individual program.

9. Individual Program Deans or designees may allow credit earned at other universities in the UA system, excluding credit used toward another degree or certificate, to be transferred to UAA, as long as at least 6 credits applicable to the student’s certificate program are earned at UAA after acceptance into the program.

10. Courses taken through correspondence, credit by examination, or graded Credit/No Credit (CR/NC) do not count toward graduate certificate requirements. They may, however, be used to satisfy prerequisites or to establish competency in a subject, thus allowing the advisor or committee to waive certain courses in an established program, as long as the total credits in the graduate certificate program remain the same.

11. If the requirements for a graduate certificate as specified in the entry-level catalog are not met within 7 years of formal acceptance into the program, admission expires and the student must reapply for admission and meet the admission and graduation requirements in effect at the time of readmission or graduation.

12. All credits counted toward the graduate certificate, including transfer credits, must be earned within the consecutive seven-year period prior to graduation.

APPLICATION FOR GRADUATION Post baccalaureate certificate students and graduate certificate students must submit an Application for Graduation, signed by the academic advisor and accompanied by the required fee, to Enrollment Services. Application for Graduation deadlines are March 1 for summer graduation, May 1 for fall graduation, and September 15 for spring Applications received after the deadline will be processed for the following semester. Students who apply for graduation but do not complete the graduate certificate requirements by the end of the semester must re-apply for graduation. The application fee must be paid with each Application for Graduation. EXCHANGE PROGRAMS BIOMEDICAL (907) 786-4789 The Biomedical Program is affiliated with WWAMI, an educational agreement between the University of Washington School of Medicine (UWSM) and the states of Washington, Wyoming, Alaska, Montana, and Idaho. Through this program, UWSM accepts 10 certified Alaska residents each year into its entering class. Students in the program are enrolled concurrently at UAA and UWSM and receive their entire first year of medical education at UAA. After completion of the first year, the students are headquartered in Seattle for the remaining three years of their medical education. UWSM medical students have the option of receiving third and fourth-year clinical training in family medicine, internal medicine, pediatrics, psychiatry, and obstetrics/gynecology in Alaska. UWSM participates in the American Medical College Application service (AMCAS) and all applicants must take the Medical College Admission Test (MCAT) in order to be considered. Acceptance into the program is offered through the Admissions Committee of UWSM. UAA can provide all of the course work needed to be competitive for acceptance into the WWAMI Program. INDIVIDUAL PROGRAM LISTINGS

Chapter 12 7

Chapter 12 8

COURSE CONTENT GUIDE

Department: MEDT: Medical Laboratory Technology Date: 09/20/04 Course Number: MEDT A302 Course Title: Clinical Laboratory Education and Management Credits: 4 credits I. Course Description

Applies education and management principles to laboratory medicine and allied health science professions. Prepares future laboratory managers to function in a culturally diverse and technologically dynamic environment. Topics include education process and teaching methods. Managerial components incorporate planning, directing, and evaluating. Designed for students with an educational or working background in a health care field.

II. Course Design A. Integrates knowledge and skills acquired in GER and major requirements for

the BSMT with practical applications of education and management in laboratory medicine and other allied health science professions.

B. Number of Credits 4 C. Total time of student involvement- 180 hours

1) Lecture- 60 hours 3) Outside work expected- 120 hours

D. This course is required for a Bachelor of Science degree in Medical Technology.

E. No special fees assessed. F. Standard semester time frame, but not less than five weeks. G. This is a revised course. H. Coordination with School of Nursing, College of Arts and Sciences,

Community and Technical College, College of Business and Public Policy, UAF College of Rural Alaska, MSC, KO, KPC, MIL, ER, and UAA faculty listserve.

I. Course level justification: Course requires knowledge of health care systems, which is taught in 200-level MEDT courses and other allied health courses.

III. Course Activities

Course is conducted in a lecture format and will include class discussion, case studies, role-playing, and individual and group projects.

IV. Prerequisites and Corequisites A. Prerequisites- none B. Registration Restrictions- MLT Program Director and faculty approval.

V. Course Evaluation

A. Grading is A-F B. Based on written or computerized exams, core abilities, case studies, and

individual and group projects. C. Specific grading criteria will be discussed in the beginning of the course.

VI. Course Outline

1.0 Safety 1.1 Campus Safety 1.2 Classroom and Laboratory Safety

2.0 Introduction to the Education Process 3.0 Roles of the Teacher 4.0 Objectives

4.1 Writing Objectives 4.2 Classifying Objectives 4.3 Evaluating Objectives

5.0 Professional Competencies 6.0 Teaching Strategies

6.1 Utilizing Learning Activities 6.2 Utilizing Audiovisual Media 6.3 Evaluating and Improving Teaching Skills

7.0 Learning Assessments 7.1 Types of Tests 7.2 Item Construction 7.3 Test Analysis 7.4 Evaluation of Student Performance

8.0 Characteristics of Adult Learners 9.0 Laws Pertaining to Post-secondary Education

9.1 Admission Policies 9.2 Disciplinary Action 9.3 Sexual Harassment 9.4 Appeal Process 9.5 Buckley Amendment

10.0 Standards of Education in Laboratory Science Programs 10.1 Accreditation 10.2 Certification and Licensure

11.0 Roles of the Laboratory Manager 12.0 Management Functions

12.1 Planning 12.2 Organizing 12.3 Directing

12.4 Controlling 12.5 Coordinating

13.0 Regulation of Laboratories

13.1 Personnel Standards 13.2 Quality Assurance 13.3 Surveys, Self-Assessment and Inspections

14.0 Managing Finances in the Clinical Laboratory 14.1 Budgets 14.2 Revenue 14.3 Operating Costs 14.4 Capital Costs 14.5 Cost Analysis 14.6 Cost Accounting 14.7 Cost Containment

15.0 Evaluation of Resources 15.1 Personnel 15.2 Instrumentation and Information Systems

16.0 Ethics and Professionalism 16.1 Organizational and Policy Making Level 16.2 Individual Level

17.0 Management Synopsis and Synergy

VII. Recommended Text Wallace, M. & Klonsinski, D. (1998). Clinical Laboratory Science Education & Management. Philadelphia: W.B. Saunders. Hudson, J. (2004). Principles of clinical laboratory management: a study guide and workbook. Upper Saddle River, N.J.: Pearson Prentice Hall.

VIII. References Beck, S.J. & LeGrys, V.A. (1988). Clinical Laboratory Education. Connecticut: Appleton &Lange. Harmening, D., & Zeibig, E. A. (2003). Laboratory management: principles and processes. Upper Saddle River, N.J.: Prentice-Hall. Kurec, A. S., Schofield, S., Watters, M. C., & Clinical Laboratory Management Association. (1995). The CLMA guide to managing a clinical laboratory (2nd ed.). Malvern, Pa.: Clinical Laboratory Management Association. Liebler, J. G., & McConnell, C. R. (2004). Management principles for health professionals (4th ed.). Sudbury, Mass.: Jones and Bartlett Publishers. Clinical Laboratory Management Association. www.clma.orgCenters for Medicare and Medicaid Services. www.cms.hhs.govJoint Commission for the Accreditation of Health Care Organizations. www.jcaho.org. Occupational Safety and Health Administration www.osha.gov

IX. Instructional Goals, Defined Outcomes Prepare students to meet expected educational and management requirements in future employment in the health care industry. Instructional Goals Student Outcomes Assessment Strategies

Integrate the knowledge and skills students gained in written and oral communication and statistical GER courses with education principles to develop effective instructional modules.

Develop, deliver and assess effective instructional modules including necessary aspects of the educational process.

Student Project: Each student will develop the curriculum for an instructional module and effectively communicate the instructions to the class. Pre and post-tests will be developed and administered to evaluate the instruction The student will perform quantitative analysis on the data collected from the pre and post-tests. Faculty and students will provide written critiques of the instructional module.

Integrate the knowledge and skills students gained in written and oral communication and quantitative GER courses with management principles to plan and organize professional services.

Apply management principles to plan and organize a professional service that will meet customer needs to include efficiency and effectiveness of the service within defined financial constraints.

Group project: Students will work in groups to design a Subregional clinic laboratory to include: floor plan, instrumentation selection, personnel qualifications and budget. Each group will give a formal presentation of their section of the design to “administration.” Groups will be evaluated on the following:

• Effective use of journal and Internet resources (information literacy).

• Effective communication and equal distribution of tasks among group members.

• Accuracy of quantitative measures.

• Clarity of written documents.

• Organization and delivery of oral presentation.

Empower students to work and communicate productively across differences.

Develop skills in dealing with people different from oneself, cultural competence.

Case studies will be used to evaluate students’ ability to apply critical thinking skills to intercultural situations. Students will also be evaluated on their ability to effectively communicate in small group discussions while using Diversophy, a training instrument designed to enhance cultural competence of an organization and its people.

Instructional Goals Student Outcomes Assessment Strategies

Integrate the knowledge and skills students gained in communication and biomedical ethics courses with management principles to evaluate personnel and interpersonal situations in the clinical laboratory.

Apply problem-solving skills to personnel management issues.

Role-playing and case study discussion will used to develop students’ responses to situations such as disability accommodation, disciplinary events, customer satisfaction, peer team building activities, and other aspects of personnel management. Students will be assessed on their critical thinking skills, understanding of ethical issues and ability to effectively communicate during role-playing and discussions.

Integrate the knowledge and skills students gained in biomedical ethics and quantitative GER courses with management principles to demonstrate how to perform needs analysis in the clinical laboratory.

Perform needs analysis including evaluation of cost and ethical issues related to testing decisions in the clinical laboratory.

Using case study scenarios students will perform needs analysis that includes evaluation of costs and ethical issues related to in house testing decisions. HIPAA and other compliance requirements will be integrated in each analysis. Students will be assessed on their critical thinking skills, integration of biomedical ethics and accuracy of quantitative analysis.